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This book is full of practical teaching ideas, techniques for communicating with parents, and administrative strategies to motivate and inspire. Once you pick it up, you will want to share this book with other teachers.
Can you still have a home if you don't have a house? In the spirit of The Truth About Jellyfish and Fish in a Tree comes a stunning debut about a family struggling to find a place to belong. To climb a tree, always think in threes and you'll never fall. "Two feet, one hand. Two hands, one foot," Cora's father told her when she was a little girl. Now Cora is in middle school, her father is gone, her family is homeless, and Cora has to look after her younger sister, Adare, who needs a lot of looking after. When their room at the shelter is ransacked, Cora's mother brings them to an old friend's apartment, and Cora hopes this will be a place she can finally call home. When doubt seeps in, Cora makes an escape of her own and discovers something that will change how she sees her family and her place within it. The beautiful debut by Melissa Sarno, the author of A Swirl of Ocean, will take root in your heart and blossom long after you've turned the last page. "[A] heartbreaking yet hopeful story of a family searching for a place to belong." --Publishers Weekly "[A] thought-provoking debut about the meaning of home and the importance of family." --The Horn Book Magazine
Before the end of WWII, Hitler charged a group of his most trusted and brilliant comrades with a mission-educate your progeny and then elevate them to positions of power throughout the world. Steeped in fact, and meticulously researched, Clouds Across the Sunis the story of just one of these children. From Naples, Florida, New York City, and Washington D.C. to Israel and then the killing grounds of Vilnius, Poland (Lithuania) this story is one of great romance, discovery, redemption, and enlightenment as Jotto Wells unravels the intrigue surrounding a plan to take over the government of the United States."
This book gives adults who work with young children a substantial look at some thoughtful, creative, reflective modes of thinking about their work. It has rich resources for the teacher who wants to grow in respect for children's capabilities and lessons for growing one's ability to listen to the intentions of children. It is rich in examples of real teaching in real American classrooms, influenced by work in Reggio Emilia, Italy. For teachers, and also for parents, of children from 2-6. Written by and for teachers of young children, this exhaustive examination of early education is rigorous and thorough.
Just as young children learn about the world around them by playing its scripts, teachers learn about teaching and learning by playing a teacher's script, observing what happens, and discussing all of the possibilities with other teachers. This book applies a constructivist model to staff development, describing staff development activities that were open in design and that defined philosophy and process but not outcomes. Each of the stories told in the book involved a partnership between one or more early childhood programs and some other agency or individual working with teaching staff to facilitate growth. Following an introduction by Elizabeth Jones exploring how teachers construct knowledge about teaching and how "growing" teachers differs from training them, the chapters in the book are: (1) "Telling Our Stories: The CDA Process in Native American Head Start" (C. David Beers); (2) "Moving Out of Silence: The CDA Process with Alaska Native Teachers" (Kathrin Greenough); (3) "Catching Teachers 'Being Good': Using Observation To Communicate" (Margie Carter); (4) "Teachers Talking to Each Other: The Pasadena Partnership Project" (Elizabeth Jones, Joyce Robinson, Diedra Miler, Richard Cohen, and Gretchen Reynolds); (5) "Change Making in a Primary School: Soledad, California" (Jane Meade-Roberts, Elizabeth Jones, and Joan Hillard); (6) "Co-Creating Primary Curriculum: Boulder Valley Schools" (Maja Apelman); (7) "Teachers as Observers of Play: Involving Teachers in Action Research" (Barbara Creaser); (8) "I'll Visit Your Class, You Visit Mine: Experienced Teachers as Mentors" (Lisa Poelle); and (9) "Looking Back: What We've Learned about Partnerships" (Elizabeth Jones). (HTH)
Examines the concepts of developmentally appropriate practice as they relate to the education of children from birth to age eight; discusses appropriate physical, social/emotional, and cognitive/language/literacy environments for specific age groups; and explores the process of making changes for teachers.
