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The second edition of this bestselling book provides a structured multi-sensory programme for teaching literacy to children and young people from 5-18 with dyslexia and other specific literacy difficulties.

Supported by a wealth of resources available online and updated throughout, the new edition now includes a brand new section on Implementing the Accelerated Programme for learners who have already acquired some literacy skills. This includes:

 

·         A placement test to indicate whether the programme is appropriate

·         A diagnostic assessment procedure to determine where the learner should begin on the Accelerated Programme

·         Examples of lesson plans, reading cards and spelling cards to help teachers prepare resources for their students.

With tried and tested strategies and activities this book continues to provide everything you need to help improve and develop the literacy skills of learners in your setting including;

 

·         the rationale for a structured multi-sensory approach

·         the development of phonological, reading, writing and spelling skills

·         working with learners who have English as an Additional Language (EAL)

·         lesson structure and lesson-planning

·         alphabet and dictionary skills

·         memory work and study skills

·         teaching the programme to groups

·         ideas for working with young children.

 

 

 

• Sales Rank: #999436 in Books
• Published on: 2016-04-18
• Released on: 2016-03-30
• Original language: English
• Number of items: 1
• Dimensions: 9.13" h x 1.10" w x 7.32" l, .84 pounds
• Binding: Paperback
• 488 pages

Review

‘Teaching Literacy to Learners with Dyslexia should be available in every classroom in the country!

This new updated edition is grounded in solid research combining best practice in literacy learning with practical skills essential for competent literacy acquisition.

Kelly and Phillips have utilised their vast knowledge and unquestionable experience to provide the reader with a “ready guide” for practice. This is an essential book for all teachers and those undergoing teacher training. ‘

(Dr. Gavin Reid 2016-03-10)

About the Author

Dr Kathleen Kelly PhD, MA (SEN), Dip TESL, AMBDA, is a senior lecturer at Manchester Metropolitan University in the Centre for Inclusion and Special Educational Needs. She is Programme Leader for the MA in Specific Learning Difficulties and has presented papers at a number of international conferences in this area. For several years she has taught courses on specific learning difficulties (dyslexia) to undergraduates as part of the initial teacher training programme in addition to postgraduate awards. She has considerable experience in delivering courses to meet the criteria set out by the British Dyslexia Association for Approved Teacher Status (ATS) and is Associate Member of the British Dyslexia Association (AMBDA).

Kathleen has taught a wide range of learners with dyslexia, from children as young as four years to those at Key Stage 5. She has worked in both mainstream and special schools, for language support and learning support services, as a SENCO in a primary school, and as Head of Sixth Form in a special school. She has many years’ experience of supporting multilingual children with special educational needs (including specific learning difficulties). Multilingualism and dyslexia is a particular area of interest and her doctorate was also in this area.

 

Sylvia Phillips, BA, DASE, MEd (SEN), AMBDA, began her career as a teacher of English in secondary schools where she first became interested in why some learners had severe literacy difficulties. She later joined Manchester Metropolitan University where she was a Principal Lecturer, Head of SEN, and then Head of Continuing Professional Development. At MMU she developed the first courses for specialist dyslexia teachers at both undergraduate and postgraduate levels. During her time there, she also continued to work in primary, secondary and special schools both with teachers and directly with pupils. She developed and taught on SEN courses for teachers in the UK and was the UK partner (with Italy, Belgium and Spain) developing and teaching EU courses on ‘Inclusion and SEN’ for European educationalists. She has served on the Accreditation Board of the British Dyslexia Association and has also been involved in several dyslexia research projects. She is currently course leader of the specialist dyslexia teachers’ course at Glyndwr University, Wales.

She has co-authored Putting the Code to Work (Primary and Secondary editions, 1998, MMU – MET Publications), Inspection and Beyond (1997, Pearson), Management Skills for SEN co-ordinators (1999, Falmer Press), and A Multi-sensory Teaching System for Reading (1998, MMU Publishing), a fully scripted set of materials for teaching small groups of pupils with dyslexia.

Sylvia’s other main areas of interest lie in ‘learner voice’, pupils’ social, emotional and behavioural difficulties, and supporting teachers undertaking enquires into their practice.

