Wrodling: Mei 2015

Minggu, 31 Mei 2015

? PDF Ebook A World-Class Education: Learning from International Models of Excellence and Innovation, by Vivien Stewart

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A World-Class Education: Learning from International Models of Excellence and Innovation, by Vivien Stewart

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In the 20th century, the United States was the world leader in education the first country to achieve universal secondary education and the first to expand higher education beyond the elite class. Now other countries are catching up and leaping ahead in high school graduation rates, in the quality and equity of their K 12 education systems, and in the proportion of students graduating from college. It is not that American education has gotten worse so much that education in other parts of the world has gotten so much better, so fast.

Designed to promote conversation about how to educate students for a rapidly changing and increasingly borderless and innovation-based world, this comprehensive and illuminating book from international education expert Vivien Stewart is not about casting blame; it is about understanding what the best school systems in the world are doing right for the purpose of identifying what U.S. schools at the national, state, and local level might do differently and better. Here, you ll consider

* How the U.S. education system fares against emerging international standards of excellence.
* The policies, practices, and priorities of the world s best-performing systems, along with specific ideas for adapting these approaches for U.S. schools.
* The common factors characteristic of high-performing and rapidly improving systems.
* New models of 21st century teaching and leadership and ways to modernize curriculum, instruction, and assessment.
* How technology and international exchange can help the United States close performance gaps and reach new levels of excellence and equity.

Learning goes both ways, Stewart writes. Other countries have learned a great deal from the United States, and now it is time for American educators to open their eyes to other nations globally-minded and future-focused practices, leverage existing assets, and create a truly world-class education system for this generation of students and generations to come.

Sales Rank: #334691 in Books
Brand: Brand: Association for Supervision Curriculum Development
Published on: 2012-02-13
Original language: English
Number of items: 1
Dimensions: 8.99" h x .46" w x 6.06" l, .63 pounds
Binding: Paperback
191 pages

Features

Used Book in Good Condition

From the Inside Flap
In the 20th century, the United States was the world leader in education the first country to achieve universal secondary education and the first to expand higher education beyond the elite class. Now other countries are catching up and leaping ahead in high school graduation rates, in the quality and equity of their K 12 education systems, and in the proportion of students graduating from college. It is not that American education has gotten worse so much that education in other parts of the world has gotten so much better, so fast.

Designed to promote conversation about how to educate students for a rapidly changing and increasingly borderless and innovation-based world, this comprehensive and illuminating book from international education expert Vivien Stewart is not about casting blame; it is about understanding what the best school systems in the world are doing right for the purpose of identifying what U.S. schools at the national, state, and local level might do differently and better. Here, you'll consider

* How the U.S. education system fares against emerging international standards of excellence.

* The policies, practices, and priorities of the world's best-performing systems, along with specific ideas for adapting these approaches for U.S. schools.

* The common factors characteristic of high-performing and rapidly improving systems.

* New models of 21st century teaching and leadership and ways to modernize curriculum, instruction, and assessment.

* How technology and international exchange can help the United States close performance gaps and reach new levels of excellence and equity.

Learning goes both ways, Stewart writes. Other countries have learned a great deal from the United States, and now it is time for American educators to open their eyes to other nations' globally-minded and future-focused practices, leverage existing assets, and create a truly world-class education system for this generation of students and generations to come.

Most helpful customer reviews

9 of 9 people found the following review helpful.
A World-Class Education in 2012
By Lynee
Vivien Stewart's expertise, experience, and research of innovated international education modules provides solid framework for her book: A World-Class Education: Learning from International Models of Excellence and Innovation. Stewart's words are grounded and centered on her previous work in Carnegie Corporation directing youth programs, at the United Nations providing access and education to refugees, and in the education sector for Asia Society. Stewart rightly suggests that the US currently needs a world- class education reform that can be defined by the quality of educational outcomes. The US has slipped from being a top world educator it once was in the 20th century. Students are no longer competing just within the classroom; they are now competing with a globalized world. Stewart identifies the five major global world talents in the education pool that have raised their student achievements: Singapore, Canada (Alberta and Ontario), Finland, China (Shanghai), and Australia. Stewart's format is clear and concise devoting sections to each high-performing country. Each section ends with a concrete take away message for US educators based on the following elements: vision and leadership, ambitious standards, commitment to equity, high quality teachers and leaders, alignment and coherence, management and accountability, student engagement and motivation, and global and future orientation. The text is accessible, timely, and appropriate for educators, parents and students, or frankly anyone interested in education in a global society.

5 of 5 people found the following review helpful.
Very Important!
By Loyd Eskildson
Today's American students are not just competing with those from nearby states and cities, but with students from Singapore, Shanghai, and Stockholm as well. Fortunately, international assessments have brought a growing body of research and observation to help understand why some nations are moving ahead rapidly (Singapore, Canada, Finland, China, South Korea, Australia) and others are not (U.S.). Other nations scour the world to learn how to improve - eg. Singapore's famous math curriculum was developed using analysis of research from around the world, especially in the U.S.; it also utilizes tracking and annual school assessment of progress on academic performance and other indicators. The bad news is that we rarely scour the world for lessons for best practices.

