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What Does the Bible Say About...: The Ultimate A To Z Resource (A to Z Series)
by Thomas NelsonHave you ever wondered: what does the Bible have to say about___? Now you fill in the blank. This Ultimate A to Z Resource applies biblical insight to hundreds of contemporary topics ranging from:AddictionPolitical infightingWorld hungerBirth controlFreewillDysfunctional familiesPrejudiceand Natural disastersIn this handy, portable index, you can easily locate any topic—from the broad (conflict resolution, anxiety, and companionship), to the very specific (contracts, debt, and pornography). Each entry contains a summary of the topic, theological/biblical considerations, and verse references to point you directly to the larger scriptural context.The Bible may be 2,000 years old, but it has relevant and wise words on just about any subject, ancient or modern—it is the Living Word of God, and this quick guide is one great way to familiarize yourself with its contents...one topic at a time.Also contains illustrations from Christian cartoonist Jonny Hawkins.
What Does the Bible Say About Sex? (40-Minute Bible Studies)
by Kay Arthur B. J. Lawson David LawsonDoes God really care about your sex life? In a culture saturated with sex, many find it hard to believe the Creator of the universe cares about this facet of their lives. Others are confused about where to draw the line to avoid going "too far." Married or single, you need to know what God says about sex. After all, He's the one who designed this priceless gift and set clear boundaries to protect it. This candid study will help you weigh the messages of our culture against the truth of God's Word. As you learn about the Designer's original intent for sex, you'll gain valuable insights to guide your daily choices.
What Does the Bible Say About Suffering?
by Brian Han GreggWhat Does the Bible Say About Suffering?
What Does the Bible Say about the Future?: 30 Questions on Bible Prophecy, Israel, and the End Times
by Charles H. DyerAnyone can make predictions about the future. The real question is, &“What does God have to say about it?&”The end times is one of those areas of theology where people have many wild opinions. Don&’t get caught up in all the internet speculations and doomsday prognostications. The real place to find out about the future is the Word of God.In What Does the Bible Say About the Future?, radio host and prophecy expert Dr. Charlie Dyer offers you an insightful look at the end times that&’s grounded not in human fantasies but in the very revelation of God. The Bible actually does have a lot to say about the future. It&’s an important topic for you to study. So instead of taking your cues from the self-appointed prophets of today, let Dr. Dyer take you right back to Scripture. You&’ll get answers to questions like:Are we in the last days right now?Are pandemics like Covid-19 a fulfillment of Bible prophecy?What is the Battle of Armageddon?What is the next event on God&’s prophetic calendar?Where is the United States in Bible prophecy?And most importantly . . . If prophecy is true, what difference should it make in my life?God didn&’t give us Bible prophecy to tickle our imagination or satisfy our intellectual curiosity. Rather, God wants us to know about the end times so we can be confident in His eternal purposes. With a biblical understanding of the future, you&’ll be powerfully equipped to live with faith and hope today!
What Does the Bible Say about the Future?: 30 Questions on Bible Prophecy, Israel, and the End Times
by Charles H. DyerAnyone can make predictions about the future. The real question is, &“What does God have to say about it?&”The end times is one of those areas of theology where people have many wild opinions. Don&’t get caught up in all the internet speculations and doomsday prognostications. The real place to find out about the future is the Word of God.In What Does the Bible Say About the Future?, radio host and prophecy expert Dr. Charlie Dyer offers you an insightful look at the end times that&’s grounded not in human fantasies but in the very revelation of God. The Bible actually does have a lot to say about the future. It&’s an important topic for you to study. So instead of taking your cues from the self-appointed prophets of today, let Dr. Dyer take you right back to Scripture. You&’ll get answers to questions like:Are we in the last days right now?Are pandemics like Covid-19 a fulfillment of Bible prophecy?What is the Battle of Armageddon?What is the next event on God&’s prophetic calendar?Where is the United States in Bible prophecy?And most importantly . . . If prophecy is true, what difference should it make in my life?God didn&’t give us Bible prophecy to tickle our imagination or satisfy our intellectual curiosity. Rather, God wants us to know about the end times so we can be confident in His eternal purposes. With a biblical understanding of the future, you&’ll be powerfully equipped to live with faith and hope today!
What Does the Principal Do? (Jobs in My School)
by Rita KiddeAuthority figures can be scary for kids when they don’t understand what they do. This book highlights the many ways the principal is there to help everyone, students and teachers alike.
