This invaluable guide enables librarians as well as patrons and teachers to identify the best books for high school readers out of the thousands published each year. Now in its third edition, this essential resource supplies information on more than 11,000 in-print titles-most of which have been recommended in at least two reviewing journals-suitable for high school and public libraries. With its simple, thematic organization and user-friendly subject terms, it makes finding the right book easy-for librarians, teachers, and parents alike. And its inclusion of thousands of non-fiction titles helps today's educators meet the Common Core standards. This updated edition of Best Books for High School Readers, Grades 9-12 remains an indispensable resource for identifying the right book for an individual high school student's preferences, needs, or interests, and for creating reading lists for curricular and thematic library programs. It is also an essential tool for evaluating and developing the library collection. The entries provide annotations with succinct plot summaries, ISBNs, book length, price, reading level, and review citations; and indicate Lexile levels, as well as titles that are available in audio format or as an eBook version. Supplies concise, lively annotations and review citations on everything from literary classics and non-fiction titles to graphic novels Provides quick access to information for both library staff and patrons with thematic, curriculum-oriented organization and clear subject breakdowns Indicates which books are also available in audio format and in eBook format-valuable information for collection development and reading specialists Identifies award-winning and series titles

The second edition of The Encyclopedia of Middle Grades Education has been revised, updated, and expanded since its original publication in 2005. The Encyclopedia is a comprehensive overview of the field; it contains alphabetically organized entries that address important concepts, ideas, terms, people, organizations, publications, and research studies specifically related to middle grades education. This edition contains over 210 entries from nearly 160 expert contributors, this is a 25% increase in the number of entries over the first edition. The Encyclopedia is aimed at a general audience including undergraduate students in middle?level teacher preparation programs, graduate students, higher education faculty, and practitioners andadministrators. The comprehensive list of entries are comprised of both short entries (500 words) and longer entries (2000 words). A significant number of entries appearing in the first edition have been revised and updated. Citations and references are provided for each entry.

This text addresses the changing literacies surrounding students and the need to communicate effectively using technology tools. Technology has the power to transform teaching and learning in classrooms and to promote active learning, interaction, and engagement through different tools and applications. While both technologies and research in literacy are rapidly changing and evolving, this book presents lasting frameworks for teacher candidates to effectively evaluate and implement digital tools to enhance literacy classrooms. Through the lens of Universal Design for Learning (UDL), this text prepares teacher candidates to shape learning environments that support the needs and desires of all literacy learners through the integration of technology and literacy instruction by providing a range of current models and frameworks. This approach supports a comprehensive understanding of the complex multiliteracies landscape. These models address technology integration and demonstrate how pedagogical knowledge, content knowledge, and technological knowledge can be integrated for the benefit of all learners in a range of contexts. Each chapter includes prompts for reflection and discussion to encourage readers to consider how literacy and technology can enable teachers to become agents of change, and the book also features Appendices with annotated resource lists of technology tools for students' varied literacy needs in our digital age.

For anyone who loved St Trinian's - old or new - or read Malory Towers as a kid. St Brides is the perfect read for you. When Gemma Lamb takes a job at a quirky English girls' boarding school, she believes she's found the perfect escape route from her controlling boyfriend - until she discovers the rest of the staff are hiding sinister secrets: Hairnet, the eccentric headmistress who doesn't hold with academic qualifications Oriana Bliss, Head of Maths and master of disguise Joscelyn Spryke, the suspiciously rugged Head of PE Geography teacher Mavis Brook, surreptitiously selling off the library books creepy night watchman Max Security, with his network of hidden tunnels Even McPhee, the school cat, is leading a double life. Tucked away in the school's beautiful private estate in the Cotswolds, can Gemma stay safe and build a new independent future, or will past secrets catch up with her and the rest of the staff? With a little help from her new friends, including some wise pupils, she's going to give it her best shot... Previously published by Debbie Young as Secrets at St Bride's.