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!! Get Free Ebook The Ultimate Student Teaching Guide, by Kisha N. Daniels, Gerrelyn C. Patterson, Yolanda L. Dunston

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A fresh, practical book that addresses the totality of the student teaching internship
―its complexities, joys, frustrations, and challenges

Based on the authors' 30 years of experiences in the field with student teachers, this engaging, lighthearted guide helps pre-K through 12 teacher candidates better understand the realities of the student teaching experience. The authors provide practical, research-based, field-tested strategies that student teachers can immediately apply as they navigate school concerns, solve classroom challenges, and negotiate social conflicts. Concluding chapters challenge readers to view student teaching as a process and to use reflection as a tool for professional growth.

• Sales Rank: #1125318 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2010-12-09
• Original language: English
• Number of items: 1
• Dimensions: .60" h x 8.50" w x 10.90" l, 1.14 pounds
• Binding: Paperback
• 216 pages

Features

• Used Book in Good Condition

Review
"(This book) addresses many of the issues involved in student teaching that other texts do not and is written by people who have first hand experience with student teachers." (Joyce Rietman Survey 2011-05-25)

About the Author

Kisha N. Daniels has worked extensively in the areas of teaching and learning with children, public school teachers, administrators, and university students for 26 years. She holds a BA in Elementary Education, a MEd in School Counseling, a MSA in School Administration, a specialist certification in curriculum and instruction, and an EdD in Educational Leadership from the University of North Carolina at Chapel Hill. As a teacher and administrator in large, urban school districts, Kisha has devoted her work to utilizing engaging curriculum to support diverse learning styles. She is currently an Associate Professor at North Carolina Central University in the Department of Education Leadership’s MSA program, where she teaches courses in instructional and organizational leadership and supervises administrative interns. Kisha is actively involved with building and sustaining community partnerships in an effort to extend the scholarship of teaching, engagement, and persistence through service learning.

Gerrelyn C. Patterson has earned a BA in English Literature from North Carolina Central University, a MEd in English Education from the University of Virginia, and a PhD from the University of North Carolina at Chapel Hill in Curriculum, Culture and Change with an emphasis on teacher education and race, class, and gender issues. She has more than 17 years of pre-K–12 and university teaching experience. Gerrelyn has worked as a consultant and researcher with the Comer School Development Program at Yale University, taught in the Master’s in Teaching Program (MAT) at the University of North Carolina at Chapel Hill, and added to the body of work documenting school desegregation in North Carolina as a researcher with the Southern Oral History Program at the University of North Carolina at Chapel Hill. Currently, she is an Associate Professor at North Carolina Central University where she teaches undergraduate and graduate courses in lesson planning, classroom management, and middle school philosophy. Her passion involves training pre-K–12 and university faculty in effective and practical classroom management, engaging instructional strategies, and service learning.

Yolanda L. Dunston has 21 years of experience in pre-K–12 and higher education. She earned a BA, in Elementary Education, a MEd in Special Education―Literacy Studies, and a PhD in Literacy all from the University of North Carolina at Chapel Hill. She is a tenured Associate Professor at North Carolina Central University in the Department of Curriculum Instruction in the School of Education. Her focus is on effective teaching for both preservice and practicing teachers, particularly in the area of literacy. She has been a teacher at the preschool and elementary level, a private consultant for struggling middle and high school students, and an adjunct instructor at UNC–Chapel Hill teaching undergraduate emergent and early literacy courses. Yolanda is a contributing author for the text Aftermath of Hurricane Katrina: Educating Traumatized Children Pre-K through College. She currently coordinates the Elementary Education program, teaches undergraduate and graduate methods courses in literacy, facilitates the student teaching seminar, and supervises student teachers in the field.

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2 of 2 people found the following review helpful.
Great book!
By Kathleen F.
This is a great book and a must have for any pre-service teachers. Full of interesting tidbits and easy to read.

0 of 0 people found the following review helpful.
As someone who just finished their student teaching, this ...
By Emily
As someone who just finished their student teaching, this book was a really helpful read! This book gives a lot of important tips and tricks to successfully completing your student teaching experience. This book also had a lot of important things to think about when entering the teaching field as a new teacher. I think that this book should be read by every student teacher.

0 of 0 people found the following review helpful.
Five Stars
By Bethany
This book arrived in great condition and appears to be very well taken care of.

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~~ Ebook Using the Parallel Curriculum Model in Urban Settings, Grades K-8From Corwin

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Featuring 16 field-tested lesson plans, this book presents a high-quality curriculum that helps urban youth develop key learning skills such as resiliency, self-motivation, and collaboration.