What Does This Look Like in the Classroom?: Bridging the gap between research and practice
by Carl Hendrick Robin MacphersonEducators in the UK and around the world are uniting behind the need for the profession to have access to more high-quality research and evidence to do their job more effectively. But every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? And how easily is that academic research translated into excellent practice in the classroom In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching.The result is a fascinating manual that will benefit every single teacher in every single school, in all four corners of the globe.
What Does This Look Like in the Classroom?: Bridging the gap between research and practice
by Carl Hendrick Robin MacphersonEducators in the UK and around the world are uniting behind the need for the profession to have access to more high-quality research and evidence to do their job more effectively. But every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? And how easily is that academic research translated into excellent practice in the classroom In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching.The result is a fascinating manual that will benefit every single teacher in every single school, in all four corners of the globe.
What Does Understanding Mathematics Mean for Teachers?: Relationship as a Metaphor for Knowing (Studies in Curriculum Theory Series)
by Yuichi HandaThis book opens up alternative ways of thinking and talking about ways in which a person can "know" a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject. In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaître sense is to know a person, a place, or even a thing—namely, an other— in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person’s connaître knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.
What Does Your School Data Team Sound Like?: A Framework to Improve the Conversation Around Data
by Dr Dean T. Spaulding Ms Gail M. SmithInspire the data discussion! Data is a valuable resource for improving education. Unfortunately, many school data teams struggle to make sense of new and often overwhelming data. What Does Your Data Team Sound Like? provides an approach that gets teams talking about and applying data effectively in a variety of setting and scenarios. Written to help data teams navigate the confusing world of data analysis for on-going school improvement, this book offers a framework that is rigorous yet easy to follow. Readers will find: Easy, step-by-step discussion & analysis techniques Case studies that demonstrate different approaches Checklists and flowcharts to help visual the process
What Does Your School Data Team Sound Like?: A Framework to Improve the Conversation Around Data
by Dr Dean T. Spaulding Ms Gail M. SmithInspire the data discussion! Data is a valuable resource for improving education. Unfortunately, many school data teams struggle to make sense of new and often overwhelming data. What Does Your Data Team Sound Like? provides an approach that gets teams talking about and applying data effectively in a variety of setting and scenarios. Written to help data teams navigate the confusing world of data analysis for on-going school improvement, this book offers a framework that is rigorous yet easy to follow. Readers will find: Easy, step-by-step discussion & analysis techniques Case studies that demonstrate different approaches Checklists and flowcharts to help visual the process
What Drawing and Painting Really Mean: The Phenomenology of Image and Gesture (Routledge Advances in Art and Visual Studies)
by Paul CrowtherThere are as many meanings to drawing and painting as there are cultural contexts for them to exist in. But this is not the end of the story. Drawings and paintings are made, and in their making embody unique meanings that transform our perception of space-time and sense of finitude. These meanings have not been addressed by art history or visual studies hitherto, and have only been considered indirectly by philosophers (mainly in the phenomenological tradition). If these intrinsic meanings are explained and further developed, then the philosophy of art practice is significantly enhanced. The present work, accordingly, is a phenomenology of how the gestural and digital creation of visual imagery generates self-transformation through aesthetic space.
What Else You Can Do With a PH.D.: A Career Guide for Scholars
by Dr Jan Secrist Dr Jacqueline FitzpatrickWhat Else You can Do With a PhD provides concrete advice and support for readers moving out of academia. The authors cover all the big issues including skill and interest assessment, writing an effective curriculum vitae and cover letters, preparing for interviews and evaluating job offers.
What English Language Teachers Need to Know Volume I: Understanding Learning
by Denise E. Murray MaryAnn ChristisonDesigned for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know I and II are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? The focus throughout is on outcomes, that is, student learning. Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom: the characteristics of the context in which they work how English works and how it is learned their role in the larger professional sphere of English language education Volume II, on facilitating learning, covers the three main facets of teaching: planning instructing assessing The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
What English Language Teachers Need to Know Volume I: Understanding Learning (ESL & Applied Linguistics Professional Series)
by Denise E. Murray MaryAnn ChristisonDesigned for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? In the Second Edition of Volume I, Murray and Christison return to this essential question and call attention to emerging trends and challenges affecting the contemporary classroom. Addressing new skills and strategies that EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, digital environments, and globalization, this book, which is grounded in current research, offers a strong emphasis on practical applications for classroom teaching. This updated and expanded Second Edition features: a new chapter on technology in TESOL new and updated classroom examples throughout discussions of how teachers can prepare for contemporary challenges, such as population mobility and globalization The comprehensive texts work for teachers across different contexts—where English is the dominant language, an official language, or a foreign language; for different levels—elementary/primary, secondary, university, or adult education; and for different learning purposes—general English, workplace English, English for academic purposes, or English for specific purposes.