Finding out that your child is on the Autism Spectrum is just the beginning. The diagnosis will give you some information, but the choices parents make next can impact the journey that the child and the family must follow. This journey is likely one of great highs and some very challenging lows. Parenting the Autistic child is a unique parenting experience for many reasons. First, your child may have difficulty communicating their needs. Second, the systems and organizations your child will have to navigate are rarely designed with Autism in mind. As a parent, you will need to be engaged in learning about Autism every day. Certainly, this includes learning about your child, but you must be seeking external knowledge too. Autism Parents must actively gain knowledge about necessary therapies, developmental pediatricians, available resources, autism support services, the school systems, the legal systems, the criminal justice system and on and on. While the learning curve is step, the challenge is intensified because the parents of autistic children are often very isolated. How can they obtain the critical information needed for them to develop and protect their child? This book offers insight into the information parents will need to support their Autistic child from their first day of school until their last. Each chapter provide knowledge regarding a critical aspect of parenting including specific steps, potential challenges, research and antidotes about different aspects of the Autistic individual's academic experience. This book will fill the gap between autism peer reviewed literature and self-help parented advice books. The objective is to offer critical information that parents will need to develop their child and keep their child safe throughout their academic experiences. Each chapter will include research, antidotes, resources, and critical steps to help navigate the special needs academic environments autistic children will experience. The chapters will be presented in a reader friendly format to support diverse parent learning needs. The book is designed to empower parents and to help parents empower their autistic children.

The scope of the book is an integrated discussion of several aspects of the internationalisation process in secondary education in Europe. The European and International Orientation (EIO) in education is dealt with from different national angles and theoretical visions, supported by recently conducted empirical studies in several countries. The book describes national policies concerning EIO, the way in which schools implement these policies and the success and difficulties of the activities that they undertake. A connection is made with ideas of citizenship in a European perspective and the question comes up for discussion if there can be spoken of common European values. Important issues are explored like the tension between national identity and European communality as well as the risk of EIO in increasing the gap between lower and higher educated students. The mission of the book is to not only provide background information to all who are interested in or involved in internationalisation of education, social integration and European citizenship, but to provide recommendations for future practice as well. A central focus in these recommendations is the 'Common Framework for Europe Competence' (CFEC), the first model that offers the possibility to structurally shape the knowledge and skills concerning the European and international developments in the school. Directions for future elaboration of this framework and its implementation in the teaching and learning process in schools are discussed.

This popular book has been comprehensively updated to meet the requirements of the revised CCEA specification for GCSE Physical Education. It addresses Component 1: 'Factors underpinning Health and Performance' and Component 2: 'Developing Performance'. Diagrams updated and modernised in this new edition. Full colour with illustrations and diagrams throughout, and includes tasks and chapter summaries.

Exemplary Middle Grades Research: Evidence-Based Studies Linking Theory to Practice features research published throughout 2009 in MGRJ that has been identified by our review board as the most useful in terms of assisting educators with making practical applications from evidence-based studies to classroom and school settings. The editorial team is pleased to present these studies under one cover, trusting each will contribute to the existing body of knowledge on middle grades education in ways that will enable readers to develop theories more fully and apply findings and implications to a variety of settings. Studies are presented in chronological order as they appeared in each of the four issues published during the fourth volume year (2009). Our first three issues 4(1), 4(2), and 4(3) were special themes wherein guest editors provided the oversight for selection and substantive editorial revisions. Any guest editors' introductory comments regarding previously published manuscripts appear in italics, followed by the editor-in-chief 's comments.

This book exposes the degree of rage today's teenagers feel and how our nation's schools are failing them, not just academically, but in just about every way imaginable. Hall and Handley propose practical techniques, procedures, and core values that can make high school a safe learning environment once again. Drawing from their many years of experience administering a high school that provided a safe and fulfilling learning environment, they introduce readers to teaching techniques, administrative policies, and design ideas that encourage students to speak out, express their indomitable idealism, and feel welcome and accepted.

The learning process works best when students are supported, encouraged, and accepted. The authors tell the story of a special school--Mountain View--that upholds a strong belief in the value of each student through smaller classes, experiential learning, and an awareness of community in and out of school. This book describes the journeys of students who were angry, unsure, or struggling with various labels of learning disabilities, as well as students who were successful in the traditional educational system but sought more opportunities for creativity and self-expression. Their stories are told in the context of how to build and run a school that is keenly attuned to teenagers' needs. Twenty Questions for Parents help to pinpoint issues and difficulties children may be struggling with. Also included is a bibliography of helpful sources and suggested readings. In keeping with the efforts of the Bill and Melinda Gates Foundation to support small high schools around the United States, this book provides a blueprint for parents, school districts, and communities.

