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We Love Our School!: A Read-Together Rebus Story

This picture book about the first day of school, featuring a frog, a duck, a mouse, and a snail, combines a story in rhyme with colorful graphic rebuses, making it a fun book for parent and child to share in the reading. Children about to enter kindergarten or first grade who long to be able to read will get a sense of accomplishment by "reading" the little rebus pictures in the story. Judy Sierra, author of Wild About Books, uses bouncy rhyme and rhythm as cues for the child to name the pictogram rebuses. Preschoolers will enjoy following the animals and their teacher, Tom Burkey (who is a turkey), through a happy first day of school.From the Hardcover edition.

We Make the Road by Walking: A Year-Long Quest for Spiritual Formation, Reorientation and Activation

'If you're new to the faith and seeking a good orientation, here you'll find the introduction I wish I had been given. If you're a long-term Christian whose current form of Christianity has stopped working, here you'll find a reorientation from a fresh and healthy perspective. If your faith seems to be a lot of talk without much practice, I hope this book will help you translate your faith to action. And if you're a parent trying to figure out what you should teach your kids and grandkids, I hope this book will fit the need.' We Make the Road by Walking is a year's worth of reflections on the Bible, each one easily read aloud in ten to twelve minutes. Working with the framework of the church year, they provide a Genesis-to-Revelation overview of the Bible that can be used in a variety of ways: a year of church services, a year of weekly dinner-dialogue gatherings, a year of classes or online interactions, a series of retreats, or simply a rich reading experience.Join Brian McLaren as he explores what it means to be alive in the way of Christ - reading, praying, meditating, discussing and acting our way through God's word to us, the Bible.

We Make the Road by Walking: A Year-Long Quest for Spiritual Formation, Reorientation and Activation

A year-long interactive walk through the Bible from widely acclaimed author of A New Kind of Christian Brian McLaren.'If you're new to the faith and seeking a good orientation, here you'll find the introduction I wish I had been given. If you're a long-term Christian whose current form of Christianity has stopped working, here you'll find a reorientation from a fresh and healthy perspective. If your faith seems to be a lot of talk without much practice, I hope this book will help you translate your faith to action. And if you're a parent trying to figure out what you should teach your kids and grandkids, I hope this book will fit the need.' We Make the Road by Walking is a year's worth of reflections on the Bible, each one easily read aloud in ten to twelve minutes. Working with the framework of the church year, they provide a Genesis-to-Revelation overview of the Bible that can be used in a variety of ways: a year of church services, a year of weekly dinner-dialogue gatherings, a year of classes or online interactions, a series of retreats, or simply a rich reading experience.Join Brian McLaren as he explores what it means to be alive in the way of Christ - reading, praying, meditating, discussing and acting our way through God's word to us, the Bible.(P)2014 Hachette Audio

We Make the Road by Walking: Conversations on Education and Social Change

In December 1987, Myles Horton and Paulo Freire, two pioneers of education for social change, came together to "talk a book" about their experiences and ideas. Though they came from different environments--one from the rural mountains of Appalachia, the other from São Paulo, the largest industrial city in Brazil--Myles and Paulo shared a vision and a history of using participatory education as a crucible for empowerment of the poor and powerless.

We Must Say No to the Status Quo: Educators as Allies in the Battle for Social Justice

It takes more than good intentions to make meaningful change The “spirit slashing” of injustice: that is how McDermott describes the psychic toll that marginalized students face every day. So how can you make a difference? McDermott gives you the tools to become a powerful ally, showing you how to: Better understand injustice so you can pierce the fog of privilege and embrace ally-hood Fill the gap between your desire to eliminate injustice and the attitudes and skills required to be effective Leverage your natural strengths, including your disposition, educational training, and professional position Challenge the structural barriers, practices, and beliefs that diminish opportunities for many students

We Must Say No to the Status Quo: Educators as Allies in the Battle for Social Justice

It takes more than good intentions to make meaningful change The “spirit slashing” of injustice: that is how McDermott describes the psychic toll that marginalized students face every day. So how can you make a difference? McDermott gives you the tools to become a powerful ally, showing you how to: Better understand injustice so you can pierce the fog of privilege and embrace ally-hood Fill the gap between your desire to eliminate injustice and the attitudes and skills required to be effective Leverage your natural strengths, including your disposition, educational training, and professional position Challenge the structural barriers, practices, and beliefs that diminish opportunities for many students

We Must Take Charge!