What English Language Teachers Need to Know Volume II: Facilitating Learning
by Denise E. Murray MaryAnn ChristisonDesigned for pre-service teachers and teachers new to the field of ELT, Volume II and its companion are companion textbook, Volume I, are volumes organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? Volume I covers the characteristics of the context in which teachers work, how English works and how it is learned, and the teacher’s role in the larger professional sphere of English language education. Volume II covers the three main facets of teaching: planning, instructing, and assessing. The focus throughout is on outcomes, that is, student learning. The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
What English Language Teachers Need to Know Volume II: Facilitating Learning (ESL & Applied Linguistics Professional Series)
by Denise E. Murray MaryAnn ChristisonDesigned for pre-service teachers and teachers new to the field of ELT, Volume II of the What English Language Teachers Need to Know set covers the three main facets of teaching: planning, instructing, and assessing. Updated with new research throughout, the focus throughout is on outcomes, that is, student learning. The texts work for teachers across different contexts; different levels, and different learning purposes. The Second Edition has expanded to address corpus-based data, new technologies, and a wider range of contexts.
What English Language Teachers Need to Know Volume III: Designing Curriculum
by MaryAnn Christison Denise E. MurrayWhat English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes). Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula—linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features • Situated in current research in the field of English language teaching and other disciplines that inform it • Sample data, including classroom vignettes • Three kinds of activities/tasks: Reflect, Explore, and Expand
What English Language Teachers Need to Know Volume III: Designing Curriculum (ESL & Applied Linguistics Professional Series)
by MaryAnn Christison Denise E. MurrayDesigned for pre-service and novice teachers in ELT, What English Language Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order to help their students to learn English?Thoroughly revised and updated, the second edition of Volume III explores the contexts for ELT curricula; explains key processes in curriculum design; and sets out approaches to curricula that are linguistic-based, content-based, learner centered, and learning centered. Organized around the three pillars of teaching—planning, instructing, and assessing—chapters in the second edition are updated to include current research and theory to meet the needs of today’s teachers, and feature new or revised vignettes and activities. New chapters help teachers understand both the technological and multilingual approaches that learners need to succeed today. The comprehensive texts of this series are suitable resources for teachers across different contexts—where English is the dominant language, an official language, or a foreign language; for different levels—elementary/primary, secondary, university, or adult education; and for different learning purposes—general English, workplace English, English for academic purposes, or English for specific purposes.
What Error Correction Can(not) Accomplish for Second Language Writers: DIspelling Myths, Discussing Options
by Dana R. Ferris"I took a powerful lesson away from that first classroom experience, one that has shaped my subsequent teaching of L2 composition, my teacher training, my research, and my writing: It is simply not possible to get a whole class of student writers from Point A (wherever they start out) to Point B (perfect, error-free papers) by the end of one writing course." ---Dana R. Ferris This content has been updated and expanded upon since originally appearing as Myth 5 in Writing Myths: Applying Second Language Research to Classroom Teaching, edited by Joy Reid, in 2008. This BEST OF MICHIGAN ELT ebook covers three aspects of L2 research that influence error correction: Second language acquisition takes time. Second language writers' texts are different from those written by native English speakers. Even diligent teacher correction and student editing does not lead to perfect, error-free texts. In clear and simple terms, Ferris makes six suggestions for things teachers can do in the classroom regarding error correction and provides samples. Three detailed appendixes complement this discussion. The book closes by addressing the basic principles of developing students' language skills in second language/ESL writing classes. Other issues regarding the expectations of students and others--such as in timed (high-stakes) situations--as it relates to "perfect" papers are examined.
