A volume in Literacy, Language, and Learning Series Editors Claudia Finkbeiner, University of Kassel; Althier M. Lazar, Saint Joseph's University and Wen Ma, Le Moyne College Literacy researchers and educators are currently involved in exciting international literacy projects. However, many in the field are not aware of these initiatives. In compiling this edited volume, our intent is to provide a resource book for university instructors and research faculty with examples of international literacy projects and what was learned from the projects. Chapter contributors offer stories of real people who collaborate across nations to exchange ideas, promote literacy development, and increase global understandings. The literacy initiatives presented in this book show how literacy colleagues have provided opportunities for students and educators of different countries to communicate in meaningful ways. Through international literacy projects and research, participants work to forge relationships based on mutual respect, despite their differing cultures and languages. They see their work as based on the mutual connectedness to the human community

There is little doubt that the Common Core State Standards (CCSS) are a controversial entity. They are provocative for the way in which they have been developed, for the ways they are being implemented and evaluated, for their content, and for their failure to explicitly consider the needs, interests, and histories of diverse populations. While the CCSS continue to be problematized by critics around the country-including the editors of this volume-it is evident our nation is moving toward (some would argue we have arrived at) a national set of standards and/or a national curriculum. This text will be an important volume for multiple audiences, in large part because it will bring together critical perspectives on the CCSS and the notion of national standards/curricula. It will simultaneously provide a social justice orientation as a way to interpret the CCSS and respond to their limits, while presenting practical examples of social justice?oriented, CCSS?focused curricula that empower diverse learners and their teachers. Social Justice, the Common Core, and Closing the Instructional Gap will consist of chapters by classroom teachers and university scholars who portray honest, engaging, first?person accounts of their successes and challenges connecting a social justice pedagogical orientation to the Common Core State Standards. These authors candidly and passionately share the challenges of navigating between a social justice curriculum and high stakes standards? and test?driven environments. They highlight their accomplishments that include effectively supporting students to consider social injustices and devise plans to work toward a more equitable world.

This text gives prospective and practicing teachers a comprehensive understanding of how to teach multiple literacies in elementary arid middle school classrooms. All of the Iiteracies-dance, music, visual arts, popular culture, media, and computer technologies-are integrated with reading and writing. Balanced treatment is given to theoretical perspectives and practical applications. The text also features authentic cases written by preservice teachers, and commentaries on the cases from practitioners and university professors. The cases are designed to prepare future teachers for the PRAXIS teacher certifying exam and others offered in many states. Three theoretical chapters support the practical applications: Chapter 1 addresses the benefits of writing and analyzing cases and the specific attributes of exemplary teaching cases, and offers guidelines for teachers to author their own case narratives and questions for analyzing and discussing case issues with peers; Chapter 2 discusses the role of electronic symbol making and multiple sign systems in children's literacy and how children use symbols to receive and express meaning; Chapter 3 offers a theoretical framework that helps define and enable teachers to use the new literacies of Internet technology, and provides a strong rationale for expanding traditional definitions of literacy.

This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. It focuses on real people as they write and actively involves readers in the writing process. The authors' innovative approach encourages reflection on how professional writing initiatives connect to the personal self. For pre-service and in-service teachers, graduate students, school administrators, educational specialists, and all others involved in the educational enterprise, effective writing is important to professional success. Organized to help the reader move progressively and confidently forward as a writer of academic prose, Doing Academic Writing in Education: Connecting the Personal and the Professional features: *activities to engage readers in connecting their writing endeavors to their personal selves, and in discovering their own writing attitudes, behaviors, strengths, and problem areas; *practical applications to inform and support the reader's writing initiatives--including opportunities to engage in invention strategies, to begin a draft, to revise and edit a piece of writing that is personally and professionally important, and to record reflections about writing; *the voices of the authors and of graduate students who are pursuing a variety of academic writing tasks--to serve as models for the reader's writing endeavors; and *writing samples and personal stories about writing shared by experts in various contexts--offering hints about conditions, self-reflections, and habits that help them write effectively. All students and professionals in the field of education will welcome the distinctive focus in this book on connecting the personal and the professional, and the wealth of practical applications and opportunities for reflection it provides.

This text gives prospective and practicing teachers a comprehensive understanding of how to teach multiple literacies in elementary and middle school classrooms. All of the literacies--dance, music, visual arts, popular culture, media, and computer technologies--are integrated with reading and writing. Balanced treatment is given to theoretical perspectives and practical applications. The text features authentic cases written by preservice teachers, and commentaries on the cases from practitioners and university professors. The cases are designed to prepare future teachers for the PRAXIS teacher certifying exam and others offered in many states.
Three theoretical chapters support the practical applications:
*Chapter 1 addresses the benefits of writing and analyzing cases and the specific attributes of exemplary teaching cases, and offers guidelines for teachers to author their own case narratives and questions for analyzing and discussing case issues with peers.
*Chapter 2 discusses the role of electronic symbol making and multiple sign systems in children's literacy and how children use symbols to receive and express meaning.
*Chapter 3 offers a theoretical framework that helps define and enable teachers to use the new literacies of Internet technology, and provides a strong rationale for expanding traditional definitions of literacy.
The practical applications chapters (chaps. 4-12) gradually lead readers toward a deeper understanding of how to conceptualize and structure more complex, integrated lessons. In each of these chapters:
*An "Overview" provides up-to-date information about the particular form of literacy discussed in the chapter.
*A helpful "What Do You Need to Know and How Do You Begin" section offers ideas and tasks for teachers who wish to nurture their artistic and technological aptitudes, expand their understanding of popular culture media, and increase their knowledge about integrating diverse communication forms into cohesive themed units or instruction.
*Exemplary cases--the heart of these chapters--present preservice teachers' candid descriptions of their reflections, confusions, and concerns as they support K-8 students writing and writing development through multiple literacy approaches.
*Case-specific questions encourage readers to take an active part in analyzing, documenting, and discussing the particular issues raised.
*"Commentaries" by skilled practitioners and university professors provide sound teaching suggestions, scholarly perspectives, and sometimes contrasting solutions to the dilemmas described in the cases.
*"Reflections and Explorations" activities help teachers become more actively involved in thinking and learning about multiple literacies.
*"Practical Applications" questions engage teachers in considering their own teaching environments and goals as they integrate multiple literacy lessons into their curriculum.
*"Suggested Readings" support teachers in constructing more in-depth knowledge about the chapter topics.

