I have always been fascinated with stories about women who step outside the norm and accomplish their goals. Books that tell of girls who are shy or insecure, but find inner strength in the face of adversity, inspire me. My mother wasn’t afraid to guide me toward these stories when I was young, and I gave books with this theme to my daughters as well. It doesn’t matter where you start from, it only matters where you think you can go, and I love books that share this idea; especially stories of women who do amazing and unexpected things.
This book is about Anne Hobbs, a nineteen-year-old girl, who in 1927 travels to Alaska to run a ramshackle, one-room schoolhouse. Along the way, she is exposed to more than just the elements. Against the local’s advice, she allows Native American children into her class and falls in love with a half-Inuit man. In this fascinating and charming story, Anne learns the meaning of prejudice and perseverance, irrational hatred, and unconditional love.
This story taught me that we, as girls, can do important things and change the world around us. Anne was sweet and shy, but through showing compassion and concern, she made a change in her community. It wasn’t easy and she faced hardship, but she was successful and content within herself. Why do I love this book? First of all, the book is an adventure about survival in the wilderness. Anne had people watching out for her and…
The beloved real-life story of a woman in the Alaskan wilderness, the children she taught, and the man she loved.
“From the time I’d been a girl, I’d been thrilled with the idea of living on a frontier. So when I was offered the job of teaching school in a gold-mining settlement called Chicken, I accepted right away.”
Anne Hobbs was only nineteen in 1927 when she came to harsh and beautiful Alaska. Running a ramshackle schoolhouse would expose her to more than just the elements. After she allowed Native American children into her class and fell in love with…
I am a historian who just spent over a decade writing the biography of the civil rights activist and feminist activist, Mary Church Terrell. I wrote two other history books before I wrote Unceasing Militant, my first biography. I so enjoyed writing it that I plan on writing another, this time on a black woman named Mary Hamilton who was a leader in the Congress of Racial Equality (CORE) in the 1960s. The authors I selected approached their biographies of black women with respect and critical compassion.
Benjamin’s Half in Shadowis an excellent exploration of the life of Nellie Y. McKay (1930-2006), a pioneering scholar of black women’s literature. Fearing it could damage her career in the academy, McKay declined to be caricatured as an older, divorced, black single mother of two children. So, she hid this from all her academic colleagues and friends, including her closest ones. The driving force of Benjamin’s book is trying to make sense of the private life and professional motivations of McKay’s choice to live her life “half in shadow.” Benjamin suggests that black women in the academy face similar pressures to achieve in and conform to predominantly white spaces in ways that do not easily allow them to bring their entire selves into the light.
Nellie Y. McKay (1930-2006) was a pivotal figure in contemporary American letters. The author of several books, McKay is best known for coediting the canon-making Norton Anthology of African American Literature with Henry Louis Gates Jr., which helped secure a place for the scholarly study of Black writing that had been ignored by white academia. However, there is more to McKay's life and legacy than her literary scholarship. After her passing, new details about McKay's life emerged, surprising everyone who knew her. Why did McKay choose to hide so many details of her past? Shanna Greene Benjamin examines McKay's path…
I’ve alwaysbeen fascinated by children’s language development and am a word hound. For over five decades I’ve been a teacher, teacher trainer, school founder/director, mentor, founder/executive director of a large children’s museum; author of 6 classic textbooks on how children think and learn, and author/self-publisher of one of my many story-poems. My passions are writing, studying new findings in brain development, and launching top-quality schools in underserved urban areas. Between 1969 and 1990, I founded six schools, five still running, three as private non-profit schools and two as essential entities (one called the “safety-net") in their public school systems. The MELC is the only U.S. school accredited by Reggio's founders.
Kornei
Chukovsky, leading Russian children’s poet, in his book From Two to Five, describes children’s “whimsical, elusive thinking—original, picturesque, amusing
speech.” "Children two to five are
earth’s most inquisitive creatures with questions evoked by the mind’s tireless
need to comprehend its surroundings.” I know of no other author who so brilliantly
captures children’s own words. I read this book over and over for inspiration.
This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1963.
I am a highly experienced outdoorsman, musician, songwriter, and backcountry guide who chose teaching as a day job. As a writer, however, I am a promoter of creative and literary nonfiction, especially nonfiction that features a thematic thread, whether it be philosophical, conservation, historical, or even unique experiential. The thread I used for thirty years of teaching high school and honors English was the thread of Conservation, as exemplified by authors like Aldo Leopold, Rachel Carson, Edward O. Wilson, Al Gore, Henry David Thoreau, as well as many other more contemporary authors.
I have woven numerous delightful and descriptive true life stories, many from my adventures as an outdoorsman and singer songwriter, into my life as a high school English teacher. I think you'll find this work both entertaining as well as informative, and I hope you enjoy the often lighthearted repartee and dialogue that enhances the stories and experiences.
