Most Searched Titles

Full circle : First Nations, Métis, Inuit ways of knowing : a Common Threads resource


"200+ pages of resource material including: teaching materials, integrated DVD and CD, lesson plans, and evaluation rubrics." "Features six stories of Aboriginal youth in their personal quests for identity ... These powerful profiles of struggle and triumph celebrate Aboriginal culture and illustrate universal themes of teenage angst in a complex world." This project focuses on a current shortage of curricular materials that focus on First Nations, Métis and Inuit people, history and culture.
Date Published:2012

"200+ pages of resource material including: teaching materials, integrated DVD and CD, lesson plans, and evaluation rubrics." "Features six stories of Aboriginal youth in their personal quests for identity ... These powerful profiles of struggle and triumph celebrate Aboriginal culture and illustrate universal themes of teenage angst in a complex world." This project focuses on a current shortage of curricular materials that focus on First Nations, Métis and Inuit people, history and culture.

Date Published:2012

Implicit bias in schools : a practitioner's guide

Gullo, Gina (Gina Laura),


3 simultaneous users Implicit what? -- Forces, sources, and discourses of implicit bias -- Making the grade : academics -- Who did what? Behavior and discipline -- Making a difference by yourself : individual strategies -- Making a difference in your school : institutional strategies -- Supporting policy and practice to address implicit bias in discipline / Pamela A. Fenning and Miranda B. Johnson -- Conducting a successful implicit bias training / Kimberly Barsamian Kahn -- Addressing implicit bias district-wide : experiences and lessons learned / Kimberly Brazwell. "Implicit bias is often recognized as one of the reasons for instances of discrimination and injustice, despite most people explicitly believing in the importance of equality and justice for all people. Implicit Bias in Schools provides practitioners with an understanding of implicit bias and how to address it from start to finish: what is it, how is it a problem, and how can we fix it. Grounded in an accessible summary of research on bias and inequity in schools, this book bridges the research-to-practice gap by exploring how implicit bias affect students and what school leaders can do to mitigate the effects of bias in their schools. Covering issues of discipline, instruction, academic achievement, mindfulness, data collection, and culturally relevant practices and full of rich examples and strategies, Implicit Bias in Schools is a must-have resource for educators today"--
Date Published:2019

3 simultaneous users Implicit what? -- Forces, sources, and discourses of implicit bias -- Making the grade : academics -- Who did what? Behavior and discipline -- Making a difference by yourself : individual strategies -- Making a difference in your school : institutional strategies -- Supporting policy and practice to address implicit bias in discipline / Pamela A. Fenning and Miranda B. Johnson -- Conducting a successful implicit bias training / Kimberly Barsamian Kahn -- Addressing implicit bias district-wide : experiences and lessons learned / Kimberly Brazwell. "Implicit bias is often recognized as one of the reasons for instances of discrimination and injustice, despite most people explicitly believing in the importance of equality and justice for all people. Implicit Bias in Schools provides practitioners with an understanding of implicit bias and how to address it from start to finish: what is it, how is it a problem, and how can we fix it. Grounded in an accessible summary of research on bias and inequity in schools, this book bridges the research-to-practice gap by exploring how implicit bias affect students and what school leaders can do to mitigate the effects of bias in their schools. Covering issues of discipline, instruction, academic achievement, mindfulness, data collection, and culturally relevant practices and full of rich examples and strategies, Implicit Bias in Schools is a must-have resource for educators today"--

Date Published:2019

Nous sommes gentils

Gray Smith, Monique, 1968-,


Traduction de: When we are kind. Un bouquet d'exemples démontrent comment des gestes simples posés au quotidien donnent l'occasion aux enfants de répandre la gentillesse, mais également d'en recevoir en retour, ce qui permet d'affirmer: "Quand nous sommes gentils, nous nous souvenons que nous sommes tous de la même famille". Ainsi, on évoque d'abord différentes façons d'être attentionné envers sa famille, ses copains, les animaux, les plus jeunes que soit, les aînés, la nature et soi-même avant de souligner les bénéfices récoltés lorsque ces derniers nous rendent la pareille.
Date Published:2020

Traduction de: When we are kind. Un bouquet d'exemples démontrent comment des gestes simples posés au quotidien donnent l'occasion aux enfants de répandre la gentillesse, mais également d'en recevoir en retour, ce qui permet d'affirmer: "Quand nous sommes gentils, nous nous souvenons que nous sommes tous de la même famille". Ainsi, on évoque d'abord différentes façons d'être attentionné envers sa famille, ses copains, les animaux, les plus jeunes que soit, les aînés, la nature et soi-même avant de souligner les bénéfices récoltés lorsque ces derniers nous rendent la pareille.