American educators often 'excuse' our relatively poor performance vs. other nations (eg. American high-school students lag a full year behind their peers in countries scoring the highest in math on PISA) by asserting that we educate a higher proportion of our youngsters. That simply isn't true - Portugal, Finland, Japan, the U.K., Norway, Ireland, Switzerland, New Zealand, South Korea, Iceland, Israel, Hungary, Denmark, Poland, Germany, the Czech Republic, Italy, the Slovak Republic, and Canada all achieve a higher proportion of high-school graduates or equivalent. (Education at a Glance 2011) Another claim is that 'other countries test a more select group of students - formerly true, but now contradicted by more current data. As for spending, the U.S. has the second-highest educational expenditures, exceeded only by Luxembourg. Another claim - U.S. poor performance is due to high levels of poverty; however, even our most affluent students do not do as well as affluent students in other industrialized nations.

While we're a relative leader among OECD countries when it comes to percent of young adults (18 - 24) enrolled in college (though still behind Korea, Greece, Poland, Ireland, Belgium, and Hungary), we rank #15 in terms of graduates/students enrolled.

4 of 4 people found the following review helpful.
Useful overview of educational systems in several countries
By Emily Matters
As a teacher, I found it interesting to read about educational attainments in various countries, especially as measured by standardised tests in literacy and numeracy. There are a number of easy to follow tables of statistics. He author's agenda is clearly to urge the United States to lift its educational standards to match countries like Singapore, Finland and even Australia.
The book is short, and clearly intended as a quick read. As an Australian teacher of many years' experience, I found some inaccuracies and over simplifications about education in this country, and therefore am inclined to think that the details given about other countries may also be suspect. The value of the book for me lies in its provision of statistics rather than the author's comments or observations.

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Jumat, 29 Mei 2015

# Download Ebook Stress-Busting Strategies for Teachers: How do I manage the pressures of teaching? (ASCD Arias), by M. Nora Mazzone, Barbara J. Miglionico

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Does stress keep you up at night? Is there never enough time to do what you want and need to do at school and at home?
Veteran educators Nora Mazzone and Barbara Miglionico have been there, too. Here, they offer simple, proven tactics to help you manage the stresses of being a classroom teacher. Learn how to
* Employ healthy practices that positively affect your mindset
* React, generalize, and maintain to create a positive environment
* Identify and use your ideal professional pace
* Exploit your intrinsic preferences for how to get the work done
* Make food and exercise choices that will better fuel your mind and body
Choose to act now so that you can look forward to entering the classroom every day for many years and finding and keeping a healthy balance between work and home.

Sales Rank: #1342625 in Books
Published on: 2014-07-16
Original language: English
Number of items: 1
Dimensions: 7.80" h x .12" w x 5.08" l, .0 pounds
Binding: Paperback
50 pages

From the Inside Flap
Does stress keep you up at night? Is there never enough time to do what you want and need to do at school and at home?

Veteran educators Nora Mazzone and Barbara Miglionico have been there, too. Here, they offer simple, proven tactics to help you manage the stresses of being a classroom teacher. Learn how to

* Employ healthy practices that positively affect your mindset

* React, generalize, and maintain to create a positive environment

* Identify and use your ideal professional pace

* Exploit your intrinsic preferences for how to get the work done

* Make food and exercise choices that will better fuel your mind and body

Choose to act now so that you can look forward to entering the classroom every day for many years and finding and keeping a healthy balance between work and home.

About the Author
M. Nora Mazzone is a middle level school administrator in Mamaroneck, N.Y., and doctoral adjunct professor for Pace University. She has extensive experience in public education as a special education teacher, teacher leader, and school administrator. Mazzone has presented on the topics of leadership and stress management for ASCD. Her doctoral research explored the impact of student-generated feedback on teacher practice through the use of response system technology. Mazzone welcomes contact from readers and is available for workshops and consultations.

Barbara J. Miglionico is the executive director of a school-age child care program in Westchester County, New York, and is a certified nutrition and wellness consultant through American Fitness Professionals and Associates. Miglionico has been educating people of all ages and all stages of life about health and well-being for 35 years. Her experiences include teaching physical education and health classes in public schools, youth summer fitness programs, college weight training classes, and senior center wellness groups. She is a member of several nutrition, wellness, and fitness professional organizations and enjoys sharing her lifelong passion. Miglionico has assisted individuals with creating lifestyles to restore and maintain health, taught at health centers, and conducted nutrition seminars.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Loved learning about foods for stress
By LKG
Some valid, hands on information...both for stress management and foods for stress! I plan to use suggested menus....We need more on this subject.

0 of 0 people found the following review helpful.
Decent
By B. Saunders
Not truly unique to teachers. Still a nice short read.

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Senin, 25 Mei 2015

> PDF Download Strategies for Success with English Language LearnersFrom Association for Supervision & Curriculum Deve

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An ASCD action tool

Sales Rank: #3374241 in Books
Published on: 2007-01-01
Original language: English
Number of items: 1
Dimensions: 1.70" h x 11.10" w x 11.80" l, 4.25 pounds
Binding: Paperback
350 pages

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Minggu, 24 Mei 2015

? Ebook Download The Core Six: Essential Strategies for Achieving Excellence with the Common Core, by Matthew J. Perini, Harvey F. Silver

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Six research-based, classroom-proven strategies that will help you and your students respond to the demands of the Common Core. Thanks to more than 40 years of research and hands-on classroom testing, the authors know the best strategies to increase student engagement and achievement and prepare students for college and career. Best of all, these strategies can be used across all grade levels and subject areas.

Sales Rank: #43560 in Books
Published on: 2012-08-15
Original language: English
Number of items: 1
Dimensions: 8.80" h x .30" w x 6.90" l, .46 pounds
Binding: Paperback
86 pages

From the Inside Flap
Odds are, your state has adopted the Common Core State Standards. You know how the standards emerged, what they cover, and how they are organized. But how do you translate the new standards into practice?