According to leading education analyst Chester Finn, a paradox lies at the heart of our educational trouble. While Americans commonly acknowledge that public schools in general are a disaster, polls consistently show that most parents, teachers, and administrators think their local schools and their own children are doing just fine. The implications of this self-congratulation are profound. For if people believe their own schools and children are succeeding, why should they feel compelled to change things? Yet, if we don't, we will continue to watch the destruction of a system that already lacks accountability and quality control, and is beset by a teaching profession compromised by bad ideas, fads, buck-passing, dubious theories, and stodgy practices. Fin proposes radical changes which he insists must be championed by all Americans if this atrophy is to be reversed. First and most importantly, he calls on us to reorganize education in relation to the results we want from it. This means establishing a clearcut standard of intellectual achievement that we will oblige all of our schools to enforce and our children to meet. To define this standard, we will need to rebuild instruction around, a national curriculum of core subjects - history, science, geography, math, literature and writing. And we must demand a more detailed flow of useful information, including reliable testing, about how our children are performing in relation to this standard. Finn calls on us to give our children as much time, as many options, and as broad an array of resources as possible. As he points out, learning can take place as easily in July as it does in march, as easily in a museum as it does in a classroom. And if parents have choices in deciding which schools and programs best fit the needs of students, they will have an added incentive in helping their children succeed. He urges us to revitalize the means of delivering education from the bottom up, by vesting as much authority as possible with educators in each individual school and holding them accountable for their performance. For Finn, the implementation of these radical measures is essential to produce not only a knowledgeable twenty-first century work force that will keep our nation competitive, but an informed and reasoning citizenry capable of participating fully in a democracy. Challenging and candid, this book will point the way for all those insisting on the best that our schools can offer.

We Need More Nuts! (Penguin Young Readers, Level 2)

Go nuts for nuts with two silly squirrels in this giggle-inducing counting book from a Theodor Seuss Geisel Honor-winning author and illustrator!Kids will laugh while learning their numbers with this rhyming leveled reader. From the very beginning the smaller of the squirrels, certain that they need more nuts, tosses each one into the bigger animal's mouth. The hilarity increases as his mouth bulges, and the squirrels discover that sometimes there can be too much of a good thing!Jonathan Fenske's comic-like illustration style and clever easy-to-read text make this counting book a must-have for every young reader's bookshelf.

We Need To Talk

We Need to Talk about Parents: A Teachers’ Guide to Working With Families

Working and communicating with parents is a fundamental part of being a teacher, and there are many interpersonal situations that you will be required to respond to in the classroom including difficulties at home, loss, abuse and special educational needs. In this smart and practical book, you will be provided with a framework for successful personal development to aid you in managing difficult communications with parents and the personal and professional challenges that come with modern teaching. Key topics include: · How to understand and develop compassion · How to manage different types of emotional challenges · Exploring different contexts where you will be communicating with families · Your role in developing communities · Working with families who have special needs and disability Cathie Freeman is a senior psychological wellbeing practitioner. Jenni Gates is an integrative counselling therapist.

We Need to Talk about Parents: A Teachers’ Guide to Working With Families

Working and communicating with parents is a fundamental part of being a teacher, and there are many interpersonal situations that you will be required to respond to in the classroom including difficulties at home, loss, abuse and special educational needs. In this smart and practical book, you will be provided with a framework for successful personal development to aid you in managing difficult communications with parents and the personal and professional challenges that come with modern teaching. Key topics include: · How to understand and develop compassion · How to manage different types of emotional challenges · Exploring different contexts where you will be communicating with families · Your role in developing communities · Working with families who have special needs and disability Cathie Freeman is a senior psychological wellbeing practitioner. Jenni Gates is an integrative counselling therapist.

We Need to Talk about Religious Education: Manifestos for the Future of RE

Although Religious Education (RE) is a legal requirement in UK schools, it is an oft-neglected and misunderstood subject. It is important to seriously re-think this key subject at this time of low religious literacy and rising extremism, to protect communities from the consequences of hatred and misunderstanding. This book promotes a public discussion of what exactly is needed from a new model of RE within our education system to benefit wider society. In this edited collection, the chapters are diverse and future-facing, informed by theory and practice and written by a variety of key leading practitioners and emerging national leaders in RE. It covers the most pressing and urgent issues for RE such as hate speech, educational reform, and the weakening of moderate religious institutions. Linking the chapters together with recurring themes and joining passages, the editors create a flowing and coherent discussion about the state of RE and offer choices and routes for readers to consider in terms of its future course.