Date Published:2020

Teach like Finland : 33 simple strategies for joyful classrooms

Walker, Timothy D.,


Introduction -- Chapter One. Wellbeing -- Chapter Two. Belonging -- Chapter Three. Autonomy -- Chapter Four. Mastery -- Chapter Five. Mindset. Finland shocked the world when its fifteen-year-olds scored highest on the first Programme for International Student Assessment (PISA), a set of tests touted for evaluating critical-thinking skills in math, science, and reading. That was in 2001; but even today, this tiny Nordic nation continues to amaze. How does Finnish education―with short school days, light homework loads, and little standardized testing―produce students who match the PISA scores of high-powered, stressed-out kids in Asia? When Timothy D. Walker started teaching fifth graders at a Helsinki public school, he began a search for the secrets behind the successes of Finland’s schools. Walker wrote about several of those discoveries, and his Atlantic articles on this subject became hot topics of conversation. Here, he gathers all he learned and reveals how any teacher can implement many of Finland's best practices. Remarkably, Finland is prioritizing the joy of learning in its newest core curricula and Walker carefully highlights specific strategies that support joyful K-12 classrooms and integrate seamlessly with educational standards in the United States. From incorporating brain breaks to offering a peaceful learning environment, this book pulls back the curtain on the joyful teaching practices of the world's most lauded school system. His message is simple but profound: these Finland-inspired strategies can be used in the U.S. and other countries. No educator―or parent of a school-aged child―will want to miss out on the message of joy and change conveyed in this book.
Date Published:2017

Introduction -- Chapter One. Wellbeing -- Chapter Two. Belonging -- Chapter Three. Autonomy -- Chapter Four. Mastery -- Chapter Five. Mindset. Finland shocked the world when its fifteen-year-olds scored highest on the first Programme for International Student Assessment (PISA), a set of tests touted for evaluating critical-thinking skills in math, science, and reading. That was in 2001; but even today, this tiny Nordic nation continues to amaze. How does Finnish education―with short school days, light homework loads, and little standardized testing―produce students who match the PISA scores of high-powered, stressed-out kids in Asia? When Timothy D. Walker started teaching fifth graders at a Helsinki public school, he began a search for the secrets behind the successes of Finland’s schools. Walker wrote about several of those discoveries, and his Atlantic articles on this subject became hot topics of conversation. Here, he gathers all he learned and reveals how any teacher can implement many of Finland's best practices. Remarkably, Finland is prioritizing the joy of learning in its newest core curricula and Walker carefully highlights specific strategies that support joyful K-12 classrooms and integrate seamlessly with educational standards in the United States. From incorporating brain breaks to offering a peaceful learning environment, this book pulls back the curtain on the joyful teaching practices of the world's most lauded school system. His message is simple but profound: these Finland-inspired strategies can be used in the U.S. and other countries. No educator―or parent of a school-aged child―will want to miss out on the message of joy and change conveyed in this book.

Date Published:2017

Codage : premiers pas vers Scratch pour enfants de 7 à 9 ans

Bertolazzi, Alberto.


Pourquoi apprendre très tôt à coder ? Pour comprendre les principes de base des outils dont les enfants se serviront prochainement pour étudier, s'amuser, travailler. Et parce que programmer revient à assimiler un mode de raisonnement créatif permettant de relever les défis les plus complexes du monde des adultes. Dans ce livre aussi, deux personnages guident les enfants au fil d'une série de jeux et de petits tests. Deux nouveaux concepts sont introduits à ce niveau : le système binaire (0 et 1, d'où ils viennent et à quoi ils servent) et le bit. L'ouvrage apprend en outre à décomposer les problèmes en sous-questions et à trouver des solutions créatives, en vue de passer à l'étape suivante : programmer avec Scratch !
Date Published:2019

Pourquoi apprendre très tôt à coder ? Pour comprendre les principes de base des outils dont les enfants se serviront prochainement pour étudier, s'amuser, travailler. Et parce que programmer revient à assimiler un mode de raisonnement créatif permettant de relever les défis les plus complexes du monde des adultes. Dans ce livre aussi, deux personnages guident les enfants au fil d'une série de jeux et de petits tests. Deux nouveaux concepts sont introduits à ce niveau : le système binaire (0 et 1, d'où ils viennent et à quoi ils servent) et le bit. L'ouvrage apprend en outre à décomposer les problèmes en sous-questions et à trouver des solutions créatives, en vue de passer à l'étape suivante : programmer avec Scratch !