Enter the Core Six: six research-based, classroom-proven strategies that will help you and your students respond to the demands of the Common Core. Thanks to more than 40 years of research and hands-on classroom testing, the authors know the best strategies to increase student engagement and achievement and prepare students for college and career. Best of all, these strategies can be used across all grade levels and subject areas.

The Core Six include

1. Reading for Meaning.

2. Compare & Contrast.

3. Inductive Learning.

4. Circle of Knowledge.

5. Write to Learn.

6. Vocabulary's CODE.

For each strategy, this practical book provides

* Reasons for using the strategy to address the goals of the Common Core.

* The research behind the strategy.

* A checklist for implementing the strategy in the classroom.

* Multiple sample lessons that illustrate the strategy in action.

* Planning considerations to ensure your effective use of the strategy.

Any strategy can fall flat in the classroom. By offering tips on how to capture students' interest, deepen students' understanding of each strategy, use discussion and questioning techniques to extend student thinking, and ask students to synthesize and transfer their learning, The Core Six will ensure that your instruction is inspired rather than tired.

About the Author
Harvey F.Silver, president of Silver Strong & Associates and Thoughtful Education Press, was named one of the 100 most influential teachers in the country. He has conducted numerous workshops for school districts and state education departments throughout the United States. He was the principal consultant for the Georgia Critical Thinking Skills Program and the Kentucky Thoughtful Education Teacher Leadership Program. Silver is the author of several educational bestsellers, including So Each May Learn: Integrating Learning Styles and Multiple Intelligences and Teaching Styles and Strategies, both published by the Association for Supervision and Curriculum Design. With Richard Strong, Silver developed The Thoughtful Classroom a renowned professional development program based on the commitment to make students as important as standards.

Matthew J. Perini, director of publishing at Silver Strong & Associates, has authored curriculum guides, articles, and research studies on a wide range of topics, including learning styles, multiple intelligences, and effective teaching practices. Strong, Silver, and Perini have recently collaborated on Discovering Nonfiction: 25 Powerful Teaching Strategies, Grades 2-6; So Each May Learn: Integrating Learning Styles and Multiple Intelligences; and Teaching What Matters Most: Standards and Strategies for Raising Student Achievement.

Most helpful customer reviews

66 of 69 people found the following review helpful.
The Core Six: 6 Essential Teaching Strategies for Excellence
By John Robinson
What if you only had time and money to use and purchase six tools to teach your entire curriculum? What would those six tools be? Authors Harvey Silver, R. Thomas Dewing, and Matthew Perini seem to do just that in their book The Core Six: Essential Strategies for Achieving Excellence with Common Core.

Many of us are right in the midst to implementing the Common Core Standards, whether we philosophically agree or disagree with the need for their existence. School leaders and teachers are scrambling to find and create tools for implementation, and the massively growing number of new books and materials about the Common Core aren't making this task any easier. However, there are few that focus on the "essentials" to the degree that The Core Six does. This concise volume (it's only 78 pages) lays what it calls "Six Core Practices Students Need to Cultivate to Become Independent Learners."

According to this book, "The Core Six" are strategies that foster college and career-readiness, and at the same time, address the Common Core Standards. These six strategies, according to Silver, Dewing, and Perini are:
Reading for Meaning: This strategy helps students develop the skills to be proficient, effective readers and make sense of text.

Compare and Contrast: This strategy teaches students to conduct comparative analysis, thereby getting them to learn content at a much deeper level.

Inductive Learning: Inductive Learning as a strategy helps students see patterns and structures in content by using inductive processes.

Circle of Knowledge: Circle of Knowledge is a strategic framework for planning and conducting engaging classroom discussions that get students to think deeply and communicate thoughtfully.

Write to Learn: As a strategy, Write to Learn gives teachers a way to integrate writing into daily instruction and use writing skills to develop students' ability to write in the "key text types" that they need to be college and career ready.

Vocabulary's CODE: This "strategic approach" to vocabulary instruction gives students the ability to retain and use academic vocabulary.

Because of its straightforward, here-it-is style, The Core Six: Essential Strategies for Achieving Excellence with the Common Core is far from being what I would call "engaging read." It's strength, however, lies in this straightforward review of these six solid research-based teaching strategies.

With each of the "Core Six Essential Strategies" the authors begin with a brief description of the strategy, then they provide a quick list of reasons to use that strategy. Next, they describe the research supporting each strategy and provide the principles of implementation. They end the review of each "Core Six Essential" with some classroom examples of implementation, and things to consider when planning to use the strategy. This formula of presenting each strategy makes it quite easy to take what is learned back to the classroom.

If you are on a quest for a simple, straightforward book that gives teachers high-yield teaching strategies for the Common Core implementation efforts, then The Core Six: Essential Strategies for Achieving Excellence with the Common Core is a solid choice.

13 of 14 people found the following review helpful.
Concise and practical advice
By Jeffrey De Glopper
This short book contains concise and practical advice for teachers of other content areas to integrate reading and writing strategies into their practice. As a science teacher, I can immediately see ways to apply these strategies, with the help of its clear, cookbook style approach and its examples from various subjects. I also appreciated the authors providing references for the research basis of each approach and for further exploration.

10 of 12 people found the following review helpful.
The Core Six book is essential!
By Diane M Bassett
This book is full of antecdotes, templates and suggestions to help school leaders deal with implementation of "Common Core Curriculum". It helps us understand what "Common Core" looks like in each of the major disciplines. It is a small book, but is packed with helpful insight and hints.
Our school's Literacy Leadership team is reading and gleaning information from it to disseminate to our faculty next school year.
I am extremely happy that we found this book!