What Every Black Parent Needs to Know About Saving Our Sons: Institutionalized Racism, Society, and Raising Black Children (Books That Save Lives)
by Marita GoldenEmpower Your Sons Against Institutionalized Racism“One of the most important pieces of literature for Black parents.”—MJ Fievre, author of Raising Confident Black KidsA powerful guide to navigate the challenges of raising families in turbulent times. In What Every Black Parent Needs to Know about Saving Our Sons, gain profound advice on how to protect and nurture Black teen boys.Essential knowledge, practical guidance. With intimate storytelling of her own son’s story and in-depth research against the chilling backdrop of racially motivated brutality, acclaimed author Marita Golden reveals alarming statistics and systemic issues affecting children of color—and remedies.A powerful and timely resource, What Every Black Parent Needs to Know about Saving Our Sons addresses pressing issues of today with new material and updated resources. Wisdom from psychologists, writers, and young Black men initiates meaningful discussions and delves into the complexities of Black parenting. Tackle topics such as generational trauma, being Black in white spaces, institutionalized racism, gun violence and how to not get shot, supporting mental health for black men, and other problems Black kids face. Embark on a transformative journey towards raising confident, successful, and resilient kids.Inside, find:Realities faced by Black families and the importance of teaching kids about racismGuidance to navigate, discuss, and explore the impact of fearing the black bodyConversations and strategies to keep our kids safe and growing up greatIf you liked The Light We Carry, Decoding Boys, Three Mothers, or American Carnage, you’ll love What Every Black Parent Needs to Know about Saving Our Sons.
What Every Christian School Board Member Should Know
by Philip ElveInformation for those considering membership on the board of a Christian school.
What Every Driver Must Know: Michigan
by The Michigan Secretary of State’s OfficeThis newest edition of What Every Driver Must Know has a new look and size. A resource guide is presented in the back of the booklet that provides other sources for information, such as websites, printed materials and a customer service number if you want to know more about the topics in What Every Driver Must Know.
What Every Elementary Teacher Needs to Know About Reading Tests: (From Someone Who Has Written Them)
by Charles FuhrkenWhen he was a student struggling to concentrate on dreadfully boring passages of standardized reading tests, Charles Fuhrken remembers thinking to himself, 'Who writes this stuff?' He had no idea that one day it would be him. ' Fuhrken has spent years working as a writer for several major testing companies, and he believes that what he's learned about testing could be very usefuleven liberatingfor teachers interested in teaching effective reading strategies as well as preparing students for reading tests. In What Every Elementary Teacher Needs to Know About Reading Tests (From Someone Who Has Written Them), Fuhrken' takes the mystery out of reading tests. He explains how reading tests are created, how standards are interpreted and assessed, and how students can apply their knowledge of reading to standardized tests.' ' What Every Elementary Teacher Needs to Know About Reading Tests sets the record straight about the myths and realities of tests and offers extensive, practical strategies that help students perform well on test day. This ready to use, easy to understand resource provides a wealth of information about reading tests, including high-quality preparation materials; samples of the most frequently assessed reading standards; and more than thirty engaging, core-reading activities. ' Tests require a special kind of savvy, a kind of critical thinking and knowledge-application that is not always a part of classroom reading experiences. That's why teachers need to provide students with sound, specific information about reading tests. Only then can students feel prepared and confident on test day. '
What Every Middle School Teacher Needs to Know About Reading Tests: (From Someone Who Has Written Them)
by Charles FuhrkenTests require a special kind of savvy, a kind of critical thinking and knowledge application that is not always a part of classroom reading experiences. Who better to teach you how to prepare your students for reading tests than someone who has written them? Charles Fuhrken has spent years working with several major testing companies and contributing to the reading assessments of various testing programs. What he' s learned about testing can help teachers who are interested in teaching effective reading strategies as well as preparing students for reading tests. What Every Middle School Teacher Needs to Know About Reading Tests (From Someone Who Has Written Them)' offers extensive, practical strategies to help students perform well on test day. This ready-to-use, easy-to-understand resource provides a wealth of information about reading tests, including high-quality preparation materials, samples of the most frequently assessed reading standards, and engaging core-reading activities. Charles takes the mystery out of reading tests; he explains how students can learn the language of tests and apply their knowledge of reading to standardized tests. In addition to providing information about reading tests that will help students feel prepared and confident on test day,' What Every Middle School Teacher Needs to Know About Reading Tests' provides a wealth of resources that can be incorporated into a teacher' s everyday reading work, including vocabulary development, literary techniques, interpretation, comprehension, and more.