education

Offers a hands-on model for creating a curriculum that integrates national standards, instruction, and assessment while still meeting the needs of the students and teachers.

Three years after being kidnapping from her home in Martha's Vineyard, fourteen-year-old Mary Lambert receives a letter from Nora O'Neal, a servant in the house where she was held, who tells her of an eight-year-old girl where she is now employed whom Nora believes to be a deaf-mute, but who is being treated as insane, and asks Mary to come and teach the nameless child; a little scared, but intrigued, and bored with domestic life, Mary agrees--only to find that there is more to the child's story, and that freeing her from a world of silence and imprisonment may be more dangerous than anyone anticipated.

In Dhaka, Bangladesh, as two girls work hard all day to help support their family by chipping bricks into small pieces, older sister Yasmin seeks a way to attend school and learn to read so that she can have a better life one day. Includes author's note about conditions in Bangladesh, child labor, and how to help.

"As a young teacher on Martha's Vineyard, Mary Lambert feels restless and adrift. So when a league of missionaries invite her to travel abroad, she knows it's a once in a lifetime opportunity. Paris is home to a pioneering deaf school where she could meet its visionary instructors Jean Massieu and Laurent Clerc--and even bring back their methods to help advance formal deaf education in America! But the endeavor comes at a cost: The missionaries' plan to "save" deaf children is questionable at best--and requires Mary's support. What's more, the missionaries' work threatens the Wampanoag and other native peoples' freedom and safety. Is pursuing Mary's own goals worth the price of betraying her friends and her own values?"--Dust jacket.

Explores the tensions between people working to become more aware of social inequality and other issues, and people who believe this can become a misguided effort that undermines traditional society. It will describe what the term "woke" means, its evolving (and politicized) meaning, and examples of how "being woke" has manifested in recent culture.

"Provides a pragmatic and thorough approach to creating inclusive, safe, and flexible environments for gender-diverse young people. The primary audience for this text is parents and K-12 educators, as well as the extended support network in a child's life. This book . . . answers the questions of how--how do we create inclusive environments for all children, how do we continue to educate ourselves, and how do we successfully navigate controversy and confusion so that we may best support children in today's schools?"--Provided by publisher.

Photographs and brief text describe the experiences of school children from thirty-eight countries.

In 1918 New York City, little Jewish girl Rivka, who lives on the Lower East Side, trades chores with people in her neighborhood for lessons until she can finally attend school.

"This book will establish a common vision for teaching with clarity in early childhood and a common language for talking about what the Visible Learning research looks like and sounds like in practice. Through interactions and language, this intuitive knowledge becomes explicit: Young children can describe what they are learning, why they are learning it, and how they will know when they are successful. Aligned with what we know from the Visible Learning research, young children's learning moves through three phases: surface, deep, and transfer. In both play and non-play-based learning, early childhood educators can support children's movement through these phases of learning by selecting the right strategy at the right time. Through authentic examples that depict early childhood settings in three countries, this book will walk readers through experiences and teaching practices in the areas of math, literacy, art and music, and social and emotional learning"--Provided by publisher.