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Sabtu, 23 Mei 2015

~~ Fee Download Overcoming Textbook Fatigue: 21st Century Tools to Revitalize Teaching and Learning, by ReLeah Cossett Lent

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Overcoming textbook fatigue means reaching within and beyond the textbook to access all sorts of 21st century tools, the same ones that students will be using in college, careers, and daily life.
ReLeah Cossett Lent

Textbook fatigue is a malaise that negatively affects teachers and students. It is the result of scripted programs and step-by-step teachers manuals that dismiss the individualization of schools, teachers, and students. Because textbooks provide a one-way distillation of information aimed at a broad, generic population, they offer little to engage or pique the interest of the 30 individuals in a classroom.

In this example-packed book, ReLeah Cossett Lent shows how educators can reclaim the curriculum by shifting the textbook from sole source to resource. She also gives advice on using Common Core State Standards throughout the school and in the classroom. Teachers, coaches, curriculum coordinators, and administrators will discover proven techniques that will revitalize teaching and learning in every content area:

*Discipline-specific writing activities that extend and deepen lessons.
*Strategies for using content-specific materials that encourage students to read to learn.
*Effective vocabulary strategies that work throughout the curriculum.
*Methods to tap into and build background knowledge.
*Fun activities that use relevant life skills to involve and engage students in learning.

Lent highlights what s to be gained from loosening the grip on textbooks and provides practical guidance on how to accomplish that goal, using real-life examples from schools that have made the change. Overcoming Textbook Fatigue is brimming with ideas to restore the joy of teaching and learning and, in the process, boost student achievement.

Sales Rank: #536796 in Books
Brand: Brand: Association for Supervision Curriculum Development
Published on: 2012-11-16
Original language: English
Number of items: 1
Dimensions: 8.90" h x .50" w x 6.00" l, .65 pounds
Binding: Paperback
202 pages

Features

Used Book in Good Condition

From the Inside Flap
Overcoming textbook fatigue means reaching within and beyond the textbook to access all sorts of 21st century tools, the same ones that students will be using in college, careers, and daily life.

ReLeah Cossett Lent

Textbook fatigue is a malaise that negatively affects teachers and students. It is the result of scripted programs and step-by-step teachers' manuals that dismiss the individualization of schools, teachers, and students. Because textbooks provide a one-way distillation of information aimed at a broad, generic population, they offer little to engage or pique the interest of the 30 individuals in a classroom.

In this example-packed book, ReLeah Cossett Lent shows how educators can reclaim the curriculum by shifting the textbook from sole source to resource. She also gives advice on using Common Core State Standards throughout the school and in the classroom. Teachers, coaches, curriculum coordinators, and administrators will discover proven techniques that will revitalize teaching and learning in every content area:

*Discipline-specific writing activities that extend and deepen lessons.

*Strategies for using content-specific materials that encourage students to "read to learn."

*Effective vocabulary strategies that work throughout the curriculum.

*Methods to tap into and build background knowledge.

*Fun activities that use relevant life skills to involve and engage students in learning.

Lent highlights what's to be gained from loosening the grip on textbooks and provides practical guidance on how to accomplish that goal, using real-life examples from schools that have made the change. Overcoming Textbook Fatigue is brimming with ideas to restore the joy of teaching and learning and, in the process, boost student achievement.

About the Author
Lent is a 20-year teaching veteran, an award-winning author, and an experienced international consultant specializing in literacy and communities of practice.

Most helpful customer reviews

2 of 3 people found the following review helpful.
Good summary of what using textbooks in school should entail
By J.M. Jaco
Our staff read this as required by the administration. It generated some good discussions, and prompted many of us to reconsider our classroom practices involving textbooks. If you teach, it's worth reading. If you're a parent of a school-age child, it's also worth a look.

0 of 0 people found the following review helpful.
Four Stars
By Amazon Customer
Read it for a class and enjoyed it! Great reading strategies!

5 of 9 people found the following review helpful.
A Fuzzy Critique of Teaching Methods, Not Textbooks
By John Richard Schrock
"Overcoming Textbook Fatigue; 21st Century Tools to Revitalize Teaching and Learning" by ReLeah Cossett Lent, ASCD, 2012. 202 pages.

From the title, a reader might expect a researched discussion on why using printed textbooks presents learning problems for students, perhaps from a physiological "reading fatigue" or from some new perceptual shortfall of reading print on paper just discovered by psychologists. And digital enthusiasts may be looking for justification for their fanaticism with technology. Both readers will be disappointed.

In science, you know you are working with solid research when all terms are carefully defined. This book never provides any functional definition of textbook fatigue beyond a general "weariness with the entire business of using textbooks and programs as curriculum guides...." Thus the book is more about canned curricula than about any sensory problems inherent in the textbook format. For readers who do want solid science about the physiology of reading text, they should consult Gordon Legge's "Psychophysics of Reading in Normal and Low Vision" or any of the research by Charles Bigelow at RIT.

In science, the references cited provide an excellent gauge of the rigor and level of discussion, and this book relies more heavily on newspaper reports and educationist books that espouse various general educational philosophies. There is virtually no synthesis of actual primary research. This makes the book a "perspective essay" and not a synthesis of research, which is not unusual for ASCD publications.

