This book of interviews with Olympic track and field athletes highlights those whose lives have revealed courage, persistence and decency, both on and off the field. After their great careers ended, they went on to become authors, teachers, coaches, radio and television sports commentators, consultants, congressmen, actors, businessmen, military officers, social workers and ministers. Many continued in athletics long after their days as Olympians. The Olympic track and field athletes include Glenn Cunningham (middle distances), Lee Calhoun (high hurdles), Ken Doherty (decathlon), Dick Fosbury (high jump), Bruce Jenner (decathlon), Abel Kiviat (middle distances), Bob Mathias (decathlon), Al Oerter (discus throw), Bob Richards (pole vault), Wes Santee (middle distances), Jackson Scholz (sprints), Bill Toomey (decathlon), Forrest Towns (high hurdles), Craig Virgin (long distances), Archie Williams (long sprints), John Woodruff (middle distances), and Olympic coaches Payton Jordan and Berny Wagner. They talk about the influences in their lives that helped them develop their values, their first memories of competition and participation in their sport, their educational experiences, the problems they faced when they were active competitors, the problems athletes today face, and many other topics.

American Men of Olympic Track and Field: Interviews with Athletes and Coaches

History

Holst, Don

Popp, Marcia S.

Americas

McFarland Company

The goal of this book -- a theoretically based, well-organized, useful guide for teaching -- is to help the beginning teacher create a classroom environment that integrates literacy development with learning in all areas of the curriculum. The major components of an integrated language program are identified, and the skills teachers need to implement this kind of program in their own classrooms are described. Designed to be kept and used as a resource in the classroom, this text provides fundamental information about language arts teaching. A constructivist orientation, an emphasis on teachers as reflective decision makers, and vivid portrayals of the classroom as a community of learners and inquirers are woven throughout the book. Key features include: * a wealth of models, suggestions, and step-by-step guidelines for introducing integrated teaching and learning practices into elementary classrooms at the kindergarten, primary, and intermediate levels; * a focus on relevant research in language arts and professional teacher development; * true-to-life classroom narratives that model instructional strategies and demonstrate interactions between real teachers and students; and * an innovative chapter format that makes the text accessible as a resource for student, beginning, and experienced teachers.

Teaching Language and Literature in Elementary Classrooms: A Resource Book for Professional Development

Reference

Words, Language & Grammar

Routledge

Teaching language and literature in elementary classrooms. Good condition. Crisp pages. Clean copy. Previous name is written in pencil on title page.No highlighting or other writing inside. Has some creases on front cover as well as curled corners. Has edgewear and shelfwear. Overall solid copy.

Teaching Language and Literature in Elementary Classrooms

Lawrence Erlbaum Associates, Inc.

Learning Journals in the K-8 Classroom is the first comprehensive presentation of how to use academic journals effectively for elementary-level instruction. The text outlines the theoretical foundations for using learning journals and provides step-by-step suggestions for implementing them in every content area and at all levels of elementary instruction. Learning journals provide resources and support for reading aloud, independent reading, mini-lessons, cooperative study, individual research, workshops, and the portfolio system. The type of interactive writing students do in learning journals helps them explore complex ideas in the content areas, using their own strengths of analysis and response; the journals then become resources for future learning, group discussions, individual conferences, learning assessment, reports, and progress. Four introductory chapters show teachers how to create their own journals, introduce journals to students, integrate them with cooperative study, and use them for assessment. Additional chapters focus on the individual curriculum areas of literature, writing, mathematics, science, and social studies. The text includes sample entries from student journals at all grade levels and in every content area, and appendices of annotated resources to support journaling and interviews with teachers who use journals in their classrooms.