We Piano Teachers and Our Demons: Socio-psychological Obstacles on the Road to Inspired and Secure Performance (Landscapes: the Arts, Aesthetics, and Education #32)

This book focuses on piano teachers and the many pains they encounter in their careers. These pains play an essential role in blocking the musical inspiration of their students. The author identifies with the sensitivities of the teachers, aiming at the inspiration permeated and safer playing of their students.The book penetrates the protective mechanisms of the teachers that, on the one hand, maintain their professional functioning, while on the other hand, block refreshing ideas. It combines exploration of secure and culturally informed inspired playing, coping with exaggerated anxiety and understanding the interaction of piano actions with pianist’s physiology.This book helps to open teachers’ perceptions of the ways to enable more secure and more inspired performances while remembering the inner feelings of the piano teachers.

We Reason & We Prove for ALL Mathematics: Building Students’ Critical Thinking, Grades 6-12 (Corwin Mathematics Series)

Sharpen concrete teaching strategies that empower students to reason-and-prove What does reasoning-and-proving instruction look like and how can teachers support students’ capacity to reason-and-prove? Designed as a learning tool for mathematics teachers in grades 6-12, this book transcends all mathematical content areas with a variety of activities for teachers that include Solving and discussing high-level mathematical tasks Analyzing narrative cases that make the relationship between teaching and learning salient Examining and interpreting student work Modifying curriculum materials and evaluating learning environments to better support students to reason-and-prove No other book tackles reasoning-and-proving with such breath, depth, and practical applicability.

We Reason & We Prove for ALL Mathematics: Building Students’ Critical Thinking, Grades 6-12 (Corwin Mathematics Series)

Sharpen concrete teaching strategies that empower students to reason-and-prove What does reasoning-and-proving instruction look like and how can teachers support students’ capacity to reason-and-prove? Designed as a learning tool for mathematics teachers in grades 6-12, this book transcends all mathematical content areas with a variety of activities for teachers that include Solving and discussing high-level mathematical tasks Analyzing narrative cases that make the relationship between teaching and learning salient Examining and interpreting student work Modifying curriculum materials and evaluating learning environments to better support students to reason-and-prove No other book tackles reasoning-and-proving with such breath, depth, and practical applicability.

We Regret to Inform You: An Overachiever's Guide to College Rejection

When a high achiever is rejected by every Ivy League college--AND her safety school--her life is turned upside down. Fans of Becky Albertalli will appreciate this witty, heartfelt novel that puts college admissions in perspective. <P><P>Mischa Abramavicius is a walking, talking, top-scoring, perfectly well-rounded college application in human form. So when she's rejected not only by the Ivies, but her loathsome safety school, she is shocked and devastated. All the sacrifices her mother made to send her to prep school, the late nights cramming for tests, the blatantly résumé-padding extracurriculars (read: Students for Sober Driving) ... all that for nothing. <P><P>As Mischa grapples with the prospect of an increasingly uncertain future, she questions how this could have happened in the first place. Is it possible that her transcript was hacked? With the help of her best friend and sometimes crush, Nate, and a group of eccentric techies known as "The Ophelia Syndicate," Mischa launches an investigation that will shake the quiet community of Blanchard Prep to its stately brick foundations. <P><P> In her sophomore novel, A. E. Kaplan cranks the humor to full blast, and takes a serious look at the extreme pressure of college admissions.

“We Scholars” According to Nietzsche

​This book examines Nietzsche’s early writings on education, paying particular attention to his thought on scholarship and teaching. Giosuè Ghisalberti examines Nietzsche’s view of himself as a teacher in the broader context of his reflections on scholarship and philology, and puts Nietzsche’s examination into conversation with prominent themes in his later philosophy (including morality, truth, and language). The book is to be read as an assessment of our social predicament, in and out of the university. “We Scholars” According to Nietzsche develops ideas on our contemporary world most especially in institutions of higher learning and how morality is proving to be inimical to freedom.

We See (Dick and Jane #Vol. 9)

Look, Spot. Look, Puff. Look and see. See Sally and Tim.

We Shall Not Be Moved: The Desegregation of the University of Georgia

<P>Weaving together personal and public history, 'We Shall Not be Moved' chronicles the tumultuous events surrounding the desegregation of Georgia's flagship institution. <P>Robert A. Pratt debunks the myth that the University of Georgia desegregated with very little violent opposition, demonstrating how local political leaders throughout the state sympathized with--even aided--the student protestors. <P>Tracing the stories of Horace Ward, Hamilton Holmes, and Charlayne Hunter, Pratt's book is a testament to those who bravely challenged years of legalized segregation.