Date Published:2019

The mouse who carried a house on his back

Stutzman, Jonathan,


Vincent, a mouse who roams the world carrying his house on his back and stopping where he knows he should, offers food and shelter to animals in need. After setting up his house, he invites a weary bullfrog and a hungry cat inside. Each initially declines the offer, saying his house is too small. But after entering, they find that it is bigger than it looks. Others soon join them: deer, hedgehogs, badgers, rabbits, and a fox. Just as they are sitting down to dinner, a large, hungry bear knocks on Vincent's door. Fearful, the other animals urge their host to turn him away, but Vincent opens his home to the gentle bear, and all is well.
Date Published:2022

Vincent, a mouse who roams the world carrying his house on his back and stopping where he knows he should, offers food and shelter to animals in need. After setting up his house, he invites a weary bullfrog and a hungry cat inside. Each initially declines the offer, saying his house is too small. But after entering, they find that it is bigger than it looks. Others soon join them: deer, hedgehogs, badgers, rabbits, and a fox. Just as they are sitting down to dinner, a large, hungry bear knocks on Vincent's door. Fearful, the other animals urge their host to turn him away, but Vincent opens his home to the gentle bear, and all is well.

Date Published:2022

Owning up : empowering adolescents to create cultures of dignity and confront social cruelty and injustice

Wiseman, Rosalind, 1969-,


"Owning Up provides a structured program for teaching students to own up and take responsibility-as perpetrators, bystanders, and targets-for unethical behavior. The curriculum is designed for adolescent groups (Grades 6-9) in schools and other settings and can be used in co-educational groups as well as with girls and boys separately. Owning Up presents a unique and comprehensive approach to preventing youth violence by targeting the root causes of bullying and other forms of social cruelty. It exposes the cultural expectations that teach young people to humiliate and dehumanize others as the way to achieve power and respect, then challenges them to transform this dynamic. The program also addresses the nuanced ways in which racism, classism, and homophobia are expressed in our culture and affect social cruelty and violence. Sessions combine group discussions, games, role-playing, and other activities to engage students in understanding the complexities of adolescent social culture. Students learn to recognize that they have a responsibility to treat themselves and others with dignity and to speak out against social cruelty and injustice"--
Date Published:2021

"Owning Up provides a structured program for teaching students to own up and take responsibility-as perpetrators, bystanders, and targets-for unethical behavior. The curriculum is designed for adolescent groups (Grades 6-9) in schools and other settings and can be used in co-educational groups as well as with girls and boys separately. Owning Up presents a unique and comprehensive approach to preventing youth violence by targeting the root causes of bullying and other forms of social cruelty. It exposes the cultural expectations that teach young people to humiliate and dehumanize others as the way to achieve power and respect, then challenges them to transform this dynamic. The program also addresses the nuanced ways in which racism, classism, and homophobia are expressed in our culture and affect social cruelty and violence. Sessions combine group discussions, games, role-playing, and other activities to engage students in understanding the complexities of adolescent social culture. Students learn to recognize that they have a responsibility to treat themselves and others with dignity and to speak out against social cruelty and injustice"--

Date Published:2021

Families & educators together : building great relationships that support young children

Nemeth, Karen.


Develop and embed a culture of family engagement in all aspects of your early childhood program, from curriculum planning to addressing children’s individual needs.
Date Published:2019

Belonging : a relationship-based approach for trauma-informed education

Phillips, Sian, 1964-,


"This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and a sense of safety for children with developmental trauma need"--
Date Published:2020

Best practices in adolescent literacy instruction


3 simultaneous users. With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5–12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume.
Date Published:2022

3 simultaneous users. With 50% new material reflecting current research and pedagogical perspectives, this indispensable course text and teacher resource is now in a thoroughly revised third edition. Leading educators provide a comprehensive picture of reading, writing, and oral language instruction in grades 5–12. Chapters present effective practices for motivating adolescent learners, fostering comprehension of multiple types of texts, developing disciplinary literacies, engaging and celebrating students' sociocultural assets, and supporting English learners and struggling readers. Case examples, lesson-planning ideas, and end-of-chapter discussion questions and activities enhance the utility of the volume.