• Sales Rank: #1313772 in Books
• Brand: Corwin
• Published on: 2009-10-01
• Original language: English
• Number of items: 1
• Dimensions: 10.90" h x .50" w x 8.40" l, .80 pounds
• Binding: Paperback
• 128 pages

Features

• An enriched, multidisciplinary curriculum for developing resiliency, self-motivation, and
• Sixteen field-tested and ready-to-use lesson plans and related reproducibles
• Thought-provoking questions and interactive exercises that promote critical and creative thinking and
• Title - Using The Parallel Curriculum Model In Urban Settings, Grades K-8
• Edited - Sandra N. Kaplan

Review
“My experience teaching the lessons to students helped me understand the importance of self-reflection. The students were able to reflect on their own abilities in learning. The opportunity to define themselves as learners is informative and empowering.” (Robert Grubb, Teacher 2009-07-15)

"Teaching students how to be 'lifelong learners' can be realized by helping them develop a sense of responsibility for their learning. These lessons provide that opportunity for students." (Paige A. McGinty, Doctoral Student in Teacher Education, Multicultural Societies 2009-07-15)

About the Author
Sandra N. Kaplan has been a teacher and administrator of gifted programs in an urban school district in California. Currently, she is clinical professor in learning and instruction at the University of Southern California’s Rossier School of Education. She has authored articles and books on the nature and scope of differenti­ated curriculum for gifted students. Her primary area of concern is modifying the core and differentiated curriculum to meet the needs of inner-city, urban, gifted learners. She is a past president of the California Association for the Gifted (CAG) and the National Asso­ciation for Gifted Children (NAGC). She has been nationally recognized for her con­tributions to gifted education.

Irene Guzman has been teaching in the Santa Unified School District for 14 years. She is currently teaching third grade at Heninger Elementary School. She has dedicated her efforts to differentiate the curriculum for gifted English language learners. She has worked closely with teachers to improve support for the specific needs of gifted students in the urban setting. Guzman has worked under the USC Javits Grant as a mentor and a coach. She has also been a demonstration teacher and presenter at the California Association for the Gifted Conference and the USC summer institutes.

Carol Ann Tomlinson‘s career as an educator includes 21 years as a public school teacher. She taught in high school, preschool, and middle school, and worked with heterogeneous classes as well as special classes for students identified as gifted and students with learning difficulties. Her public school career also included 12 years as a program administrator of special services for advanced and struggling learners. She was Virginia’s Teacher of the Year in 1974. She is professor of educational leadership, foundations, and pol­icy at the University of Virginia’s Curry School of Education; a researcher for the National Research Center on the Gifted and Talented; a codirec­tor of the University of Virginia’s Summer Institute on Academic Diversity; and president of the National Association for Gifted Children. Special interests through­out her career have included curriculum and instruction for advanced learners and struggling learners, effective instruction in heterogeneous settings, and bridging the fields of general education and gifted education. She is author of over 100 articles, book chapters, books, and other professional development materials, including How to Differentiate Instruction in Mixed-Ability Classrooms, The Differentiated Classroom: Responding to the Needs of All Learners, Leadership for Differentiated Schools and Classrooms, the facilitator’s guide for the video staff development sets called Differentiating Instruction, and At Work in the Differentiated Classroom, as well as a professional inquiry kit on differentiation. She works throughout the United States and abroad with teachers whose goal is to develop more responsive heterogeneous classrooms.

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0 of 0 people found the following review helpful.
Two Stars
By Michelle A. Lozoya
Not very innovative

0 of 2 people found the following review helpful.
Education collections must have this!
By Midwest Book Review
Sandra M. Kaplan, Irene Guzman and Carol Ann Tomlinson's USING THE PARALLEL CURRICULUM MODEL IN URBAN SETTINGS GRADES K-8 provides a key survey for teachers in urban settings. It provides a hands-on curriculum guide that focuses on student potential in studies, as classroom participants, and as presenters, teaching how to build the connections between curriculum and personal strengths that will enable students to rely on their strengths. Education collections must have this!

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Use this step-by-step facilitator's guide to demonstrate culturally appropriate and research-based teaching strategies that can close the achievement gap for culturally and ethnically diverse students.

