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Independent reading is the right of every student. It is an indispensable foundation for solid reading instruction yet, is too often viewed as a luxury. Overly prescriptive, culturally irrelevant curriculum does not provide spaces for students to develop a sense of agency as readers or for teachers to make decisions that reflect the needs of the students in front of them. When teachers trust themselves and trust their students to create reading experiences that matter, they positively impact student growth. Trusting Readersputs the independence back into independent reading-and bolsters that independence with collaboration. Jen and Hannah offer a clear definition of independent reading. Their vision of conferring supports teachers as they support young readers. They help teachers craft reading experiences for students that are centered around their engagement, instructional needs, and identities as readers. Trusting Readersis an essential and accessible guide that provides teachers with the inspiration, information, and tools needed to grow enthusiastic independent readers. Jen and Hannah outline practical steps for teachers to implement independent reading time or to enrich their current practice with multiple entry points whether you've been teaching one year or twenty. In addition, they provide a model for reading conferences that support tailored instructional choices and keep students at the center. In Part 1 of Trusting Readers, Jen and Hannah define independent reading as based on the principles of time, choice, talk, and teacher support. Each chapter keeps student independence and reading identity development at the forefront, while leading teachers through the process of setting up classroom routines that safeguard time and space for independent reading in any environment. Part 2 focuses on conferring during independent reading using The Cycle of Conferring, a framework that teachers can use to help students set meaningful reading goals that not only build their skills, but also support their growth into joyful, purposeful, engaged readers. Dig into Trusting Readersand consider new possibilities for vibrant independent reading to thrive in your classroom in visible and invisible ways. What is the best that could happen when you trust yourself, your students, and the power of independent reading?
TRUSTING THE NEWS in a Digital Age How to use critical thinking to discern real news from fake news Trusting the News in a Digital Age provides an ethical framework and the much-needed tools for assessing information produced in our digital age. With the tsunami of information on social media and other venues, many have come to distrust all forms of communication, including the news. This practical text offers guidance on how to use critical thinking, appropriate skepticism, and journalistic curiosity to handle this flow of undifferentiated information. Designed to encourage critical thinking, each chapter introduces specific content, followed at the end of each section with an ethical dilemma. The ideas presented are based on the author’s experiences as a teacher and public editor/ombudsman at NPR News. Trusting the News in a Digital Age prepares readers to deal with changes to news and information in the digital environment. It brings to light the fact that journalism is about treating the public as citizens first, and consumers of information second. This important text: Reveals how to use critical thinking to handle the never-ending flow of information Contains ethical dilemmas to help sharpen critical thinking skills Explains how to verify sources and spot frauds Looks at the economic and technological conditions that facilitated changes in communication Written for students of journalism and media studies, Trusting the News in the Digital Age offers guidance on how to hone critical thinking skills needed to discern fact from fiction.
A seductive summer romance worth swooning over from a USA Today and New York Times bestselling author, perfect for fans of Sarah Dessen and Stephanie Perkins. Phoenix can’t imagine anything worse than being shipped off to family summer camp. Her parents have been fighting for the past two years—do they seriously think being crammed in a cabin with Phoenix and her little brother, Harry, will make things better? On top of that, Phoenix is stuck training with Callum—the head counselor who is seriously cute but a complete know-it-all. His hot-cold attitude means he’s impossible to figure out—and even harder to rely on. But despite her better judgment, Phoenix is attracted to Callum. And he’s promising Phoenix a summer she’ll never forget. Can she trust him? Or is this just another lie? “A charming summer romance.” —Booklist
Best-selling author Charles Feltman updates his business classic, The Thin Book of Trust, with new resources and tools to build trust in the post-pandemic world. Feltman's phenomenal bestseller with almost 100,000 copies sold across two editions outlines in a very simple and quick way the art of building trust between people in organizations as a core essential workplace competency. The updated Thin Book of Trust offers a framework that supports trust building as a workplace competency. It is based on the idea that building trust is a competency, a set of skills that can be learned, improved, and practiced. It will help you continuously improve your ability to build and maintain trust with others. It can also help you create and contribute to a high-trust culture at work. The third edition includes a new study guide and a new resource download page. Charles Feltman says: "Whether you lead others, contribute individually, or serve as a coach, consultant, facilitator, HR or OD professional, your ability to generate and sustain strong trust is critical to the success and well-being of your enterprise. It is my hope this new edition serves you well in becoming an exceptional trust-builder."
"In Trust Us, We're Experts! journalists Sheldon Rampton and John Stauber unmask the sneaky and widespread methods industry uses to influence opinion through bogus reports, doctored data, and manufactured facts. Rampton and Stauber show how corporations and public relations firms have seized upon remarkable new ways of exploiting your trust to get you to buy what they have to sell: letting you hear their pitch from a neutral third party, such as a professor or a pediatrician or a soccer mom or a watchdog group." "The problem is, these third parties are usually anything but neutral. They have been handpicked, cultivated, and meticulously packaged in order to make you believe what they say. In many cases, they have been paid handsomely for their "opinions.""--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
Trusting What You Know School culture shapes and is shaped by the quality of relationships contained within its walls. But how do relationships among students and teachers affect student learning? Trusting What You Know shows that building genuine trustworthy relationships between teachers and students is pivotal in students' capacity to learn. Based on an extended research study by Miriam Raider-Roth—an educational researcher and former elementary school teacher—Trusting What You Know reveals what students think about their relationships in the classroom and how these relationships shape their ability to learn. The book includes guiding principles for teachers, researchers, educators, and parents who want to understand the ways that human relationships at school fundamentally influence what children learn, know, and trust. Trusting What You Know introduces us to a small group of sixth-grade students who reveal the complexity and power inherent in the relationships of school. While they talk about many school relationships, they focus mainly on their relationships with their teachers. In these conversations, they describe their keen capacity to see and name both their internal and psychological processes as well as the interpersonal complexities they experience in school. The book highlights four students—José, Maya, Sharon, Gabe—and their candid interviews reveal the issues central to building trustworthy relationships in school: connection, mutuality, confidence, and meaning-making. The students recount how they construct confidence in themselves, one another, and their teachers in order to support their process of knowing and explain how their everyday classroom interactions can support confidence and instill trust. The students also describe the forces and circumstances that can lead them to disconnect when they feel trust in themselves and others is at risk. This vital resource shows how important it is to pay attention to relationships in school because relationships form the very foundation of learning.