Date Published:2022

Nurturing primary readers in grades K-3 : reading instruction centered in students' social emotional needs

Clarke, Lane W.,


The Importance of the Integration of Reading Instruction with Social Emotional Learning -- Meet Michael: Connecting early literacy and working memory with the physical domain -- Meet Abby: Developing Phonological Awareness Skills and Social Communication while Regulating Trauma -- Meet Sammy: Supporting phonics and decoding with social emotional needs through an interprofessional approach -- Meet Carolyn: Growing fluency practices and minimizing anxiety -- Meet Bryce: Supporting reading comprehension and goal directed persistence -- Meet Farah: Supporting vocabulary and background knowledge for a multilingual student who experienced trauma. "Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs. The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework-discovering, nurturing, growing-each chapter address typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more. Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration and research-supported literacy practices to foster each students' social and emotional skills in the classroom. With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators"-- Provided by publisher.
Date Published:2023

The Importance of the Integration of Reading Instruction with Social Emotional Learning -- Meet Michael: Connecting early literacy and working memory with the physical domain -- Meet Abby: Developing Phonological Awareness Skills and Social Communication while Regulating Trauma -- Meet Sammy: Supporting phonics and decoding with social emotional needs through an interprofessional approach -- Meet Carolyn: Growing fluency practices and minimizing anxiety -- Meet Bryce: Supporting reading comprehension and goal directed persistence -- Meet Farah: Supporting vocabulary and background knowledge for a multilingual student who experienced trauma. "Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs. The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework-discovering, nurturing, growing-each chapter address typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more. Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration and research-supported literacy practices to foster each students' social and emotional skills in the classroom. With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators"-- Provided by publisher.

Date Published:2023

Inspiring lifelong readers : using inquiry to engage learners in grades 6-12

Plucker, Jennifer McCarty.


3 simultaneous users Research shows that secondary students need daily opportunities to engage in reading, writing, and communicating to improve reading success. Inspiring Lifelong Readers equips teachers with literacy strategies that achieve lasting results. Grounded in practices that promote adolescent literacy, inquiry, motivation, inspiration, and engagement, this book offers tried-and-true, evidence-based strategies that support students in becoming competent, confident, and engaged readers. This book will help grades 6-12 teachers and administrators: Access practical strategies and reproducible tools to support literacy instruction Implement the inquiry approach and workshop framework to effectively advance the literacy skills of all readers Curate a classroom library of diverse, inclusive books and other texts that pique students' interests Celebrate student accomplishments by rewarding met goals and continued progress Understand the physical and social-emotional classroom environments that create the ideal conditions for literacy engagement
Date Published:2023

3 simultaneous users Research shows that secondary students need daily opportunities to engage in reading, writing, and communicating to improve reading success. Inspiring Lifelong Readers equips teachers with literacy strategies that achieve lasting results. Grounded in practices that promote adolescent literacy, inquiry, motivation, inspiration, and engagement, this book offers tried-and-true, evidence-based strategies that support students in becoming competent, confident, and engaged readers. This book will help grades 6-12 teachers and administrators: Access practical strategies and reproducible tools to support literacy instruction Implement the inquiry approach and workshop framework to effectively advance the literacy skills of all readers Curate a classroom library of diverse, inclusive books and other texts that pique students' interests Celebrate student accomplishments by rewarding met goals and continued progress Understand the physical and social-emotional classroom environments that create the ideal conditions for literacy engagement

Date Published:2023

Move your mood!