• Sales Rank: #534742 in Books
• Brand: Corwin
• Published on: 2008-04-01
• Original language: English
• Number of items: 1
• Dimensions: 11.00" h x .15" w x 8.50" l, .45 pounds
• Binding: Paperback
• 64 pages

Features

• Identifying cultural factors that influence educators" perceptions of their students.
• Creating supportive school cultures and learning environments.
• Understanding learners" communication styles, classroom behaviors and learning needs.
• Developing and strengthening students" reading and writing skills.
• Building relationships and community with students.The chapter-by-chapter study guide follows the same

Review
..."gives you the opportunity to reflect and respond rather than react." -- NEA Today, May 2006 (05/01/2006)

"Dr Davisb book illustrates the cultural competencies that educators need to understand when trying to reduce the achievement gap." -- Charles Rankin, Director (06/24/2005)

"Dr Davis' book illustrates the cultural competencies that educators need to understand when trying to reduce the achievement gap." -- Charles Rankin, Director (06/24/2005)

"Dr Davis book illustrates the cultural competencies that educators need to understand when trying to reduce the achievement gap." -- Charles Rankin, Director (06/24/2005)

"For many years Davis has masterfully taught students who don't look like her.  This book enables educators to explore her thoughtful pedagogies and emerge with strategies that improve teacher instruction and student performance.  From a courageous teacher of teachers comes the real stuff that shows White teachers, and everyone else for that matter, how to effectively meet the needs of underserved student of color populations.  Thank you Bonnie!" 

., ."gives you the opportunity to reflect and respond rather than react."

"Dr Davis??? book illustrates the cultural competencies that educators need to understand when trying to reduce the achievement gap."

"A provocative book packed with critical questions, arresting ideas, and stimulating discussions to provide the reader practical strategies for culturally-relevant teaching."

"This resource, thoroughly researched yet easily readable, is likely to encourage and inspire teachers. Its practical, concrete approach provides educators with suggestions they can implement immediately so that they begin to see a difference in their students."

"Qatari and Omani, Iraqi and Irani-my students don't look like me. Davis' strategies work not only in American multicultural settings but also in EFL classrooms around the world. She shows teachers how to create a special climate for learning and to enrich their instruction by drawing on the unique cultural backgrounds of their students."

.,."gives you the opportunity to reflect and respond rather than react." -- NEA Today, May 2006 (05/01/2006)

"Dr Davis??? book illustrates the cultural competencies that educators need to understand when trying to reduce the achievement gap." -- Charles Rankin, Director (06/24/2005)

"A provocative book packed with critical questions, arresting ideas, and stimulating discussions to provide the reader practical strategies for culturally-relevant teaching." -- NACADA Journal, Fall 2006 (09/01/2006)

"Wow! Finally, a resource that helps teachers reflect personally and translate that learning into classroom strategies that will move us to eliminating the achievement gap!" -- Dr. Cheryl L. Compton, Assistant Superintendent (06/17/2005)

"Written in plain terms, How to Teach Students Who Don't Look Like You is a singularly valuable resource especially for teachers struggling to close 'achievement gaps' in the classroom." -- Internet Bookwatch, Midwest Book Review, Vol. 16, Number 3, March 2006 (03/04/2006)

"This resource, thoroughly researched yet easily readable, is likely to encourage and inspire teachers. Its practical, concrete approach provides educators with suggestions they can implement immediately so that they begin to see a difference in their students." -- LinguaPhile@GrammarAndMore.com (03/01/2006)

"Perfect for a teachers' study group, faculty inservice meetings, or staff development. Research-based teaching strategies for diverse learners as well as suggestions for activities across the curriculum are accompanied by thought-provoking questions and opportunities for reflection." -- Curriculum Connections, Fall 2006

"Bonnie Davis was instrumental in structuring the MA in Diverse Learners for Fontbonne University. Her sensitivity to all aspects of diversity is without peer, and we were fortunate to have her mentor us through the design process. We look forward to the use of her book in this program" -- William W. Freeman, Dean of Education (07/15/2005)

"The author's understanding and respect for student's of varying abilities and diverse backgrounds are reflected in a wealth of practical and appropriate instructionsl strategies designed to motivate and challenge all readers and writers - whether they be eagar or reluctant." -- Lola Mapes, Retired Elementary Teacher - Literacy Consultant (07/11/2005)

