The Frontier Club is Christine Bold's name for the network of eastern aristocrats who created the western as we now most commonly know it. At the turn of the twentieth century, they yoked this most popular formula to their own elite causes-from big-game hunting to conservation, immigration restriction to Jim Crow segregation-and aligned themselves with cattle kings and "quality" publishers. This book tells the story of that cultural sleight-of-hand. It delves into institutional archives and personal papers to excavate the hidden social, political, and financial interests in the making of the modern western. It re-reads frontier club fiction in relation to the federal policies and cultural spaces (from exclusive gentlemen's clubs to national parks to zoos) with which it was intimately connected; the centerpiece is Owen Wister's bestselling novel The Virginian. It casts new light on nine key clubmen, both the famous and the forgotten-in addition to Wister, the network included Theodore Roosevelt, George Bird Grinnell, Silas Weir Mitchell, Henry Cabot Lodge, Madison Grant, Caspar Whitney, Winthrop Chanler, and Frederic Remington-while recovering the women on whom these men depended and without whom this version of the popular West would not exist. Bold also considers some of the costs of the frontier club formula, in terms of its impact on Indigenous peoples and its marginalization of other popular voices, including western writings by African Americans, white women, and non-elite white men. The book ends by briefly charting the frontier club's enduring impression on western movies.

Supporting Teaching and Learning brings together theoretical perspectives, practical educational ideas and current academic debates to help students develop their knowledge and understanding of core educational issues. It explores the professional relationships necessary for quality learning and encourages the reader to reflect critically on their values, beliefs and assumptions about learning and teaching. Written by an author team from a range of educational backgrounds, the book focuses on the key issues that teaching teams face as they work together to support children and young people in their learning. Covering a broad range of topics, themes and age ranges, each chapter contains a statement of the author's values and beliefs and concludes with discussion starters, ideas for reflecting on practice and a list of useful resources. Chapters include: * The core subjects in the curriculum; * Information and Communications Technology, * Linguistic and cultural diversity; * Special educational needs; * Out-of-school learning; * Assessment; * Reflective practice and action research. Accessible, discursive and thought provoking, this book is essential reading for students on a range of education courses including Foundation Degrees, Education Studies and those undertaking initial teacher training.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

Many schools have great difficulty in identifying and maintaining progressive development in 'designing and making' skills in the primary classroom. This book will help teachers to recognise opportunities for progression by discussing the issues involved. It also provides photocopiable activities that explore specific elements of the design and technology curriculum in depth and gives a structured but flexible approach to professional development which will help the reader to focus on the teaching and learning of a specific skill or process. This book is a means to explore the issue of individual progression and to improve skills in teacher assessment.

The book will stir debate and stimulate thought among professionals involved in primary education, and will equip them to put progression into practice in their classrooms.

Supporting Teaching and Learning brings together theoretical perspectives, practical educational ideas and current academic debates to help students develop their knowledge and understanding of core educational issues. It explores the professional relationships necessary for quality learning and encourages the reader to reflect critically on their values, beliefs and assumptions about learning and teaching.

Written by an author team from a range of educational backgrounds, the book focuses on the key issues that teaching teams face as they work together to support children and young people in their learning. Covering a broad range of topics, themes and age ranges, each chapter contains a statement of the author s values and beliefs and concludes with discussion starters, ideas for reflecting on practice and a list of useful resources.

Chapters include:

• The core subjects in the curriculum;
• Information and Communications Technology,
• Linguistic and cultural diversity;
• Special educational needs;
• Out-of-school learning;
• Assessment;
• Reflective practice and action research.

Accessible, discursive and thought provoking, this book is essential reading for students on a range of education courses including Foundation Degrees, Education Studies and those undertaking initial teacher training.

What did most people read? Where did they get it? Where did it come from? What were its uses in its readers' lives? How was it produced and distributed? What were its relations to the wider world of print culture? How did it develop over time? These questions are central toThe Oxford Historyof Popular Print Culture, an ambitious nine-volume series devoted to the exploration of popular print culture in English from the beginning of the sixteenth century to the present.
Volume six explores a cornucopia of US popular print materials from 1860 to 1920, the period when mass culture exploded into the everyday lives of large swathes of the population. Thirty specially written essays by scholars from a wide range of disciplines - history of the book; literary, cultural, media, and film studies; social history, journalism, and American Studies - probe the material conditions, proliferating genres, and cultural work of newly affordable and accessible forms. A dozen short entries address additional topics, genres, and approaches. A chronology of the relevant legal, technological, and organizational developments of the period and a list of online and physical archives provide further support for study in this burgeoning field. Cumulatively, the volume revisions the power of 'the popular' in its many meanings - widely circulated, commercialised, vernacular, working-class, cheap, accessible; it recovers and analyses neglected cultural webs and networks, as well as individual authors, famous and forgotten; and it interrogates conventional cultural hierarchies and high/low binaries.
The volume pursues some key issues in rich archival and analytical detail. How did new technologies of production and distribution shape a plethora of print forms, including advertising leaflets, postcards, tracts, pamphlets, dime novels, story papers, newspapers, magazines, and cheap books? How did upheavals in the publishing industry and new regulatory mechanisms affect circulation and consumption? How did various genres mediate social and political transformations of the period? How did popular print forms consolidate transnational and borderlands networks? How were particular cultural communities, including Native American, African American, Asian American, and Mexican / America alternately served and oppressed by popular print? How was it seized in support of labour and woman suffrage, and how was it wielded by governmental and educational institutions? How did print interact with other media?

A favorite of President Andrew Jackson and the daughter of Senator Thomas Hart Benton of Missouri, Jessie Benton was acquainted with the famous from childhood. When the vivacious belle met John C. Fremont, "the handsomest young man who ever walked the streets of Washington," love bloomed. Always passionately devoted to the controversial explorer, soldier, and politician, Jessie bore John five children, maintained a family life, charmed and campaigned on his behalf, and helped him write the popular reports of his western trailblazing. These pages, filled with public figures such as Kit Carson and Abraham Lincoln, present a lively and fearless woman.

Using Narrative in Research by Christine Bold provides an accessible, easy-to-understand guide to the theory and practice of the use of narrative in research. Written with those new to narrative in mind, this book will enable readers to understand the origins of narrative traditions and to plan and carry out a narrative study of their own. Christine Bold's book examines narrative approaches across a range of research contexts and disciplinary boundaries and will be of equal value to practitioners and academic students and researchers alike. Drawing on a range of real-life examples of narrative studies, Using Narrative in Research will enable readers to provide a sound justification for adopting a narrative-based approach and will help them to write about and write up narrative in research. This book examines: * How we design research projects with a narrative approach * Ethics * Narrative thinking * Collecting narrative data * Analysing narrative data * Representation in narrative analysis * Reporting and writing up narrative research.