The fruits of new research on the politics, society and culture of England in the fourteenth century. The essays collected here engage with many of the most important themes and subjects of the period. In addition to addressing matters of kingship and changing theories of power, they tackle questions concerning loyalty and rebellion at the centre of authority and on its margins; the role of law, both domestic and international; the nature of memory - legal, historical and fabricated; and the relationship between the Plantagenets and the rulers of those nations and territories over which England claimed dominion. In so doing, the collection offers important new insights into political and social developments at times of major turmoil, including Edward I's war with Scotland, the deposition of Edward II, and the Peasants' Revolt of 1381, while also exploring the mechanisms used to ensure peace and the smooth-running of a kingdom during a time of immense change. DAVID GREEN is Lecturer in British Studies and History, Harlaxton College; CHRIS GIVEN-WILSON is Professor of Late Medieval History, University of St Andrews. Contributors: James Bothwell, S.W. Dempsey, Matthew Hefferan, Samuel Lane, Cary J. Nederman, W. Mark Ormrod, Bridget Wells-Furby

Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs. The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework-discovering, nurturing, growing-each chapter address typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more. Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration and research-supported literacy practices to foster each students' social and emotional skills in the classroom. With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators.

This practical resource will help K-6 practitioners grow their literacy practices while also meeting the needs of emergent bilingual learners. Building on the success of The Reading Turn-Around, this book adapts the five-part framework for reading instruction to the specific needs of emergent bilinguals. Designed for teachers who have not specialized in bilingual instruction, the authors provide an accessible introduction to differentiating instruction that focuses on utilizing students' strengths, identities, and cultural backgrounds to foster effective literacy instruction. Chapters include classroom vignettes, teacher exercises, illustrations of powerful reading plans for the student and teacher, resources for culturally and linguistically diverse children's literature, and tools to engage with students' families and communities.

This volume contains papers presented at Symposium HH 'Nanocomposites, Nanostructures and Heterostructures of Correlated Oxide Systems' held in San Francisco, California, April 9-13, 2012, during the JSAP-MRS Joint Spring Meeting (JSAP: Japan Society of Applied Physics). Future electronics will increasingly rely on oxide materials because of their unique functionalities. Advances in the synthesis and characterisation of oxide thin films and nanostructures have brought about the observation of exciting new materials phenomena. The parallel fields of oxide heteroepitaxy and nanomaterials both exploit surfaces, interfaces and boundaries in materials to achieve better performance and new properties. Core to both fields is the ability to control these structures at unprecedented atomic levels. Because of these common themes in this Symposium, researchers from both communities were brought together to identify and illuminate new areas of interaction and collaboration.