"The examples in the book are wonderful. I obtained a lot of ideas that I can share with preservice and inservice teachers as well as administrators. Reading this book will give educators the opportunity to gather information, reflect, and see ways to change their classrooms to reach all learners." -- Rosalind Pijeaux Hale, Professor of Education (05/26/2005)

"Qatari and Omani, Iraqi and Irani-my students don't look like me. Davis' strategies work not only in American multicultural settings but also in EFL classrooms around the world. She shows teachers how to create a special climate for learning and to enrich their instruction by drawing on the unique cultural backgrounds of their students." -- Elizabeth M. Krekeler, Professor (05/04/2006)

"Dr. Davis' book guides the reader through a personal reflection process that leads to a deeper understanding of the role of culture in teaching and learning. The workbook creates a format for educators to examine their environment, beliefs, and practices as they search for ways to help all students in their classes achieve academically." -- Sandra Anderson, Instructional Specialist (06/13/2005)

"This book shows teachers and administrators exactly how the knowledge that has been gathered by research on diverse learners can be put to use in their classrooms and schools." -- Mariela Nunez-Janes, Assistant Professor, Anthropology & Co-Director, Ethnic Studies (05/16/2005)

"For many years, Davis has masterfully taught students who don't look like her. This book enables educators to explore her thoughtful pedagogies and emerge with strategies that improve teacher instruction and student performance. From a courageous teacher of teachers comes the real stuff that shows white teachers, and everyone else for that matter, how to effectively meet the needs of underserved students of color populations. Thank you Bonnie!" -- Glenn E. Singleton, Executive Director (07/13/2005)

About the Author
Bonnie M. Davis is a veteran teacher of 37 years who is passionate about education. She has taught in middle schools, high schools, universities, homeless shelters, and a men's prison. She is the recipient of numerous awards, including Teacher of the Year, the Governor's Award for Excellence in Teaching, and the Anti-Defamation League's World of Difference Community Service Award. Davis has presented at numerous national conferences and provides services to schools through her consulting firm, A4Achievement. Her publications include African-American Academic Achievement: Building a Classroom of Excellence and numerous articles on literacy instruction. She received her BS in education, her MA in English, her MAI in communi­cations, and her PhD in English.

Most helpful customer reviews

0 of 0 people found the following review helpful.
A must for all teachers!
By BARBARA W. VANAUSDALL
The facilitator's guide gives good suggestions for presenting both of Dr. Davis' books on how to embrace differences in the classroom or on your teaching staff - easy to use.

0 of 0 people found the following review helpful.
Matching Teaching with Culture
By Reynaldo
A good guide to help others learn to become culturally sensitive. Easy to use and follow step by step guide. Very user friendly.

0 of 0 people found the following review helpful.
Five Stars
By Tara Macias
Great book to learn how to interact with different people

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~ Download Ebook Qualitative Research in Education: A User's Guide, by Marilyn Lichtman

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This book is available to instructors and students in an electronic version!
Click here for more information. 

“Students in my class like the book because it is easy to read. One student said, ‘I could not put the book down because it was easy to follow.’”
-Satomi Taylor, University of Memphis

Designed to help education students become savvy qualitative researchers

Qualitative Research in Education: A User’s Guide, Second Edition brings together the essential elements of qualitative research, including traditions and influences in the field and practical, step-by-step coverage of each stage of the research process. Synthesizing the best thinking on conducting qualitative research in education, Marilyn Lichtman uses a conversational writing style that draws readers into the excitement of the research process.

Key Features

• Provides a new chapter on ethics, bringing together existing and new material on how ethical issues affect qualitative research
• Offers expanded coverage of technology use in qualitative research, including using Internet chat rooms for focus groups and online teaching
• Delivers updated real-world examples and illustrations that help readers understand abstract ideas and apply them to their own research
• Includes group and individual activities with practical suggestions to help students master required skills

New to the Second Edition: A Student Study Site at www.sagepub.com/lichtman2estudy includes sample forms, projects, Web resources, and more.