In Canaries Reflect on the Mine: Dropouts' Stories of Schooling, Jeanne Cameron invites the reader to see schooling and early school leaving through the eyes of high school dropouts themselves. The transcendent desires revealed by this research - to be known and valued, to learn with purpose and autonomy - are spoken with poignant clarity by the young people who story these pages. This study offers a compelling and timely critique of the dominant, neoliberal discourse on schooling and early school leaving. It challenges conventional wisdom about dropouts, and shows how the experiences and needs of those who leave school early and those who persist to graduation are more similar than different. Collectively, these young people's stories evoke a canary-in-the-mine metaphor, one where the canaries exit and the miners remain. They implore us to see the dropout crisis as a symptom of the alienating and dehumanizing school practices advanced by No Child Left Behind and Race to the Top. More importantly, they offer a vision for schooling that lovingly embraces and extends all students' experiences, enriches their biographies, and celebrates and supports each of their talents and purposes with equal passion. Pre-service and in-service teachers, educational researchers and policy makers, administrators, and advocates for equitable and democratic schooling have much to learn from this book. Qualitative researchers will find a powerful model for working collaboratively with youth to represent their experiences and to craft solutions to the challenges they face. Students of sociology will discover a compelling illustration of C. Wright Mills' sociological imagination and his charge to "take it big" by drawing connections between individual biographies and the social and historical structures that frame lived experience. For professional social scientists, it embodies Mills' challenge to embrace the moral sensibilities required to understand and improve the human condition.

This timely update of the popular "Environmental Science Activities Kit" includes more than 35 lessons for middle and high school science teachers on the most compelling and relevant environmental topics, such as global warming, food and water production, alternative energy sources, endangered species, land-use issues, and many more.

Writing centers are places where writers work with each other in an effort to develop ideas, discover a thesis, overcome procrastination, create an outline, or revise a draft. Ultimately, writing centers help students become more effective writers. Visit any college or university in the United States and chances are there is a writing center available to students, staff, and community members. A Guide to Creating Student-Staffed Writing Centers, Grades 6-12 is a how-to and, ultimately, a why-to book for middle school and high school educators as well as for English/language arts teacher candidates and their methods instructors. Writing centers support students and their busy teachers while emphasizing and supporting writing across the curriculum.

The Teacher Journal is the must-have resource for early career teachers looking to thrive in their first role. This one-of-a-kind hybrid journal is packed full of opportunities for professional development, practical information and relatable anecdotes from a teacher who knows. Its easily digestible content makes it perfect to use around a busy work schedule and includes 'think pieces' that explore current research and how to put it into practice with links to the Early Career Framework and Teaching Standards. By providing useful questions and prompts, this book helps early career teachers to self-reflect, prioritise their wellbeing and increase job satisfaction while avoiding burnout. It also offers space to track and record appraisal targets and evidence for professional reviews and formal assessment. The content is divided to reflect each school term, encouraging professional and personal growth throughout the entire academic year. The Teacher Journal is the ultimate 'What I wish I'd had' toolkit to help ECTs create the strong foundations needed to succeed in their careers while maintaining self-care.

Geography teachers and school library media specialists will find this resource indispensable for providing classroom lessons and activities in critical thinking for geography students in grades 7-12. It is filled with over 75 primary source Internet sites covering such topics as Places and Regions, Physical Systems, Human Systems, Environment and Society, and the Uses of Geography, and will be an invaluable tool in helping teachers and librarians meet the standards set forth in the 1994 publication "Geography for Life: National Geography Standards."

Each site is accompanied by a site summary that describes the site contents and usefulness to geography teachers and school library media specialists. Site subjects include: Urban Landscapes, Volcanoes and Earthquakes, Weather, The U.S. Census, and the World Wildlife Fund Global Network. The questions and activities that follow are designed to develop critical thinking skills for both oral and written presentations. An appendix of additional geography resources includes Internet addresses for approximately 25 sites relating to maps, primary sources, and critical thinking. This will provide teachers and librarians with even more resources for developing lessons to help each student meet all 18 of the National Geography Standards.

This is a complete guide to citizenship education which challenges teachers to enable pupils to make a difference to themselves and to society. Citizenship education was introduced into the curriculum as the subject to bring about a change in the political culture of a nation. However, without taking a radical approach to the teaching of this subject, its core values are likely to be lost. "Teaching Citizenship Education" introduces the central themes of the citizenship curriculum and evaluates the success of a number of delivery methods currently being used throughout the UK. Ralph Leighton adopts some of the insights and arguments provided by advocates of the radical and democratic approach to education to demonstrate that citizenship education can become a liberating and empowering force for change. He encourages readers to think about the nature of the subject and the experiences they are providing for their students, and provides a framework for how to go about creating something which really is more than just a subject. A companion website supports the text to ensure that the material remains up-to-date with current thinking and teaching strategies. It is a 'must-have' for all those looking to teach citizenship education with confidence and imagination.