Lynnda Pollio was working in corporate advertising when her father died. That event sent her on a spiritual journey, taking her from New York to Sedona and back. Her unexpected guide became the voice of Addie Mae Aubrey, an African American teenager in the 1930s South who died violently, never having the chance to live the story she told Lynnda. This is Addie Mae's life as it could have been.
True North Vincent feels lost and uneasy after the fear of a virus closes the border, meaning her mom can't return home from Canada. With her father working long hours as a nurse helping people who are sick with the virus, she's left at home with her grandma, who doesn't have the energy to keep up with True's adventures, or her older sister, always focused on her phone, or Georgie, her younger brother, whose severe asthma makes him more vulnerable to the virus. True is lonely and sometimes gets angry because she feels forgotten and unheard. True's mom tries to talk to her by phone, but True refuses; she just wants her mom home in-person, not just her voice. True finds escape and comfort in working on her maps, a skill she learned from her mother who is a cartographer. Not only does it fulfill her remote learning class assignment, but it helps to pass the time in isolation. She also creates an elaborate treasure map for Georgie that spans the entire thick forest beyond her backyard. While exploring, True finds the new kid, Kyler, playing tenderly with a litter of newborn kittens in an old barn. Kyler knocked out Dakota Sullivan's tooth during a fight and has a reputation of being a bully, so True waits until he's gone before approaching the kittens. The smallest kitten, the runt of the litter, looks sickly and has been abandoned by the mama cat. True names her Teacup; she knows exactly how it feels to not have a mom around when you need her most. As Teacup's health worsens, True attempts to nurse the cat back to health by herself. Just when True thinks she and Kyler could be friends over their concern for Teacup, he starts acting strange and doesn't return her calls. To make matters worse, True's dad gets sick and must stay at the hospital, and then Georgie gets lost in the forest, and then their elderly neighbor gets the virus. True feels even more scared and alone. Running out of her own fixes and remedies, True reaches out and realizes that her family does care about her and wants to offer support and guidance to help her find her way through the unexpected challenges the virus and life bring.
In Knowing Subjects, Barbara Simerka uses an emergent field of literary study" cognitive cultural studies"to delineate new ways of looking at early modern Spanish literature and to analyze cognition and social identity in Spain at the time. Simerka analyzes works by Cervantes and Grac -an, as well as picaresque novels and comedias. Employing an interdisciplinary approach, she brings together several strands of cognitive theory and details the synergies among neurological, anthropological, and psychological discoveries that provide new insights into human cognition.Her analysis draws on Theory of Mind, the cognitive activity that enables humans to predict what others will do, feel, think, and believe. Theory of Mind looks at how primates, including humans, conceptualize the thoughts and rationales behind other people's actions and use those insights to negotiate social relationships. This capacity is a necessary precursor to a wide variety of human interactions"both positive and negative"from projecting and empathizing to lying and cheating.Simerka applies this theory to texts involving courtship or social advancement, activities in which deception is most prevalent"and productive. In the process, she uncovers new insights into the comedia (especially the courtship drama) and several other genres of literature (including the honor narrative, the picaresque novel, and the courtesy manual). She studies the construction of gendered identity and patriarchal norms of cognition"contrasting the perspectives of canonical male writers with those of recently recovered female authors such as Mar -a de Zayas and Ana Caro. She examines the construction of social class, intellect, and honesty, and in a chapter on Don Quixote, cultural norms for leisure reading at the time. She shows how early modern Spanish literary forms reveal the relationship between an urbanizing culture, unstable subject positions and hierarchies, and social anxieties about cognition and cultural transformation.
Over twenty two centuries ago, the Greek general Pyrrhus questioned the real gains of military victory. Today we might reflect on the recent wars in Iraq and Afghanistan in much the same way. War is not only cruel but capricious; its outcomes are often bitter and frustrating, even for the winning side. Strategy: Key Thinkers expertly introduces the ideas of major strategic thinkers whose work explores the complex challenges associated with the use of military force. Early chapters deal with the foundational work of Sun Tzu (Sunzi), Thucydides, Vegetius, Machiavelli and Carl von Clausewitz and their relevance to problems facing Western militaries today. The book then considers broader issues, such as the distinctive importance of air and maritime operations, the difficulty of waging offensive land warfare in the face of modern firepower, the implications of nuclear weapons, and the potential of irregular warfare. It concludes by highlighting key themes which connect - and distinguish - the works under consideration, noting how these similarities and differences can inform the strategic debates of the early twenty-first century.