There are observations in the book that correctly align with teacher experiences. The first chapter titled "Learning: It's all about Engagement" uncritically picks snippets from current literature. This next generation M named for media multitaskers just swallows the propaganda from the digital promoters that students deal well with multiple stimuli, when research clearly shows that multitasking dramatically erodes their performance across all of the tasks. The author muddles any definition of engagement by using Guthrie's model for engagement in reading, then alluding to control and choice, social interaction, self-efficacy, interest, and why it is not entertainment. This resembles the many blind men examining the engagement elephant--but engagement is never really defined in any scientific way. I can only provide one simple rule in assessing such educational constructs: if the graph or chart does not have units marked in numbers, it is not science.

I was hopeful that Chapter 2 on "Background Knowledge: the Glue that Makes Learning Stick" would provide some useful application of students' experiences to the meaningfulness of what they read, but there is absolutely no understanding of semantics, the relationship between direct experiences and the meanings ascribed to words. The only way to expand most student experience is to go outside of the classroom, and this chapter stays in the classroom trying to build "meaningfulness" on relationships between words, a house-of-cards that becomes ever more fragile as more and more student time is spent staring at the little device in their hands and ignoring the real world around them. It is here that we also come to realize that this book is not anti-textbook but merely wants to utilize textbooks in a different way. I see many teachers already doing this. This will disappoint those readers who are looking to this book to condemn the printed text and promote the handheld, back-lit, postage-stamp, slower read, lower comprehension, electronic substitute. However, this author perpetuates the electronic nonsense of virtual field trips when she quotes: "I can take them on location to Egypt and they can do a presentation in front of the Great Pyramid of Giza." They are no more "in Egypt" than they are when watching a travelogue. And any Army family will attest to the shortcomings of a video link compared to embracing their soldier when he comes home. This author is correct that background knowledge is a necessity, but never considers the need to move students out of the classroom to get that background.

That is why Chapter 3 on "Vocabulary IS the Content" needs to go back to the drawing board. If there is a need to alter the teacher training curriculum, the first class I would add is a class on semantics. Our confusion about words and "meaning" corrupts nearly all discussions in daily life. Understanding semantics is central to teaching. The nearest thing to a paradigm in education is communication, and understanding semantics should be a required course for every teacher. The lack of understanding of semantics is the basis for many erroneous observations in this chapter. This author is not the first to proclaim that a high school biology textbook throws too much vocabulary at readers too quickly. We went down the road of gutting "technical jargon" in science books in the late 1990s and it did not work. We can and must use more precise terminology, but the key is to increase students' experience base and that takes them outside the classroom. This book never goes there, and further ignores the fact that the new electronic media are dramatically accelerating the reduction in real student experiences. Some proposals for linking words with other words in vocabulary instruction are merely variations on the concept-mapping of Novak from 30 years ago.

Chapter 4 on "Reading to Learn" espouses the author's philosophy about avoiding "reading across the curriculum" but instead "reading within the disciplines" where every teacher is a teacher of content. There is much to be applauded in recognizing the special skills of reading teachers separate from content teachers, and legislators and administrators would do well to respect this expertise. Unfortunately, throughout this book there is no clear distinction and clear separate usage of "information" and "knowledge"--a common problem among teckie enthusiasts. A librarian hands out books or disseminates information, but the student does not know what it means. The teacher is in the knowledge business of helping the student understand that meaning. Therefore the discussion of effective reading strategies is not so much wrong as it is muddled. So what exactly is the basis for the statement: "Before reading, students should be invited into the text...."? This author is certainly not alone. Huge numbers of educators rail against "passive learning" and promote "active learning" but I have yet to see one good definition of either. Again, a table separating active and passive readers gives a flock of descriptors that might seem plausible to some teachers, but would drive a semanticist up the wall. --Just what does "internalizing meaning" mean? Ironically, some of the strategies suggested in this chapter, such as having students take two-column notes, seem to be one way to make a textbook excruciatingly boring, that is, actually promote "textbook fatigue" (if only that was better defined). There are some strategies here that may inspire a teacher to try something they would not have thought of before, such as having students read different texts (page 93) but the consequences of this are not pursued here, nor are any data given for the effectiveness of any strategies presented.

Chapter 5 on "Writing to Learn" starts off with a surprising assertion: "During the No Child Left Behind years..." as if NCLB was now gone. NCLB remains, renamed, and is, as Chester Finn has commented, "on steroids." Veteran tenured teachers in some states can now be fired if standardized scores to not continue to go up. This author seems to suggest that Common Core State Standards (which are actually in effect national standards) are a divergence from NCLB when they are merely the continuance of testing and the teach-to-the-test program.

This author compares "textbook prompts" or task-oriented writing with more free-form strategies including "authentic audiences," journals, interactive notebooks, and mentor texts. Some of these ideas may be useful to readers. Unfortunately, this is the place where the downside of blogs, wikis and the new input media should be discussed (but never is heard a discouraging word). College professors are already detecting the banalization of writing, as students spend more and more time inputting text on devices that provide the next most-common/likely word, thus channelizing writing. The downside to wikis is the "committee effect" where extremes of creativity are brought down to the common denominator--say goodbye to our next generation of great creative writers.

Chapter 5 on "Assessing for Learning" recognizes that the teach-to-the-test regime is diametrically opposed to other successful countries' systems of assessment. Condemnation of overtesting in this chapter is hard to reconcile with statements in earlier chapters, but the author does here reveal that NCLB testing continues. Discussion of "What Does It Mean to Understand?" is presented without understanding of semantics or the difference between information and knowledge. Therefore the discussion of formative, summative, portfolio assessment (scrapbook keeping), performance assessment, self-assessment, and redoing work is discussed without any communication theory framework.