• Sales Rank: #1466261 in Books
• Brand: Brand: Sage Publications, Inc
• Published on: 2009-03-12
• Original language: English
• Number of items: 1
• Dimensions: .50" h x 7.20" w x 9.00" l, 1.00 pounds
• Binding: Paperback
• 288 pages

Features

• Used Book in Good Condition

Review
"Students in my class like the book because it is easy to read. One student said, 'I could not put the book down because it was easy to follow.'" (Satomi Taylor)

"In a crowded market of literature on research methods, it is refreshing to find and recommend to students an introductory text on qualitative research that is theoretical and practical and scholarly yet accessible." (Richard Taulke-Johnson)

"Lichtman's book is more recent but it already appears to have made its way into the market as a trusted text which addresses a number of contemporary concerns...[the] title contains the terms 'user's guide' and 'education', and the book lives up to these claims by focusing largely on educational research examples...and  by providing practical tips in each chapter about how to conduct qualitative research." (Alexandra Allan)

About the Author
Marilyn Lichtman is a retired professor of educational research and evaluation from Virginia Tech at both the main campus in Blacksburg, Virginia, and at the graduate campus in Falls Church, Virginia. After attending The University of Chicago as an undergraduate, she moved to Washington, D.C. She completed all her degrees at The George Washington University, receiving her doctorate in educational research. She taught both qualitative and quantitative research courses while at The Catholic University of America and Virginia Tech. She is a regular user of the Internet and social media and was an early contributor to teaching qualitative courses online. She is currently on the editorial boards of The Qualitative Report and Forum: Qualitative Social Research (FQS), both online journals devoted to qualitative issues. She has served as a consultant to many school systems, private companies, and government agencies. She has traveled extensively throughout the world. Currently she serves on the docent council at the Corcoran gallery of Art in Washington, D.C.

Most helpful customer reviews

7 of 7 people found the following review helpful.
An excellent guide and workbook
By Monica Baehr
Since purchasing this book for my PhD dissertation a few weeks ago, it has become my essential guide to what is qualitative research, how my project fits the various paradigms, how to work through the difficult details for coding and analysis, and how to write up the final project. Lichtman writes in a clear yet friendly style that makes her book interesting as well as highly useful--and usable.

1 of 1 people found the following review helpful.
Okay
By T. Johnson
A book I had to read for graduate school. It served its purpose although not something I would read in my spare time.

1 of 1 people found the following review helpful.
Five Stars
By D Carb
A must for students that do research.

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## PDF Download Telling Stories With Photo Essays: A Guide for PreK-5 Teachers, by Susan A. Conklin Thompson, Kayenta N. Williams

PDF Download Telling Stories With Photo Essays: A Guide for PreK-5 Teachers, by Susan A. Conklin Thompson, Kayenta N. Williams

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Telling Stories With Photo Essays: A Guide for PreK-5 Teachers, by Susan A. Conklin Thompson, Kayenta N. Williams

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This resource offers teachers strategies for helping children create photo essays as a way to communicate their ideas, experiences, and emotions in an authentic and personal way.

• Sales Rank: #1888027 in Books
• Brand: Corwin
• Published on: 2009-10-01
• Released on: 2009-10-01
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .35" w x 7.00" l, .71 pounds
• Binding: Paperback
• 152 pages

Features

• As part of portfolios to record what children have learned
• To help boost the confidence of struggling writers, including English language learners and children
• As an alternate assessment format to engage challenged students
• To meet state and national standardsPhoto essay activities are ideal for any teacher looking for new
• Title - Telling Stories With Photo Essays

Review
"A beneficial reference to working with photo essays with young children.” (Karen Thomes, Teacher 2009-05-15)

“This book demonstrates the power of the photo essay to help children grow intellectually and emotionally. It includes ideas for a wide array of projects along with plenty of examples of projects students have done in different schools and community settings. The fantastic thing about the book is the commitment to teaching that serves every child―a commitment that arises from a vision of democratic learning.” (David W. Romtvedt, Professor 2009-06-18)

"Thompson shows as much as tells what photo essays are and how to use them to enhance and extend children’s understanding of their world. Educators will want this book because of the curricular integration, differentiation, and instruction centered on helping children use all components of literacy, including visual representation.” (Michael Opitz, Professor of Reading 2009-06-18)

“I really like this book, and I’m eager to use it as a supplement for various methods courses in elementary education and early childhood. I would also use it in a special workshop or seminar class.” (Rebecca S. Compton, Professor of Elementary Education 2009-05-15)

"Countless students will be forever changed by this fascinating text and its message that the immense power of images enables anyone to say, 'This is where I am, this is what I see. Look at my world through my eyes.'" (Suzanne Strempek Shea, Author of Sundays in America 2009-06-25)