When I started teaching in the early 1990s, I brought into the classroom with me my passions for nature, folk music, and creativity. This book holds something new and engaging with every chapter and can be enjoyed by all sorts of readers, particularly those who enjoy nonfiction that employs wit, wisdom, humor, and even some down-to-earth philosophy.
Creativity, Teaching, and Natural Inspiration follows the evolution of a high school English teacher as he develops a creative and innovative teaching style despite being juxtaposed against a public education system bent on didactic, normalizing regulations and political demands. Doherty crafts an engaging nonfiction story that utilizes memoir, anecdote, poetry, and dialogue to explore how mixing creativity and pedagogy can change the way budding students visualize creative writing: A chunk of firewood plunked on a classroom table becomes part of a sawmill, a mine timber, an Anasazi artifact...it also becomes a poem, a song, an essay, and a memoir. The…
As a preschool teacher for 25 years, I observed many children with sensory processing differences (SPD), autism and ADHD. I wondered why they were uncomfortable touching finger paints, why they avoided swings and never let their feet leave the ground, why they broke crayons and tripped on-air, and why they felt inadequate playing and making friends. To help"out-of-sync" children become more competent in work and play, I learned to identify their sensory processing challenges and steer them into early intervention. My mission is to explain to families, teachers, and professionals how SPD affects learning and behavior, to offer practical solutions, and to see all children flourish.
This book explains how to help children with sensory and regulation issues participate in daily life at home, at school, or out-and-about. "A SECRET" approach engages children through its seven components: Attunement, Sensation, Emotional regulation, Culture, Relationship, Environment, and Task. Parents, teachers, and therapists will appreciate these common-sense, on-the-spot, low-cost, problem-solving techniques. Using A SECRET brings hope and help, as you and your kids learn to enjoy being together and having fun!
Parents and teachers often struggle with the advice given by occupational therapists regarding support for children with Sensory Processing Disorder (SPD). What makes this book unique is the exploration of secrets that professionals sometimes hold close.
This book helps us see the big picture: A child's strengths, sensory differences, the family's role, and ways to support children in any context. The authors illuminate the complexities of choosing appropriate strategies and offer a framework to make creating a sensory lifestyle manageable.
This invaluable resource, updated and in a new edition, provides cost-effective, functional, and on-the-spot problem-solving tips to use at home,…
I am an award-winning composer, author, and educator. Since 1990 I have had the privilege of teaching others about music through my concerts, children’s books, academic books, lessons, and online courses.
This is a nice resource for teachers to have at their disposal. The book encompasses various grade levels. It was nice of the author to give permission to teachers to make copies for their classrooms. I love that besides the lessons, games, worksheets, and puzzles, it also includes a listening CD and PowerPoint presentation.
I’ve loved learning about the Old West for as long as I can remember. Is this because I was born a few miles from the spot where Jesse James robbed his first train? Or is it because my family watched so many classic western movies and TV shows when I was a kid? Either way, writing books set in the Old West is a natural fit for me. I love researching the real history of that era just as much as I love making up stories set there. In fact, I write a column about the real history of the Wild West for a Colorado-based newspaper, The Prairie Times.
I love learning about people who dedicate themselves to helping others, and the eagerness of these two young ladies to share knowledge is so inspiring! I really like the personal connections in this book too – the author is writing about her own grandmother.
Dorothy Woodruff and Rosamond Underwood grew up in wealthy families, graduated from college, and wanted to be helpful and useful to people outside their own circles. So, they answered an advertisement for teachers at a new school in a rural Colorado community. Though neither of them had any teaching experience or training, off they went, armed only with their intelligence, determination, and willingness to do hard work.
In 1916, two restless society girls from Auburn, New York headed out to the Rockies in North-western Colorado to teach in a new schoolhouse. Dorothy Woodruff and Rosamond Underwood went to grade school and Smith College together, spent eight months on a grand tour of Europe in 1910 and, bored with formal luncheons and chaperoned balls, not yet ready for marriage, they answered an ad for schoolteachers. They travelled by train to Denver, and then rode horses for three days up to the remote school where their students, the children of homesteaders, came to school in rags and bare feet.…
Every teacher from pre-Kindergarten to higher education, who has experienced and understands what it means to be committed to equity and to practice transformation but still not see the kinds of outcomes expected, needed, or deserved among students of color. These students of color, particularly Black and Brown students, tend to be grossly underserved in and through the educational system. Decoteau Irby amplifies the humanity of those young people and situates them in the context of suburbia, an understudied place and space among Black and Brown communities.
This book provides the most comprehensive but succinct explanation of all the key elements that are required to lead to equity in a school.
It has everything from the beginning key concepts that someone would need to understand in the beginning to concrete practices that someone should be doing.