Miles, Brenda,


"American Psychological Association." Feeling blah? Here's what to do. Move your body and your mood moves too! Move Your Mood! invites kids and adults to twist, wiggle, shake, hop...and smile! Reading this book with your child is an active and fun way to teach your child about emotions, and introduce the idea that moving our bodies affects the way we feel inside. Ready to start feeling better? Move and groove your way into a better mood! Includes a Note to Parents, Caregivers, and Teachers with suggestions for how to use the book with your child, and additional ideas for teaching your child about emotions.
Date Published:2016

"American Psychological Association." Feeling blah? Here's what to do. Move your body and your mood moves too! Move Your Mood! invites kids and adults to twist, wiggle, shake, hop...and smile! Reading this book with your child is an active and fun way to teach your child about emotions, and introduce the idea that moving our bodies affects the way we feel inside. Ready to start feeling better? Move and groove your way into a better mood! Includes a Note to Parents, Caregivers, and Teachers with suggestions for how to use the book with your child, and additional ideas for teaching your child about emotions.

Date Published:2016

Who's doing the work? : how to say less so readers can do more

Burkins, Jan Miller, 1968-,


Introduction : What Painting, Housework, and Designing Sofas Can Teach Us About Developing Agentive Readers -- Reading Process : Beginning with the End in Mind -- Read Aloud : Giving Students a Reason to Learn to Read -- Shared Reading : Bridging the Gap Between Read Aloud and Guided Reading -- Guided Reading : Reading Practice Under the Teacher's Watchful Eye -- Independent Reading : Learning to Love to Read -- Putting It All Together.
Date Published:2016

Introduction : What Painting, Housework, and Designing Sofas Can Teach Us About Developing Agentive Readers -- Reading Process : Beginning with the End in Mind -- Read Aloud : Giving Students a Reason to Learn to Read -- Shared Reading : Bridging the Gap Between Read Aloud and Guided Reading -- Guided Reading : Reading Practice Under the Teacher's Watchful Eye -- Independent Reading : Learning to Love to Read -- Putting It All Together.

Date Published:2016

Unsettling education : decolonizing and indigenizing the land


Single user only Cover page -- Half-title page -- Title page -- Copyright page -- Contents -- Introduction -- Part I: Unsettling -- Chapter 1: Let's Unpack That! -- Chapter 2: Moving from Uncertainty to Empathy -- Chapter 3: Red River Removals -- Chapter 4: The Canadian Family Farm -- Part II: Indigenization -- Chapter 5: Inspiring Success in Indigenous Education in the 21st Century -- Chapter 6: Sqilxw Woman -- Chapter 7: Anishinaabeodziiwin miinwaa Gikendasswin -- Chapter 8: Deyéh Kédzåí h±åa' åiyéh Dene Zåágé' Nåútsédåí sñåi -- Chapter 9: Walking a Common Path -- Chapter 10: Relationships and Reciprocity in Mathematics Education -- Chapter 11: Co-Creating and Claiming Spaces -- Chapter 12: Kiihtahiyamiininak Ochiimakan TahKiskenimisowak, "Our Heritage LanguageTells Me Who We Are" -- Part III: Decolonization -- Chapter 13: Wena ka tapaymish ekwa kakway kadipayhtamun? (Who Claims You andWhat Do You Claim?) -- Chapter 14: An Exploration of the Dutiful and DemonizedIkwewag (Women) in Sacred Story -- Chapter 15: Indigenous Teacher Education in the Métis Homeland -- Chapter 16: It's About Damn Time! Decolonizing and Indigenizing Possibilities in Teacher Education -- Chapter 17: Story Walk -- Chapter 18: Land, Belonging, and Rootedness -- Contributor Biographies -- Back cover. This edited collection tackles "unsettling" as an emerging field of study that calls for settlers to follow Indigenous leadership and relationality and work toward disrupting the colonial reality through their everyday lives. Bringing together Indigenous and non-Indigenous scholars and activists, Unsettling Education considers how we can reconcile and transcend ongoing settler colonialism. The contributors reflect on how the three concepts of unsettling, Indigenization, and decolonization overlap and intersect in practical and theoretical ways. Questions are raised such as how can we recognize and address historical and current injustices that have been imposed upon Indigenous Peoples and their lands? How can we respect the fundamental and inherent sovereignty and rights of Indigenous Peoples as we work toward reconciliation? And how do we work collectively to build more equitable and just communities for all who call Canada home? Unsettling Education is well suited for college and university courses in Indigenous studies or education that focus on decolonization, land-based learning, Indigenization, unsettling, and reconciliation.
Date Published:2024