The Encyclopedia of Middle Level Education is designed to be a comprehensive overview of the field. This publication will include seven anchor essays (5000 words) that will over the following topics: the history of the middle school movement; academically excellent curriculum, instruction, and assessment; developmental responsiveness in relation to young adolescents; social equity in middle grades schools; teacher and administrator preparation and professional development; middle school reform models; and future directions in relation to the movement, practices, and policy. Authorship of the anchor essays is by invitation only. In addition to these anchor essays, the encyclopedia will contain alphabetically organized entries (short entries approximately 500 words; long entries approximately 2000 words) that address important concepts, ideas, terms, people, organizations, and seminal publications related to middle level education. A tentative listing of entries and their corresponding lengths can be found at http://www.rmle.pdx.edu/. Contributors to the encyclopedia will be expected to provide enough information so that the reader can place the idea, concept, person, etc. into its proper context in the history of the middle school movement. Entries are meant to be introductory; after an overview of the essentials of the topic the reader will be guided to more extensive sources for further investigation. Where appropriate, the reader should be directed to electronic sources such as websites where additional information can be retrieved.

This resource for student support for the development of caring schools will open up new sources of understanding for educators and mental health professionals. Dr. Branwhite provides a unique analysis of the views of adolescents based upon applied research and insight into adolescent reality as opposed to adult interpretation. This book identifies the challenges facing adolescents and highlights their coping skills and problem solving tools. The need for counseling and advice dispersion and its positive reception by adolescents is emphasized. Dr. Branwhite offers extensive advice on developing high-quality student support based on his experience dealing with adolescents as an educational psychologist for the past 20 years.

Branwhite offers extensive advice on developing high-quality student support based on his experience dealing with adolescents as an educational psychologist for the past 20 years. This book will be of interest to educators and mental health professionals dealing with the adolescent population.

Pearson Revise is the revision series from Pearson, the assessment experts. From the very start of your GCSE, Pearson Revise is the best way to keep learning up to date, practise skills and prepare for assessments and exams. Pearson Revise Revision Cards are perfect for students who want to turbocharge their revision time! Each pack includes access to a FREE online edition of the Pearson Revise Revision Guide and contains: 30 Revision Cards and three organising dividers (with a handy 'how to use' guide) multiple choice questions and answers worked examples topic summaries and key facts to remember. Part of a comprehensive range of learning and revision support available for Pearson Edexcel and AQA GCSEs from Pearson Revise including: Revision Guides, Revision Workbooks, Revision Cards, Practice Papers Plus and a free online learning portal.

If we expose students to a study of human suffering, we have a responsibility to guide them through it. But, is this the role of school history? Is the rationale behind teaching the Holocaust primarily historical, moral or social? Is the Holocaust to be taught as a historical event, with a view to developing students' critical historical skills, or as a tool to combat continuing prejudice and discrimination? These profound questions lie at the heart of Lucy Russell's fascinating analysis of teaching the Holocaust in school history. She considers how the topic of the Holocaust is currently being taught in schools in the UK and overseas. Drawing on interviews with educationalists, academics and teachers, she discovers that there is, in fact, a surprising lack of consensus regarding the purpose of, and approaches to, teaching the Holocaust in history. Indeed the majority view is distinctly non-historical; there is a tendency to teach the Holocaust from a social and moral perspective and not as history. This book attempts to explain and debate this phenomenon.

Widespread obesity, poor nutrition, sleep-deprivation, and highly digital and sedentary lifestyles are just a few of the many challenges facing young people. Although public schools in the United States have the potential for meeting these challenges on a mass scale, they are slow to respond. The emphasis on discrete subject areas and standardized test performance offers little in the way of authentic learning and may in reality impede health. Healthy Teens, Healthy Schools: How Media Literacy Education can Renew Education in the United States reframes health education as a complex terrain that resides within a larger ecosystem of historical, social, political, and global economic forces. It calls for a media literate pedagogy that empowers students to be critical consumers, creative producers, and responsible citizens. This book illustrates holistic health education through school-community initiatives and innovative partnerships that are successful in magnifying all curriculum subjects and their associated teaching practices. Vanessa Domine offers teachers, teacher educators, school administrators, community organizers, public health professionals, and policy makers with a transmedia and transdisciplinary educational approach to adolescent health to demonstrate how our collective focus on cultivating healthy teens will ultimately yield healthy schools.