This timely and essential book provides a comprehensive guide for school leaders who desire to engage their school communities in transformative systemic change. Sharon I. Radd, Gretchen Givens Generett, Mark Anthony Gooden, and George Theoharis offer five practices to increase educational equity and eliminate marginalization based on race, disability, socioeconomics, language, gender and sexual identity, and religion. For each dimension of diversity, the authors provide background information for understanding the current realities in schools and beyond, and they suggest "disruptive practices" to replace the status quo in order to achieve full inclusion and educational excellence for every child.
I’m a cognitive scientist, and I love reading, thinking, and researching about the nature of the human – and especially the young – mind, and what it is capable of. Even while I was still doing my PhD in experimental psychology at Oxford in the early 1970s, I was gripped by the new possibilities for thinking about education that were being opened up by science. In particular, the assumption of a close association between intelligence and intellect was being profoundly challenged, and I could see that there was so much more that education could be, and increasing needed to be, than filling kids’ heads with pockets of dusty knowledge and the ability to knock out small essays and routine calculations. In particular, we now know that learning itself is not a simple reflection of IQ, but is a complex craft that draws on a number of acquired habits that are capable of being systematically cultivated in school – if we have a mind to do it.
This marvelous little book was first published in 1939 – and it is still bang up to date in its critique of conventional education. (As a society we seem to have learned far too little in the ensuing 80 years). Peddiwell tells the story of the first pre-historic educators who taught young people useful life skills like how to grab fish, or how to use fire to scare away saber-tooth tigers. Over the years the climate changed, but the elders refused to allow the curriculum to change with it. The saber-tooth tigers died out, but scaring them still had to be taught in schools because that knowledge had become a ‘cultural treasure’ even though it was now useless. It is very funny, and bang on the money, in showing just how stupid supposedly clever people can be. (Peddiwell and his story were both made up by a real professor called…
McGraw-Hill first published "The Saber- Tooth Curriculum" in 1939, and it has remained a classic bestseller to this date. The book is just as relevant and applicable to the key questions in education today as it was when it was first published. With tongue firmly in cheek, Peddiwell takes on the contradictions and confusion generated by conflicting philosophies of education, outlining the patterns and progression of education itself, from its origins at the dawn of time to its culmination in a ritualistic, deeply entrenched social institution with rigidly prescribed norms and procedures. This fascinating exploration is developed within a fanciful…
The heart of Golden Rule is its presentation of the investment theory of party competition. This developed out of a crucial formative experience of mine as a graduate student at Princeton University in the mid-seventies. An adviser remarked to me that Ivy Lee’s papers were over at Seeley Mudd Library. I knew Lee’s history, as a co-founder (with Edward L. Bernays, the nephew of Sigmund Freud) of public relations in America. I had never consulted an archive – but with an eye to finding some inspiration for my Ph.D. thesis, I decided to go take a look. What I found there changed my whole approach to understanding politics.
Weinstein’s, like Kolko’s book above, is a vital corrective to much starry-eyed contemporary writing about Progressivism and the real nature of movements supporting the “vital center.” His accounts of how major American businesses supported early twentieth-century reform movements, hoping to head off popular upsurges while also accomplishing changes they thought they needed, are indispensable in our time. Modern readers are not used to these sorts of things and so they have a hard time seeing through promises of reforms that are anything but what they appear to be. Like Kolko’s, Weinstein’s work is greatly strengthened by his study of primary sources.
I am an integrative child psychiatrist with a special focus on how screen-time detunes the nervous system, causing issues with sleep, mood, focus, and behavior. In fact, technology use is the most underestimated influence of our time; it causes problems whose connections aren’t always obvious, leads to misdiagnosis and overmedication, and wastes resources. I am passionate about helping children and families methodically reverse these changes using screen fast protocols that provide dramatic improvements in functioning and well-being. I speak regularly to parents’ groups, schools, and health providers, and my work has been featured on such outlets as NPR, CNN, NBC Nightly News, Psychology Today, and Good Morning America.
I found myself wanting to stand up and applaud while reading this book. The description of what a kid really does on a typical day at school is alone worth the purchase (and will make you laugh... and then heave a deep sigh.) But more importantly, these two teachers outline the pitfalls our digitally-driven world has created in terms of education, deep thinking, social responsibility, and ability to problem solve. As someone who has done a lot of research into the “screens in school” topic, I found this book to be thorough and clear, and written with enough humor to make a tough topic palatable.
Over the past decade, educational instruction has become increasingly digitized as districts rush to dole out laptops and iPads to every student. Yet the most important question, “Is this what is best for students?” is glossed over. Veteran teachers Joe Clement and Matt Miles have seen firsthand how damaging technology overuse and misuse has been to our kids. On a mission to educate and empower parents, they show how screen saturation at home and school has created a wide range of cognitive and social deficits in our young people. They lift the veil on what’s really going on in schools:…