Single user only Cover page -- Half-title page -- Title page -- Copyright page -- Contents -- Introduction -- Part I: Unsettling -- Chapter 1: Let's Unpack That! -- Chapter 2: Moving from Uncertainty to Empathy -- Chapter 3: Red River Removals -- Chapter 4: The Canadian Family Farm -- Part II: Indigenization -- Chapter 5: Inspiring Success in Indigenous Education in the 21st Century -- Chapter 6: Sqilxw Woman -- Chapter 7: Anishinaabeodziiwin miinwaa Gikendasswin -- Chapter 8: Deyéh Kédzåí h±åa' åiyéh Dene Zåágé' Nåútsédåí sñåi -- Chapter 9: Walking a Common Path -- Chapter 10: Relationships and Reciprocity in Mathematics Education -- Chapter 11: Co-Creating and Claiming Spaces -- Chapter 12: Kiihtahiyamiininak Ochiimakan TahKiskenimisowak, "Our Heritage LanguageTells Me Who We Are" -- Part III: Decolonization -- Chapter 13: Wena ka tapaymish ekwa kakway kadipayhtamun? (Who Claims You andWhat Do You Claim?) -- Chapter 14: An Exploration of the Dutiful and DemonizedIkwewag (Women) in Sacred Story -- Chapter 15: Indigenous Teacher Education in the Métis Homeland -- Chapter 16: It's About Damn Time! Decolonizing and Indigenizing Possibilities in Teacher Education -- Chapter 17: Story Walk -- Chapter 18: Land, Belonging, and Rootedness -- Contributor Biographies -- Back cover. This edited collection tackles "unsettling" as an emerging field of study that calls for settlers to follow Indigenous leadership and relationality and work toward disrupting the colonial reality through their everyday lives. Bringing together Indigenous and non-Indigenous scholars and activists, Unsettling Education considers how we can reconcile and transcend ongoing settler colonialism. The contributors reflect on how the three concepts of unsettling, Indigenization, and decolonization overlap and intersect in practical and theoretical ways. Questions are raised such as how can we recognize and address historical and current injustices that have been imposed upon Indigenous Peoples and their lands? How can we respect the fundamental and inherent sovereignty and rights of Indigenous Peoples as we work toward reconciliation? And how do we work collectively to build more equitable and just communities for all who call Canada home? Unsettling Education is well suited for college and university courses in Indigenous studies or education that focus on decolonization, land-based learning, Indigenization, unsettling, and reconciliation.

Date Published:2024

Anti-bias education for young children and ourselves

Derman-Sparks, Louise.


26 simultaneous users Foreword-A renewed sense of hope / Carol Brunson Day -- What is anti-bias education? -- Children's identity development -- Becoming an anti-bias teacher: a developmental journey -- Creating an anti-bias learning community -- Learning about culture, language, & fairness -- Learning about racial identity & fairness -- Learning about gender identity & fairness -- Learning about economic class & fairness -- Learning about family structures & fairness -- Learning about different abilities & fairness -- Learning about holidays & fairness -- Anti-bias education with other age groups -- Epilogue-Keeping on keeping on: the anti-bias journey continues. Provides practical guidance to confront and eliminate barriers of prejudice, misinformation and bias about specific aspects of personal and social identity thus helping staff and children respect each other, themselves and all people.
Date Published:2020

26 simultaneous users Foreword-A renewed sense of hope / Carol Brunson Day -- What is anti-bias education? -- Children's identity development -- Becoming an anti-bias teacher: a developmental journey -- Creating an anti-bias learning community -- Learning about culture, language, & fairness -- Learning about racial identity & fairness -- Learning about gender identity & fairness -- Learning about economic class & fairness -- Learning about family structures & fairness -- Learning about different abilities & fairness -- Learning about holidays & fairness -- Anti-bias education with other age groups -- Epilogue-Keeping on keeping on: the anti-bias journey continues. Provides practical guidance to confront and eliminate barriers of prejudice, misinformation and bias about specific aspects of personal and social identity thus helping staff and children respect each other, themselves and all people.

Date Published:2020

The trust factor : strategies for school leaders

Combs, Julie Peterson.