As an alternative to marching through the textbook (leading to superficial coverage), the author proposes what may be of actual value to many teachers: the assemblage of "text sets." Consisting of periodical articles, short stories, cartoons, videos, biographies, etc. these materials form a more interesting basis for student learning. I have been long convinced that one job of textbook editors has been to take well-written and interesting text, often with story lines, and "bland it" into boring outline format text. The author's ideas here do have support, but again she does not cite the research that shows that the human brain is wired to understand in story format, not outlines. Missing is the critical concern to ensure that the materials are accurate. Again, much research (again uncited here) shows that sources that are not peer-reviewed are egregiously error-riddled. The one assurance provided by textbooks is that they have nearly always been through peer-review by experts in the field. In teaching, that is critical. Although this author exhorts teachers to "stick to websites that are consistently reliable and comprehensive," I could not find one mention of the role of expert peer review throughout this book.

"Going from Textbook Fatigue to Invigorated Learning" is Chapter 8. This is a chatty chapter that rambles through hazy distinctions between transmission and exploration, and hypes "inquiry-based learning," project-based learning, student collaboration, respect and relationships, trust, teacher communities, coaching in the teaching sense, interdisciplinary instruction, etc.

If we are ever to make education into a professional practice with a paradigm, it will be when we define our professional terminology far better than it is defined in current education books.

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Jumat, 22 Mei 2015

~ Free PDF The Cracker Kitchen: A Cookbook in Celebration of Cornbread-Fed, Down Home Family Stories and Cuisine, by Janis Owens

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The Cracker Kitchen: A Cookbook in Celebration of Cornbread-Fed, Down Home Family Stories and Cuisine, by Janis Owens

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Though our roots are in the Colonial South, we Crackers are essentially just another American fusion culture, and our table and our stories are constantly expanding -- nearly as fast as our waistlines. We aren't ashamed of either, and we're always delighted with the prospect of company: someone to feed and make laugh, to listen to our hundred thousand stories of food and family and our long American past.

Crackers, rednecks, hillbillies, and country boys have long been the brunt of many jokes, yet this old Southern culture is a rich and vibrant part of Amer-ican history. In The Cracker Kitchen, Janis Owens traces the root of the word Cracker back to its origins in Shakespeare's Elizabethan England -- when it meant braggart or big shot -- through its proliferation in America, where it became a derogatory term to describe poor and working-class Southerners. This compelling anthropological exploration peels back the historic misconceptions connected with the word to reveal a breed of proud, fiercely independent Americans with a deep love of their families, their country, their stories, and, most important, their food.

With 150 recipes from over twenty different seasonal menus, The Cracker Kitchen offers a full year's worth of eating and rejoicing: from spring's Easter Dinner -- which includes recipes for Easter Ham, Green Bean Bundles, and, of course, Cracklin' Cornbread -- to summer's Fish Frys, fall's Tailgate Parties, and winter's In Celebration of Soul, honoring Martin Luther King, Jr.

Recounted in Owens's delightful and hilarious voice, the family legends accompanying each of these menus leap off the page. We meet Uncle Kelly, the Prince of the Funny Funeral Story, who has family and friends howling with laughter at otherwise solemn occasions. We spend a morning with Janis and her friends at a Christmas Cookie Brunch as they bake delectable gifts for everyone on their holiday lists. And Janis's own father donates his famous fundamentalist biscuit recipe; truly a foretaste of glory divine.

The Cracker Kitchen is a charming, irresistible celebration of family, storytelling, and good old-fashioned eating sure to appeal to anyone with an appreciation of Americana.

Sales Rank: #409674 in Books
Brand: Brand: Scribner
Published on: 2009-02-10
Released on: 2009-02-10
Original language: English
Number of items: 1
Dimensions: 9.25" h x 1.10" w x 7.37" l, 1.70 pounds
Binding: Hardcover
304 pages

Features

Used Book in Good Condition

From Booklist
Owens more than meets expectations, with every page filled with humor, short stories, notes on cultural peculiarities (like gopher turtles), not to mention 150 recipes divided into four seasons and 20 intermingling menus. Geography knows no barriers; a Texas sweet onion pie gets (grudgingly) high marks when married to Sister Jackson’s sausage cheese balls. Hunting season brings, for instance, fried cooter, baked armadillo, and venison, with parenthetical remarks such as, “Try not to run it to death before you kill it, or all the soaking in the world won’t help.” Yes, there are some foods designed for the more health-conscious and vegetarian-oriented; on the whole, though, calorie counters need not peruse these offerings. Owens’ lessons on being Cracker, delivered with a great ear for dialogue and a terrific sense of timing, cover everything from funerals (“truly all we know of heaven, and all we need of hell”) and Easter (“identified more with last-minute trips to K-Mart for matching hosiery than Maundy Thursday retreats to convents and the washing of feet”). The ending? Why, of course, to give thanks. A keepsake. --Barbara Jacobs

About the Author
Janis Owens is the author of three previous novels and a regional cookbook. The only daughter of a Pentecostal preacher turned insurance salesman, she inherited her love of storytelling from her parents. She lives in Newberry, Florida.

