From birth to manhood, presidency and post-presidency, THE AMERICAN PRESIDENTS brings to life the men who have shaped the highest office in the land and affected the course of the United States from its founding to the present day.
Beginning with George Washington, who had already refused to be made king of this country when he reluctantly accepted the office of president, this fascinating book takes the reader all the way through the 2008 election of Barack Obama. Each comprehensive yet concise portrait is written to bring the man behind the office vividly to life, including the influences of childhood, education and previous careers, style, and his successes and failures as president. Revealing anecdotes, famous (and infamous) quotes, and scholarly interpretations by historians capture each man’s philosophy of leadership and his vision for America.
A special section of tables at the end of the book summarizes important facts about the presidents and their terms of office, including information about first ladies, vice presidents, presidential elections, Cabinets and leading officials, political control of Congress, presidential historical sites, and much more.
In this book I try to give a coherent and consistent overview of what an ecological approach to language learning might look like. This is not a fully fledged grand theory that aims to provide an explanation of everything, but an attempt to provide a rationale for taking an ecological world view and applying it to language education, which I regard as one of the most important of all human activities. Goethe once said that everything has been thought of before, but that the difficulty is to think of it again. The same certainly is true of the present effort. If it has any innovative ideas to offer, these lie in a novel combination of thoughts and ideas that have been around for a long, long time. The reader will encounter influences that range from Spinoza to Bakhtin and from Vygotsky to Halliday. The scope of the work is intentionally broad, covering all major themes that are part of the language learning process and the language teaching profession. These themes include language, perception and action, self, learning, critical pedagogy and research. At the same time I have attempted to look at both the macro and the micro sides of the ecological coin, and address issues from both a theoretical and a practical perspective. This, then, aims to be a book that can be read by practitioners and theoreticians alike, and the main idea is that it should be readable and challenging at the same time.
Foundations of Education is the essential resource on educating students who are blind or visually impaired. The revised and updated second edition of this groundbreaking text is a comprehensive compilation including both fundamental theory and specific methodology on teaching visually impaired students in all areas. Volume 2: Instructional Strategies for Teaching Children and Youths with Visual Impairments covers specialized assessment and modifying instruction, as well as detailed information on instruction in both the core curriculum and the expanded core curriculum. Foundations of Education is not only the fundamental textbook for students in the field of visual impairment, but is a vital tool for educators, administrators, policy makers, and allied professionals.
With a forward by President Bill Clinton, this volume presents the biography of each of the forty-one men who have been President of the U.S. Official White House portraits or color photos appear opposite each biography. From George Washington to William Clinton, the biographies contain information on each President’s life, policies, & accomplishments & the issues that faced each administration. Presents a fascinating overview of the leaders who shaped the history of the nation from its beginnings to the present.
Among the many changes to sweep American literacy education has been a move toward whole class instruction. Nonetheless, children still bring to literacy a wide range of experiences and competencies. How, then, might teachers best support a literate community yet still meet the needs of individual readers? For Fountas and Pinnell, the answer lies in guided reading, which allows children to develop as individual readers within the context of a small group. Their new book is the richest, most comprehensive guided reading resource available today and the first systematic offering of instructional support for guided reading adherents.
Guided Reading was written for K-3 classroom teachers, reading resource teachers, teacher educators, preservice teachers, researchers, administrators, and staff developers. Based on the authors’ nine years of research and development, it explains how to create a balanced literacy program based on guided reading and supported by read aloud, shared reading, interactive writing, and other approaches. While there is an entire chapter devoted solely to the process by which children become literate, every chapter clearly presents the theoretical underpinnings of the practices it suggests. Also included are guidelines for:
- observation and assessment
- dynamic grouping of readers
- creating sets of leveled books
- selecting and introducing books
- teaching for strategies
- classroom management.
Best of all, there are well over 2,500 leveled books in the Appendixes, along with many other reproducible resources that teachers will use for years to come. “Good first teaching is the foundation of education and the right of every child,” assert the authors. With the publication of this book, educators themselves will find the foundation in reading skills instruction they so rightly deserve.