We the Children: We The Children; Fear Itself; The Whites Of Their Eyes; In Harm's Way; We Hold These Truths (Benjamin Pratt and the Keepers of the School #1)

Sixth grader Benjamin Pratt loves history, which makes going to the historic Duncan Oakes School a pretty cool thing. <P><P>But a wave of commercialization is hitting the area and his beloved school is slated to be torn down to make room for an entertainment park. This would be most kids' dream--except there's more to the developers than meets the eye... and more to the school. <P>Because weeks before the wrecking ball is due to strike, Ben finds an old leather pouch that contains a parchment scroll with a note three students wrote in 1791. <P>The students call themselves the Keepers of the School, and it turns out they're not the only secret group to have existed at Duncan Oakes. <P>The first in a six-book series, We the Children follows Ben, his tech-savvy friend, Jill, and the class know-it-all, Robert, as they uncover a remarkable history and use it to protect the school. <P><b>Lexile: 860L</b>

We the Students: Supreme Court Cases For and About Students

This volume uses Supreme Court cases involving young people to teach them about the US Constitution. In each chapter, Raskin (constitutional law and the First Amendment, American U. Washington), a Maryland state senator, considers a different amendment and set of rights, describing cases about sex and censorship, school vouchers, religion in schools, discrimination, drug use, and freedom of speech and thought, for example. More information on Equal Protection and discrimination is included, and this edition has been redesigned to include new features and exercises. Recent rulings on student speech, desegregation, affirmative action, and Title IX are included, as well as new justice biographies and the opinions of dissenting justices. The book came out of the Marshall Brennan Constitutional Literacy Project, which takes law students into US public high schools to teach the Constitution and Bill of Rights. Annotation ©2008 Book News, Inc. , Portland, OR (booknews. com)

We, the Students and Teachers: Teaching Democratically in the History and Social Studies Classroom

We, the Students and Teachers shows history and social studies educators how to make school classrooms into democratic spaces for teaching and learning. The book offers practical strategies and lesson ideas for transforming democratic theory into instructional practice. It stresses the importance of students and teachers working together to create community and change. The book serves as an essential text for history and social studies teaching methods courses as well as professional development and inservice programs for history and social studies teachers at all grade levels.

We Too! Gender Equity in Education and the Road to Title IX (Historical Studies in Education)

This book provides a comprehensive history of the passage of Title IX, the key legislation to bring about gender equity in education. Using a variety of primary source material, this historical study uses sociological conceptual frameworks to analyze feminist activism in the 1960s that culminated in the 1970s with Title IX and its regulation. It mines the field of social network theory and uses concepts from social movement theory to highlight issues that undergirded the struggle to open up the system for women and show how activists were able to achieve their goals. Throughout, the volume highlights interactions between and among various groups: proponents of the women’s movements, political figures, administrative bodies, and policy specialists.

We Used to Wait

Music videos were once something broadcast by MTV and received on our TV screens. Today, music videos are searched for, downloaded, and viewed on our computer screens -- or produced in our living rooms and uploaded to social media. In We Used to Wait, Rebecca Kinskey examines this shift. She investigates music video as a form, originally a product created by professionals to be consumed by nonprofessionals; as a practice, increasingly taken up by amateurs; and as a literacy, to be experimented with and mastered. Kinskey offers a short history of the music video as a communicative, cultural form, describing the rise and fall of MTV's Total Request Live and the music video's resurgence on YouTube. She examines recent shifts in viewing and production practice, tracing the trajectory of music video director Hiro Murai from film student and dedicated amateur in the 1990s to music video professional in the 2000s. Investigating music video as a literacy, she looks at OMG! Cameras Everywhere, a nonprofit filmmaking summer camp run by a group of young music video directors. The OMG! campers and counselors provide a case study in how cultural producers across several generations have blurred the line between professional and amateur. Their everyday practices remake the notion of literacy, not only by their collaborative and often informal efforts to impart and achieve literacy but also by expanding the definition of what is considered a valuable activity, worthy of dedicated, pleasurable pursuit.

We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom

Drawing on personal stories, research, and historical events, an esteemed educator offers a vision of educational justice inspired by the rebellious spirit and methods of abolitionists.Drawing on her life's work of teaching and researching in urban schools, Bettina Love persuasively argues that educators must teach students about racial violence, oppression, and how to make sustainable change in their communities through radical civic initiatives and movements. She argues that the US educational system is maintained by and profits from the suffering of children of color. Instead of trying to repair a flawed system, educational reformers offer survival tactics in the forms of test-taking skills, acronyms, grit labs, and character education, which Love calls the educational survival complex. To dismantle the educational survival complex and to achieve educational freedom--not merely reform--teachers, parents, and community leaders must approach education with the imagination, determination, boldness, and urgency of an abolitionist. Following in the tradition of activists like Ella Baker, Bayard Rustin, and Fannie Lou Hamer, We Want to Do More Than Survive introduces an alternative to traditional modes of educational reform and expands our ideas of civic engagement and intersectional justice.