While student agency is considered an important aspect of classroom learning, opportunities to support and promote agency can be easily missed. This book addresses the inner dimensions of student agency to show what it is, why it is needed, and how it can be translated into instructional practices. In Part I, Locating Student Agency, Vaughn offers a model of agency that can become a core remedy for educators looking for new and better ways to support the learning of historically marginalized students. Part II, Growing Student Agency, illuminates opportunities during instruction where teachers can build upon student contributions. The book includes the voices of teachers who have transformed their classrooms, as well as compelling case stories rich with ideas that teachers can adopt in their own instruction. Student Agency in the Classroom will provide educators at every level, and across all disciplines, with the underlying research and theoretical rationale for this key educational force, along with the practical means to incorporate it into instruction and curriculum.Book Features: A comprehensive framework that outlines three core dimensions needed to cultivate student agency: dispositional, motivational, and positional. Detailed strategies and ideas for creating a culture of agency in the classroom and schoolwide. A collaborative way of thinking about how teachers, teacher educators, and school leaders can promote and cultivate agency. The author's experience as a classroom teacher, professional developer, and researcher. Classroom vignettes, teacher interviews, and conversations with students. Extension sections and discussion questions at the end of chapters.

Meeting a tremendous need for K-8 schools and educators, this timely book outlines core principles for counteracting the disruptions of the pandemic and recovering from learning loss. The authors present a holistic approach to responsive literacy instruction to support all students’ academic and social–emotional growth, now and in the years to come. Fundamental areas of learning recovery are addressed--developing schoolwide action plans, partnering with families and communities, building collaborative literacy leadership, assessing for differentiated instruction, planning targeted interventions, and implementing supplemental learning programs. Every chapter includes relevant research findings, clear examples of principles in action, and reflection questions that help educators apply the concepts they have learned.

Perhaps no factor has a greater influence on children's literacy learning than exposure to engaging, authentic, culturally relevant texts. This concise practitioner resource and course text helps K-8 teachers make informed choices about using children's literature in their classrooms, from selecting high-quality texts to planning instruction and promoting independent reading. The authors present relevant theories (such as reader response and culturally responsive pedagogy) and show how to apply them in practice. Key topics include teaching narrative and expository texts, tapping into students' individual interests, and conducting text-based writing activities and discussions. Every chapter features case examples, reflection questions, and learning activities for teachers; appendices list exemplary children's literature.

What are the principles that every elementary teacher must learn in order to plan and adapt successful literacy instruction? This concise course text and practitioner resource brings together leading experts to explain the guiding ideas that underlie effective instructional practice. Each chapter reviews one or more key principles and highlights ways to apply them flexibly in diverse classrooms and across grade levels and content areas. Chapters cover core instructional topics (phonemic awareness, phonics, fluency, vocabulary, and comprehension); high-quality learning environments; major issues such as assessment, differentiation, explicit instruction, equity, and culturally relevant pedagogy; and the importance of teachers' reflective practice and lifelong learning.

Title: Days spent on a Doge's Farm. Illustrated.]Publisher: British Library, Historical Print EditionsThe British Library is the national library of the United Kingdom. It is one of the world's largest research libraries holding over 150 million items in all known languages and formats: books, journals, newspapers, sound recordings, patents, maps, stamps, prints and much more. Its collections include around 14 million books, along with substantial additional collections of manuscripts and historical items dating back as far as 300 BC.The GENERAL HISTORICAL collection includes books from the British Library digitised by Microsoft. This varied collection includes material that gives readers a 19th century view of the world. Topics include health, education, economics, agriculture, environment, technology, culture, politics, labour and industry, mining, penal policy, and social order. ++++The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to insure edition identification: ++++ British Library Symonds, Margaret Vaughn; 1893. 254 p.; 8 . 10132.f.16.

Perhaps no factor has a greater influence on children's literacy learning than exposure to engaging, authentic, culturally relevant texts. This concise practitioner resource and course text helps K-8 teachers make informed choices about using children's literature in their classrooms, from selecting high-quality texts to planning instruction and promoting independent reading. The authors present relevant theories (such as reader response and culturally responsive pedagogy) and show how to apply them in practice. Key topics include teaching narrative and expository texts, tapping into students' individual interests, and conducting text-based writing activities and discussions. Every chapter features case examples, reflection questions, and learning activities for teachers; appendices list exemplary children's literature.

Meeting a tremendous need for K-8 schools and educators, this timely book outlines core principles for counteracting the disruptions of the pandemic and recovering from learning loss. The authors present a holistic approach to responsive literacy instruction to support all students’ academic and social–emotional growth, now and in the years to come. Fundamental areas of learning recovery are addressed--developing schoolwide action plans, partnering with families and communities, building collaborative literacy leadership, assessing for differentiated instruction, planning targeted interventions, and implementing supplemental learning programs. Every chapter includes relevant research findings, clear examples of principles in action, and reflection questions that help educators apply the concepts they have learned.