3 simultaneous users part I. Trust busters -- part II. Trust builders -- part III. Trust boosters. This new, hands-on guide is a valuable resource for both current and aspiring school leaders. The Trust Factor presents real-world examples and relevant research to help you develop the essential skills you need for building trust with everyone on staff. You get fifty practical strategies that will help you learn to Recognize and avoid behaviors that damage trust Navigate potentially uncomfortable situations, such as teacher evaluations, parent complaints, or shrinking budgets Establish and sustain trust with faculty, staff, students, and community The strategies in this book are explained with simple, easy-to-implement steps you can apply immediately to your own practice, and are accompanied by reflection questions and self-assessment tools to help you succeed.
Date Published:2013

3 simultaneous users part I. Trust busters -- part II. Trust builders -- part III. Trust boosters. This new, hands-on guide is a valuable resource for both current and aspiring school leaders. The Trust Factor presents real-world examples and relevant research to help you develop the essential skills you need for building trust with everyone on staff. You get fifty practical strategies that will help you learn to Recognize and avoid behaviors that damage trust Navigate potentially uncomfortable situations, such as teacher evaluations, parent complaints, or shrinking budgets Establish and sustain trust with faculty, staff, students, and community The strategies in this book are explained with simple, easy-to-implement steps you can apply immediately to your own practice, and are accompanied by reflection questions and self-assessment tools to help you succeed.

Date Published:2013

Choosing and using decodable texts : practical tips and strategies for enhancing phonics instruction

Blevins, Wiley,


Grades K-2. What are decodable, accountable texts? -- Why are decodable texts an essential learning tool? -- What distinguishes strong from weak decodable texts? -- What routine do I use when teaching a decodable text to build phonics and fluency skills? -- How do I extend the use of decodable texts to build comprehension and vocabulary? -- Sample decodable texts lessons -- Decodable mini-books -- Select references. Wiley Blevins explains why quality decodable text is an essential early learning tool. A decodable text is a story or book that is controlled based on the phonics skills taught up to that point. Children can sound out the majority of the words in a decodable text using the sound-spelling relationships they have learned, giving them plenty of opportunities to apply those skills to real reading experiences.
Date Published:2021

Grades K-2. What are decodable, accountable texts? -- Why are decodable texts an essential learning tool? -- What distinguishes strong from weak decodable texts? -- What routine do I use when teaching a decodable text to build phonics and fluency skills? -- How do I extend the use of decodable texts to build comprehension and vocabulary? -- Sample decodable texts lessons -- Decodable mini-books -- Select references. Wiley Blevins explains why quality decodable text is an essential early learning tool. A decodable text is a story or book that is controlled based on the phonics skills taught up to that point. Children can sound out the majority of the words in a decodable text using the sound-spelling relationships they have learned, giving them plenty of opportunities to apply those skills to real reading experiences.

Date Published:2021

Kick-start kindergarten readiness

Pepper, Alison,


1. Skills and knowledge to help children get ready for kindergarten -- 2. Oral language and vocabulary -- 3. Emerging literacy -- 4. Social emotional skills -- 5. Math explorations -- 6. Science explorations -- 7. Fine and gross motor skills -- References and resources -- Index. Build the home-school connection to prepare for kindergarten! Studies show that parent and family involvement with school is an important factor in children’s later academic success. Many families of young children want to learn ways to support their little ones in preparing for and getting the most out of kindergarten. With easy-to-share parent letters and simple, fun activities for families to do together at home, Kick-Start Kindergarten Readiness is the perfect tool for early childhood teachers to involve families in understanding and supporting the rich learning taking place in your preschool classroom. The book offers activities to support: Social-emotional skills; Math explorations; Science inquiry; Emerging literacy skills; Language and vocabulary development; Gross and fine motor skills.
Date Published:2017

1. Skills and knowledge to help children get ready for kindergarten -- 2. Oral language and vocabulary -- 3. Emerging literacy -- 4. Social emotional skills -- 5. Math explorations -- 6. Science explorations -- 7. Fine and gross motor skills -- References and resources -- Index. Build the home-school connection to prepare for kindergarten! Studies show that parent and family involvement with school is an important factor in children’s later academic success. Many families of young children want to learn ways to support their little ones in preparing for and getting the most out of kindergarten. With easy-to-share parent letters and simple, fun activities for families to do together at home, Kick-Start Kindergarten Readiness is the perfect tool for early childhood teachers to involve families in understanding and supporting the rich learning taking place in your preschool classroom. The book offers activities to support: Social-emotional skills; Math explorations; Science inquiry; Emerging literacy skills; Language and vocabulary development; Gross and fine motor skills.