Pat Conroy

It was my great friend Doug Marlette who first brought me news of the amazing Florida novelist Janis Owens. He had met her at a book festival when he was publishing his first novel, The Bridge, and called to tell me he had found a new best friend for both of us. He was reading her first novel, My Brother Michael, and he didn't understand why Janis Owens wasn't famous.When I asked what was so great about her, Doug mentioned her pure authenticity, her comfortableness in her own skin, and her amazing gifts at storytelling. As Doug knew, I have a primordial attraction to the storytellers of the world. I ordered her three novels that night, and by the time I met Janis, I had read My Brother Michael, Myra Sims, and The Schooling of Claybird Catts. The three novels were an astonishment and a dilemma for me. She wrote about the hookwormed, xenophobic redneck South that has received such incessant ridicule in the literature of the South (including my own works) and in Hollywood movies that shiver with pleasure when their villains speak with those phony Southern accents. Janis used the term Cracker with affection and great understanding, and as I read her, I understood that she was awakening ghosts in my own kingdom that I would sooner or later have to interrogate if I was ever to understand the reign of both beauty and confusion in the life of my own mother, Peg Conroy.When I finished reading the three books, I called Doug Marlette and echoed his question: "Why isn't Janis Owens world famous?"

When I read her cookbook, it was a revelation. She would refer to herself and her family as Crackers and Rednecks with pride and affection and a great tenderness. If I had ever called my family or my cousins rednecks, I think it doubtful that my mother would have talked to me again. Though my mother hailed from an Alabama family whose Cracker credentials were in perfect order, she spent much of her energy and all of her life in denial of this unassailable fact. She became a brilliant historian of her own life, and almost nothing she said about herself was true.

After my mother read Gone With the Wind, and after her total immersion in the character of Scarlett O'Hara, my mother reinvented herself. The young girl who had previously answered to the name of Frances changed her middle name to Margaret and ordered her family to call her Peggy, after her new heroine Margaret "Peggy" Mitchell. I learned this story on the day we buried my mother in the Beaufort National Cemetery. It was the same day my grieving stepfather, Dr. John Egan, said between sobs that it was "such an honor to be married to a Southern aristocrat." My mother was an open-field runner against her past. Because I adored everything about her, I think I let her turn me into the same thing.

Janis Owens's cookbook is a love letter written to celebrate the poor white people of the American South who were my mother's people and my own. Since Janis is incapable of writing a bad sentence, her cookbook is a joy to read and a pleasure to return to again and again. She has produced a Cracker Escoffier, or a White-Trash Julia Child, that is hilarious and charming. Her tour of Southern food seems definitive to me. She does not gussy up any of her recipes for stylistic or culinary reasons. It makes you hungry just to flip through the pages of this high-spirited and userfriendly book. It also took me to long-forgotten memories of my past.

I've often written about my mother's failure as a Southern cook. As a housewife in the fifties, my mother discovered the labor-saving pleasures of frozen food. Even today, I cannot pass a frozen chicken-pot pie without becoming bulimic. My brother Mike has a freezer full of them and eats them with relish whenever he feels nostalgic for Mom. Frozen macaroni and cheese is an abomination unto the Lord to me.When I escaped my mother's kitchen and entered The Citadel, I discovered that I had never eaten spinach, asparagus, Brussels sprouts, collard greens, and a whole produce department of other vegetables.Most cadets complained bitterly about the food in the mess hall, but I thought it was the finest food I had ever eaten, a cornucopia of guilty pleasures to discover and savor.

Yet, Janis's book caused me to remember some of the Southern dishes that my mother did well in the early years of her marriage. She could make perfect cornbread in a black skillet, and her fruit pies were legendary. Once a week, she composed a velvety lemon bisque that I could have inhaled with a straw. But it was in Piedmont, Alabama, and Orlando, Florida, that I feasted on the foods that Janis so lovingly describes in this cookbook. In Piedmont, my aunts and cousins would cook for hours preparing lunch for the men still in the fields. The meals were enormous, sensuous, and completely satisfying. Throughout the meal the women would burst out of the kitchen with some new steaming vegetable or fresh supply of biscuits. The gravies were heavenly, the fried chicken indescribable. Those were some of the happiest meals of my childhood.

In Orlando Aunt Helen and Uncle Russ would invite my family to the picnics at their Baptist church, and again, the recipes of Janis Owens were spread before my eyes in what seemed like endless profusion. When I asked my mother why Baptists ate so much better than Roman Catholics, she told me to shut up. I begged Aunt Helen to invite us to every church picnic that the Baptists organized, and if so, I promised not to fidget when she read from the Bible to my cousins, the Harper boys, each night. In Orlando I learned about congealed salads, aspics, deviled eggs, cole slaw, country ham, fried catfish, and dozens of other dishes that I had never encountered before.When we left Orlando, I thought that Baptists were the happiest, most well-fed people on earth. Later I'd tell my mother that I was thinking of becoming a Baptist so I would have lifetime access to those picnics, but Mother told me to hush up; if my father heard me, he'd kill me. I never brought up the subject again.

While reading several of the recipes in Cracker Kitchen, I burst out laughing because I'd never come across a recipe for roasted armadillo, rattlesnake, possum, or fried cooter. The world doesn't get any more Cracker than that, but I can't help but think that Janis is just showing out to make the outlander squeal. One of my favorite chapters is dedicated to Martin Luther King, Jr. It is her chapter on soul food and its intimate connection to Cracker cooking.

Janis Owens writes, "Martin Luther King, Jr.'s birthday falls on January 15, and I offer up this soul-inspired menu in his honor and for all the rest of the heroes of the Movement: John Lewis and Ralph Abernathy and every single Yank, Jew, Episcopal pacifist, and student agitator among them. When they put their lives on the line and agitated Jim Crow into oblivion, they freed not only the people of color but also the children of the oppressor, who inherited the gift of diversity and eventually learned a better way (or at least some of them did; I did). It's a favor that can't be forgotten and won't be; not if this Cracker has anything to do with it."