The Lake and Pond Management Guidebook is the successor to the bestselling Lake Smarts: The First Lake Maintenance Handbook, the "bible" for small-scale lake and pond improvements, published by the Terrene Institute in 1993. Completely revised and updated, now published by Lewis Publishers, this guidebook contains over 300 ideas and projects including step-by-step practical, low-cost solutions to a wide range of problems that lake management professionals face everyday. Coverage includes shoreland buffer installation, fisheries management, reducing nuisance algal growth, controlling exotic aquatic plants, lakeside wastewater treatment systems, small scale dredging, and more.

This clear, reader-friendly book is carefully designed to help readers gain confidence and acquire competence in their academic writing abilities. It focuses on real people as they write and actively involves readers in the writing process. The authors' innovative approach encourages reflection on how professional writing initiatives connect to the personal self. For pre-service and in-service teachers, graduate students, school administrators, educational specialists, and all others involved in the educational enterprise, effective writing is important to professional success. Organized to help the reader move progressively and confidently forward as a writer of academic prose, "Doing Academic Writing in Education: Connecting the Personal and the Professional" features:
*activities to engage readers in connecting their writing endeavors to their personal selves, and in discovering their own writing attitudes, behaviors, strengths, and problem areas;
*practical applications to inform and support the reader's writing initiatives--including opportunities to engage in invention strategies, to begin a draft, to revise and edit a piece of writing that is personally and professionally important, and to record reflections about writing;
*the voices of the authors and of graduate students who are pursuing a variety of academic writing tasks--to serve as models for the reader's writing endeavors; and *writing samples and personal stories about writing shared by experts in various contexts--offering hints about conditions, self-reflections, and habits that help them write effectively.
All students and professionals in the field of education will welcome the distinctive focus inthis book on connecting the personal and the professional, and the wealth of practical applications and opportunities for reflection it provides.

A volume in Literacy, Language, and Learning Series Editors Claudia Finkbeiner, University of Kassel; Althier M. Lazar, Saint Joseph's University and Wen Ma, Le Moyne College Literacy researchers and educators are currently involved in exciting international literacy projects. However, many in the field are not aware of these initiatives. In compiling this edited volume, our intent is to provide a resource book for university instructors and research faculty with examples of international literacy projects and what was learned from the projects. Chapter contributors offer stories of real people who collaborate across nations to exchange ideas, promote literacy development, and increase global understandings. The literacy initiatives presented in this book show how literacy colleagues have provided opportunities for students and educators of different countries to communicate in meaningful ways. Through international literacy projects and research, participants work to forge relationships based on mutual respect, despite their differing cultures and languages. They see their work as based on the mutual connectedness to the human community.

There is little doubt that the Common Core State Standards (CCSS) are a controversial entity. They are provocative for the way in which they have been developed, for the ways they are being implemented and evaluated, for their content, and for their failure to explicitly consider the needs, interests, and histories of diverse populations. While the CCSS continue to be problematized by critics around the country-including the editors of this volume-it is evident our nation is moving toward (some would argue we have arrived at) a national set of standards and/or a national curriculum. This text will be an important volume for multiple audiences, in large part because it will bring together critical perspectives on the CCSS and the notion of national standards/curricula. It will simultaneously provide a social justice orientation as a way to interpret the CCSS and respond to their limits, while presenting practical examples of social justice?oriented, CCSS?focused curricula that empower diverse learners and their teachers. Social Justice, the Common Core, and Closing the Instructional Gap will consist of chapters by classroom teachers and university scholars who portray honest, engaging, first?person accounts of their successes and challenges connecting a social justice pedagogical orientation to the Common Core State Standards. These authors candidly and passionately share the challenges of navigating between a social justice curriculum and high stakes standards? and test?driven environments. They highlight their accomplishments that include effectively supporting students to consider social injustices and devise plans to work toward a more equitable world.

A guide for teaching all your students the skills they need to be successful writers

The 25 mini-lessons provided in this book are designed to develop students' self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER (Screen and assess, Confer, Assemble materials, Model, Practice, Execute, Reflect) mini-lesson model devised by the authors, the activities show teachers how to scaffold the writing strategies that students need in order to take control of their independent writing.Reveals helpful writing strategies, including making associations, planning, visualizing, accessing cues, using mnemonics, and moreOffers ideas for helping students revise, check, and monitor their writing assignmentsExplains the author's proven SCAMPER model that is appropriate for students in grades K-3

Let Richards and Lassonde--two experts in the field of childhood education--guide you through these proven strategies for enhancing young children's writing skills.