"The authors offer a wealth of ways to engage children in expressing meaning and documenting experiences through photographs. They provide all the practical help teachers need to use this exciting medium to expand children’s ways of perceiving, representing, and thinking about their world." (Carol Copple, Director of Publications and Initiatives in Educational Practice 2009-07-01)

About the Author
Susan Conklin Thompson is a professor at the University of Northern Colorado, where she coordinates the early childhood program and teaches early childhood and elementary education courses. Thompson has authored numerous articles, two multicultural books for children, and eight books for teachers, including Children as Illustrators: Making Meaning through Art and Language (National Association for the Education of Young Children). She has been the recipient of several university awards for teaching excellence and outstanding research and scholarship and in 2001 was awarded the Early Childhood Professional of the Year Award by the Wyoming Early Childhood Association.

Kayenta Williams holds an MFA in creative writing and has worked extensively with English language learners as an elementary ELL teacher. She has authored both fiction and nonfiction work, including an article in Social Studies and the Young Learner entitled “Photo Essays: Using Photography to Tell a Story”, which she co-authored with Susan Conklin Thompson.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Five Stars
By Nora
Great resource.

1 of 1 people found the following review helpful.
A fine guide to giving children new ways to express their thoughts and ideas
By Midwest Book Review
Susan Conklin Thompson and Kayenta Williams' TELLING STORIES WITH PHOTO ESSAYS; A GUIDE FOR PRE K-5 TEACHERS offers a fine guide to giving children new ways to express their thoughts and ideas. With photo essays teachers can help children comment on their lives, document events and even become advocates for what they perceive and believe in the world. Highly recommended!

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>> Ebook Download Gender and Women's Leadership: A Reference HandbookFrom SAGE Publications, Inc

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This work within The SAGE Reference Series on Leadership provides undergraduate students with an authoritative reference resource on leadership issues specific to women and gender. Although covering historical and contemporary barriers to women's leadership and issues of gender bias and discrimination, this two-volume set focuses as well on positive aspects and opportunities for leadership in various domains and is centered on the 101 most important topics, issues, questions, and debates specific to women and gender. Entries provide students with more detailed information and depth of discussion than typically found in an encyclopedia entry, but lack the jargon, detail, and density of a journal article.

Key Features

• Includes contributions from a variety of renowned experts
• Focuses on women and public leadership in the American context, women's global leadership, women as leaders in the business sector, the nonprofit and social service sector, religion, academia, public policy advocacy, the media, sports, and the arts
• Addresses both the history of leadership within the realm of women and gender, with examples from the lives of pivotal figures, and the institutional settings and processes that lead to both opportunities and constraints unique to that realm
• Offers an approachable, clear writing style directed at student researchers
• Features more depth than encyclopedia entries, with most chapters ranging between 6,000 and 8,000 words, while avoiding the jargon and density often found in journal articles or research handbooks
• Provides a list of further readings and references after each entry, as well as a detailed index and an online version of the work to maximize accessibility for today's student audience

• Sales Rank: #1771113 in Books
• Published on: 2010-08-18
• Original language: English
• Number of items: 2
• Dimensions: 11.40" h x 3.00" w x 8.80" l, 7.65 pounds
• Binding: Hardcover
• 1104 pages

Review
"Highly recommended" (Choice Choice)

"...this title will be a fine addition to any undergraduate library, particulary those supporting programs in political science, business, history, and women's and gender studies." (Rachel Bicicchi Feminist Collections 2012-04-01)

About the Author
Karen O’Connor (Ph.D., J.D., SUNY Buffalo) is founder and Director of the Women and Politics Institute at American University, where she has also served as Chair of the Department of Government. Previously (1977-1995), she taught in the Political Science and Law programs at Emory University. Dr. O’Connor has written, co-authored, and edited several books, including: Gendering American Politics: Perspectives from the Literature; Women and Congress: Running, Winning, and Ruling; No Neutral Ground: Abortion Politics in an Age of Absolutes; Women, Politics, and American Society, Fourth Edition; and the widely used American government college textbook, American Government: Continuity and Change, Ninth Edition (with Larry Sabato). She has authored over 50 articles in scholarly journals and book chapters on women, politics, and law. Her research focus is women and the law and, as a former counsel challenging the constitutionality of the Hyde Amendment, she addressed the Senate Judiciary Subcommittee revisiting Roe v. Wade and Doe v. Bolton. Dr. O’Connor is Past President of the Women’s Caucus for Political Science, the Southern Political Science Association, and the National Capitol Area Political Science Association. She edited the scholarly journal Women & Politics from 1999 through 2003 and serves on the editorial boards of several political science journals. She currently serves as President-Elect of the Women and Politics Research Section of the American Political Science Association and formerly served as the President of the APSA Law and Courts research section. In 2003, she was American University’s Scholar Teacher of the Year and in 2006 she was named to the rank of John N. Helfat Distinguished Professor of Political Science, a distinction reserved for the university’s leading scholars.