Date Published:2017

Banned books for kids : reading lists and activities for teaching kids to read censored literature

Scales, Pat R.


Unlimited users Front Cover -- Title Page -- Copyright -- Contents -- Foreword -- Preface -- Introduction: Studying the First Amendment -- Part I: The Bully and the Outcast -- 1. Belle Prater's Boy -- 2. Blubber -- 3. The Goats -- 4. Holes -- 5. Hoot -- 6. When Zachary Beaver Came to Town -- 7. Wringer -- 8. One Fat Summer -- Part II: Racism and Bigotry -- 9. Roll of Thunder, Hear My Cry -- 10. The Watsons Go to Birmingham-1963 -- 11. Monster -- 12. The Hate U Give -- Part III: Reality and Tough Choices -- 13. Because of Winn-Dixie -- 14. Bridge to Terabithia -- 15. Melissa -- 16. The Higher Power of Lucky -- 17. Shiloh -- 18. Walk Two Moons -- 19. Speak -- 20. The Contender -- Part IV: Other Cultures and Other Lands -- 21. Julie of the Wolves -- 22. Kira-Kira -- 23. American Born Chinese -- Part V: The Past and the Future -- 24. Bud, Not Buddy -- 25. My Brother Sam Is Dead -- 26. The Midwife's Apprentice -- 27. Chains -- 28. The Book Thief -- 29. The Giver -- 30. The House of the Scorpion -- Part VI: This Was My Life -- 31. Bad Boy: A Memoir -- 32. Hole in My Life -- About the Author -- About the American Library Association -- Back Cover. From the American Library Association comes an expansive guide to teaching banned books to children at home or in the classroom, with a forward by renowned children's author Judy Blume. Books matter. In our polarized environment, the censorship and outright banning of children's books remains a major concern for libraries. The American Library Association, an intellectual freedom champion, has created this illuminating and expansive guide for book lovers who hope to teach children the importance of banned literature. With a focus on modern books that have been banned, along with classic literature that continues to be under attack for political or religious reasons, Teaching Banned Books to Kids will educate adults and children about the importance of books. With useful tools and techniques, caregivers and educators will find the best ways to talk about banned books to children. -- Proquest
Date Published:2023

Unlimited users Front Cover -- Title Page -- Copyright -- Contents -- Foreword -- Preface -- Introduction: Studying the First Amendment -- Part I: The Bully and the Outcast -- 1. Belle Prater's Boy -- 2. Blubber -- 3. The Goats -- 4. Holes -- 5. Hoot -- 6. When Zachary Beaver Came to Town -- 7. Wringer -- 8. One Fat Summer -- Part II: Racism and Bigotry -- 9. Roll of Thunder, Hear My Cry -- 10. The Watsons Go to Birmingham-1963 -- 11. Monster -- 12. The Hate U Give -- Part III: Reality and Tough Choices -- 13. Because of Winn-Dixie -- 14. Bridge to Terabithia -- 15. Melissa -- 16. The Higher Power of Lucky -- 17. Shiloh -- 18. Walk Two Moons -- 19. Speak -- 20. The Contender -- Part IV: Other Cultures and Other Lands -- 21. Julie of the Wolves -- 22. Kira-Kira -- 23. American Born Chinese -- Part V: The Past and the Future -- 24. Bud, Not Buddy -- 25. My Brother Sam Is Dead -- 26. The Midwife's Apprentice -- 27. Chains -- 28. The Book Thief -- 29. The Giver -- 30. The House of the Scorpion -- Part VI: This Was My Life -- 31. Bad Boy: A Memoir -- 32. Hole in My Life -- About the Author -- About the American Library Association -- Back Cover. From the American Library Association comes an expansive guide to teaching banned books to children at home or in the classroom, with a forward by renowned children's author Judy Blume. Books matter. In our polarized environment, the censorship and outright banning of children's books remains a major concern for libraries. The American Library Association, an intellectual freedom champion, has created this illuminating and expansive guide for book lovers who hope to teach children the importance of banned literature. With a focus on modern books that have been banned, along with classic literature that continues to be under attack for political or religious reasons, Teaching Banned Books to Kids will educate adults and children about the importance of books. With useful tools and techniques, caregivers and educators will find the best ways to talk about banned books to children. -- Proquest

Date Published:2023