In 1953, Margot Pringle, newly graduated from Cornell University, took a job as a teacher in a one-room school in rural eastern Montana, sixty miles southeast of Miles City. ""Miss Margot,"" as her students called her, would teach at the school for one year. This book is the memoir she wrote then, published here for the first time, under her married name. Filled with humor and affection for her students, Horseback Schoolmarm recounts Liberty's coming of age as a teacher, as well as what she taught her students. Margot's school was located on the SH Ranch, whose owner needed a way to retain his hired hands after their children reached school age. Few teachers wanted to work in such remote and primitive circumstances. Margot lived alone in a ""teacherage,"" hardly more than a closet at one end of the schoolhouse. It had electricity but no phone, plumbing, or running water. She drew water from a well outside. The nearest house was a half-mile away. Margot had a car, but she had to park it so far away, she kept her saddle horse, Orphan Annie, in the schoolyard. Miss Margot started with no experience and no supplies, but her spunk and inventiveness, along with that of her seven students, made the school a success. Evocative of Laura Ingalls Wilder's school-teaching experiences some eighty years earlier, Horseback Schoolmarm gives readers a firsthand look at an almost forgotten - yet not so distant - way of life.

The impact of the COVID-19 pandemic on PK-12 education has halted traditional education but has also fostered innovation in distance learning, parental involvement in their children's education, and families' coping mechanisms when forced to "self-quarantine." The educational community is thirsting for strategies, methods, and tools to help with prevention of gaps in the education of youth during this pandemic and in preparation of future global crises. Educational Recovery for PK-12 Education During and After a Pandemic builds awareness of the needs prevalent to the education of PK-12 students effectively during and after the COVID-19 pandemic and provides tools and strategies to assist these students as they grapple with new teaching and learning styles. This book provides timely information to support new modes of teaching and learning during this unprecedented time and fosters traditional methods of education while concurrently respecting guidelines set by the CDC to keep students safe and eliminate gaps in learning. It also benefits the educational community by leading the field in innovative steps to effectively educate PK-12 students so they will continue to be contributing members of society albeit surviving the most devastating epidemic in the last 100 years. Focusing on a wide range of topics such as student mental health, learning gaps, and best teaching practices, this book is ideal for teachers, administrators, district superintendents, counselors, psychologists, social workers, parents, academicians, researchers, and students.

In the twentieth-century struggle for racial equality, there was perhaps no setting more fraught and contentious than the public schools of the American south. In Prince Edward County, Virginia, in 1951, a student strike for better school facilities became part of the NAACP legal campaign for school desegregation. That step ultimately brought this rural, agricultural county to the Supreme Court of the United States as one of five consolidated cases in the historic 1954 ruling, Brown v. Board of Education. Unique among those cases, Prince Edward County took the extreme stance of closing its public school system entirely rather than comply with the desegregation ruling of the Court. The schools were closed for five years, from 1959 to 1964, until the Supreme Court ruling in Griffin v. County School Board of Prince Edward County ordered the restoration of public education in the county. This historical anthology brings together court cases, government documents, personal and scholarly writings, speeches, and journalism to represent the diverse voices and viewpoints of the battle in Prince Edward County for-and against-educational equality. Providing historical context and contemporary analysis, this book offers a new perspective of a largely overlooked episode and seeks to help place the struggle for public education in Prince Edward County into its proper place in the civil rights era.

A Dracula Handbook provides succinct and accurate information about Dracula. Written for a general readership, the book should appeal to aficionados, students and the just-plain-curious. Using question/answer format, the book covers a range of topics: the origins of the vampire myth; the life of Bram Stoker, author of Dracula (1897); the novel, its genesis and sources; the historical figure (Vlad the Impaler) whose nickname Stoker borrowed for his Count; an examination of the connection between Vlad and Count Dracula; the phenomenal impact the novel has had since its publication; and an overview of interpretations of the book. Also included is a comprehensive reading list.Here are some of the many questions that are directly answered in the book: What are the roots of vampire lore?How did vampires move from folklore to literature?What do we know about the actual writing of Dracula?Where did Bram Stoker find his information about vampires?Are there any autobiographical elements in Dracula?Did Dracula originate in a nightmare?What do we know of the relationship between Stoker and his wife?Did Stoker die of syphilis?How did Count Dracula become a vampire?Does Count Dracula have any redeeming qualities?How was the novel Dracula received when published in 1897?What did Stoker himself say about the novel?Why did Stoker name his vampire "Dracula"?Why did he select Transylvania as the vampire's homeland?How much did Stoker really know about Vlad the Impaler?Was Vlad ever associated with vampire legends?What are our main sources of information about Vlad?Why do many Romanians consider Vlad to be a national hero?Which of the Dracula movies is the best adaptation of Stoker's novel?What impact has Dracula had on subsequent vampire fiction?Why does Count Dracula have such enduring appeal?How do Romanians feel about Dracula tourism in their country?Is there a real Castle Dracula?What are some of the interpretations of Dracula?Is Dracula a classic?And many, many more Depending on the complexity of the questions, the answers range from 5-6 lines to several pages. At the end of each chapter there is a shortlist for further reading. At the end of the book there is a comprehensive Bibliography.

This book brings together studies from Georgia, Germany, Italy, Japan, New Zealand, Poland, South Korea, and the UK which explore links between policy and practice in language teaching in the twentieth century. The 14 contributions set out to expand the remit of 'grounded history' within the field of History of Language Learning and Teaching (HoLLT) by focusing on language teaching policies and linking these to practices and to contexts, situating policy formulation in particular contexts on the one hand, and exploring the relationship between policy and practice on the other. In this sense, the book shows how the theories, policy pronouncements, curricula, textbooks, and overall teaching approaches which tend to feature in most histories of language teaching always emerge from particular, researchable contexts, and, in the other direction, are interpreted and responded to in practice, again, in particular contexts. In this way, we hope to contribute a context-based perspective that highlights diversity of practices, in opposition to received views that language teaching methodology is 'universal' and context-free.