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> Free Ebook Using WebQuests in the Social Studies Classroom: A Culturally Responsive Approach, by Margaret M. Thombs, Maureen M. Gillis, Alan S. Canes

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This unique guide offers practical strategies for using WebQuests to optimize learning in social studies, foster student inquiry and higher-level thinking, and promote greater intercultural understanding.

• Sales Rank: #2036568 in Books
• Brand: Corwin
• Published on: 2008-06-12
• Original language: English
• Number of items: 1
• Dimensions: 9.92" h x .37" w x 7.10" l, .72 pounds
• Binding: Paperback
• 152 pages

Features

• Real stories portraying culturally diverse classrooms
• Comprehensive examples of culturally responsive WebQuests
• Guidelines, tips, and step-by-step instructions for developing WebQuestsReflective exercises
• Title - Using WebQuests in the Social Studies Classroom
• Sub Title - A Culturally Responsive Approach

Review
"Founded on a well-established educational rationale, this book takes the critical and challenging step of helping teachers integrate culturally responsive education into their own practice. By using real student stories, the authors spin an engaging narrative that informs and entertains." (Tom March, Codeveloper 2007-12-11)

"Shows teachers how to create quality WebQuests using constructivist principles while also encouraging teacher reflection. The book has inspired me in my efforts to make my teaching responsive to students’ needs and the real-world requirements of our education system."
(Greg Oppel, Social Studies Teacher 2008-04-25)

"Offers endless resources for the novice or experienced teacher. In a culturally diverse classroom, WebQuests provide students with an opportunity to showcase their cultures and take pride in their learning. While the text is geared to the social studies teacher, the steps of the WebQuest are explained so that any teacher in any discipline may develop and utilize this resource in their curriculum." (Luis M. Oliveira, Spanish Teacher 2008-06-09)

About the Author
Margaret Thombs is an associate professor of education specializing in instructional technology at Roger Williams University in Bristol, Rhode Island. She has taught secondary mathematics and computer science and was formerly the director of technology for the Middletown, Rhode Island Public Schools. Her areas of expertise include facilitating English as a Second Language skills using technology and technology-enabled family and local history research. She is a frequent presenter at national and regional technology and education conferences, and has authored a number of articles on technology integration in the classroom. She earned her PhD in computing technology in education from Nova Southeastern University.

Maureen Gillis is the owner of an Internet-based business and the coordinating editor for Spalding University’s manuscript review program for MFA alumni in Louisville, Kentucky. Prior to becoming a writer and Internet entrepreneur, she was a CPA and business executive and taught in the MBA program at the University of Hartford. She serves as the writing coach for the management team of the Connecticut Coalition Against Domestic Violence. Gillis earned her MFA in writing from Spalding University and has taught in that program.

Alan Canestrari
Alan S. Canestrari, Ed.D, Boston University, a veteran social studies practitioner and Professor of Education at Roger Williams University, is co-editor (with Bruce Marlowe) of Educational Foundations: An Anthology of Critical Readings (Sage) and Educational Psychology in Context: Readings for Future Teachers (Sage). Educational Foundations was awarded the 2005 American Educational Studies Association Critics Choice Award. Canestrari had a long career in public schools and universities as a history teacher, department chair, adjunct professor at Rhode Island College, and mentor in the Brown University Masters of Teaching Program. He was the RI Social Studies Teacher of the Year in 1992.

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...nice to see that the product makes it possible for me to develop inter active activities for my class......cutting edge and easy to understand....prompt delivery....I am happy

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Using WebQuests in the Social Studies Classroom: A Culturally Responsive Approach, by Margaret M. Thombs, Maureen M. Gillis, Alan S. Canes PDF
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