When I came to those words, their heartfelt generosity stunned me.What a largesouled woman Janis Owens is! I never thought I would read such a stirring declaration in a book celebrating the Cracker nation. I wrote a cookbook in 2004 that I modestly called The Pat Conroy Cookbook. In it you can find recipes for Duck Pappardelle with Black Truffle Sauce, Saltimbocca alla Romana, Soup de Poisson, and...well, you get my drift. Like my mother, I've been running away from the South my whole life, and I'll have to do a lot of walking backwards to get home again.

Janis Owens's cookbook is unpretentious, yet it sugarcoats nothing about the Cracker culture she celebrates and loves. The book is pitch perfect in tone and execution. She tells of a hidden, mysterious Florida that few people know about, and in so doing has written the best cookbook based in central Florida since Marjorie Kinnan Rawlings's Cross Creek Cookery. I wish my mother were alive so I could show her all the good times, and good food, that we missed.

WELCOME TO MY KITCHEN

Let me begin with a big country welcome to my kitchen. Just come on in and don't bother with the dog -- he don't bite. Kick off your shoes and make yourself at home. Pour yourself some tea (there in the refrigerator; it should be cold) and brace yourself for a good feed, as Crackers aren't shy about eating but go for it full throttle, in it for the sheer, crunchy glory.

Though our roots are in the Colonial South, we are essentially just another American fusion culture, and our table and our stories are constantly expanding, nearly as fast as our waistlines. We aren't ashamed of either, and we're always delighted with the prospect of company: someone to feed and make laugh, to listen to our hundred-thousand stories of food and family and our long American past.

For Crackers are as indigenous to the New World as long-leafed tobacco, though we've never really been the toast of the town.We're the Other South: eighth-generation children of immigrants who came to America on big wooden ships long before the Civil War and steadily moved inland, the pioneers of three centuries.We mostly settled along the southern half of the eastern seaboard, long before the War of Secession, but we never darkened the doors of Tara or Twelve Oaks unless we were there to shoe mules or to work as overseers. We lived and thrived outside plantation society, in small towns and turpentine camps and malarial swamps. We're the Rednecks, the Peckerwoods, the Tarheels, and the Coon-ass, and a hundred other variations besides. We are the working-class back that colonial America was built upon, the children of its earliest pioneers, who have lately tired of hiding our light under a bushel, and have said to hell with all ...

Most helpful customer reviews

2 of 2 people found the following review helpful.
Must get this wonderful cookbook!
By Josie Jean
In The Cracker Kitchen, Janis Owens has brilliantly combined a cookbook of delicious Southern recipes with heartwarming family stories. Each mouth-watering recipe is introduced by a very humorous family anecdote. Along with the homespun recipes, she thoughtfully provides entire special occasion menus. She begins each menu with its delightful cracker history. Many charming black-and-white family photos warmly depict many of her ancestors...sometimes intimately sharing a meal. She reveals many secrets of good old-fashioned Southern-style cooking. Ms. Owens has magnificently written a loving tribute to her family in a style that is both entertaining and inspiring. I absolutely loved this book. Written in an appealing folksy style, I was truly captivated. I learned its not just about cooking a tasty meal, but its about the memories of sharing it with a table of loved ones. I highly recommend this wonderful cookbook for yourself and all your friends!!

3 of 4 people found the following review helpful.
Another great book from Janis Owens
By C. Sloan
Yes! Another great read from our beloved Janis. I, along with other Janis Owens "Groupies" have had our prayers answered with this new book. Janis never disappoints. This book is delightful to read and has opened up new and beloved recipes to try and enjoy. I suggest starting in on a gym membership, why join weight watchers when we can sweat all the good groceries off and belly on up to the table. This book can be read straight through, or you can jump around and read, any how, you will enjoy reading and re-reading. Keep `em coming Miss Jan, and invite us all over for some lard biscuits.xoxoxoxo

19 of 21 people found the following review helpful.
Jewish Crackers applaud THE CRACKER KITHEN
By Bernard M. Schein
I'm a Lowcountry Jew, as alien to the typical New York Jew as a Jewish Cowboy bustin' broncos out West. I'm not a bookworm, but I didn't play football either. I can tell you all about grits, but I didn't know what a bagel was till I went "up North". I talk slow, but I talk a lot. See what I'm getting at here? Who the hell am I? I know now. Janis Owens told me in THE CRACKER KITCHEN. I'm a Jewish Cracker.
And everyone in my synagogue down here feels the same way. Why? They're Jewish Crackers too. We read a lot, but we like our grits cooked just the way Ms. Owens and her folks do. And since in our little community THE CRACKER KITCHEN has surpassed even the Old Testament (to say nothing of EXODUS) in popularity, our Oneg Shabbats are so downright mouth-watering and delicious, so divinely inspired by Ms. Owens' recipes, that Hell, even the Methodists, the Baptists, and the Presbyterians are showing up. In THE CRACKER KITCHEN Ms. Owens shows us all two things: who we are, and that the way to a man ( or woman's) heart is through his stomach, Cracker or not, as long as you're using her recipes.
Unlike so many books that come out of the South nowadays, Ms. Owens never condescends. She sees our cracker heritage for what it is, and loves us unconditionally. THE CRACKER KITCHEN transcends race, culture and class as Ms. Owens voice-- funny, arresting, disarmingly honest and bold--transcends modern Southern literature.
If you don't read this book, consider yourself stupid for life. This from a Jew. This also from a Cracker.
Thank you, Ms. Owens.
The Cracker Kitchen: A Cookbook in Celebration of Cornbread-Fed, Down Home Family Stories and CuisineThe Cracker Kitchen: A Cookbook in Celebration of Cornbread-Fed, Down Home Family Stories and Cuisine

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