Learning Journals in the K-8 Classroom: Exploring Ideas and information in the Content Areas

Dictionaries & Thesauruses

The goal of Teaching Language and Literature in Elementary Classrooms: A Resource Book for Professional Development, Second Edition is to help the beginning teacher create a classroom environment that integrates literacy development with learning in all areas of the curriculum. Theoretically based, well organized, and practical, this text identifies the major components of an integrated language program and describes and illustrates skills teachers need to implement this kind of program in their own classrooms. It is uniquely designed as a handbook for beginning educators that serves both as a text and as a professional resource to be carried into the first year of teaching. The narratives in this text, and the accompanying instruction for preparing to teach, are included for every elementary instructional level. A consistent chapter format is used to help readers move from a direct experience of a classroom narrative, to step-by-step descriptions they can follow to implement these activities in their own classrooms. A rich array of interactive pedagogical features is provided. New in the Second Edition: This edition retains the purposes of the first edition, but adds ideas and information gathered over the years from new classroom observations. It also incorporates the results of the author's extensive reviews of educational research, continuous reading in all the genres of children's literature, and correspondence with faculty and students who used the first edition of this text. In response to these varied and helpful experiences, the Second Edition features: *Strategies for dealing with problems of disruption in the classroom; *Expanded discussions related to diversity and special needs; *Increased attention to methods of evaluation and mandated testing programs; *Reorganization of chapter sections to make them more useful to readers; *A new chapter on play and the fine arts; *Integration of electronic teaching technology into all chapters; *Extensive in-text annotations of children's literature, discussions of new titles in children's literature, cultural literatures, book clubs, series books, and the influence of books published internationally; *Updated reports of research and best practice studies; *New classroom observations; and *New appendices, designed to provide information and resources for instructional support.

Education & Teaching

Schools & Teaching

The goal of Teaching Language and Literature in Elementary Classrooms: A Resource Book for Professional Development, Second Edition is to help the beginning teacher create a classroom environment that integrates literacy development with learning in all areas of the curriculum. Theoretically based, well organized, and practical, this text identifies the major components of an integrated language program and describes and illustrates skills teachers need to implement this kind of program in their own classrooms. It is uniquely designed as a handbook for beginning educators that serves both as a text and as a professional resource to be carried into the first year of teaching.The narratives in this text, and the accompanying instruction for preparing to teach, are included for every elementary instructional level. A consistent chapter format is used to help readers move from a direct experience of a classroom narrative, to step-by-step descriptions they can follow to implement these activities in their own classrooms. A rich array of interactive pedagogical features is provided.New in the Second Edition: This edition retains the purposes of the first edition, but adds ideas and information gathered over the years from new classroom observations. It also incorporates the results of the author's extensive reviews of educational research, continuous reading in all the genres of children's literature, and correspondence with faculty and students who used the first edition of this text. In response to these varied and helpful experiences, the Second Edition features:*Strategies for dealing with problems of disruption in the classroom;*Expanded discussions related to diversity and special needs;*Increased attention to methods of evaluation and mandated testing programs;*Reorganization of chapter sections to make them more useful to readers;*A new chapter on play and the fine arts;*Integration of electronic teaching technology into all chapters;*Extensive in-text annotations of children's literature, discussions of new titles in children's literature, cultural literatures, book clubs, series books, and the influence of books published internationally;*Updated reports of research and best practice studies;*New classroom observations; and*New appendices, designed to provide information and resources for instructional support.

Here is the story of Summerfield Grade School and Charles Kamm, a principal and teacher who devoted his entire professional career to this rural Illinois school. A modest man of quiet dignity, understated intelligence, wit, and gracious manner, Kamm communicated his principles and sense of purpose to those around him for 38 years. He created a school family, where each person was valued, and encouraged the development of a community family, where parents, grandparents, and citizens participated in the programs and activities of the school. This book is not intended to be a nostalgic walk down memory lane but rather an illustration of what is possible when principles guide administrative decision-making. Although Kamm's career as a teacher and principal came to a close in the 1990s, the basic principles of thought and behavior that directed his practice are timeless in their application. Schools, teachers, communities, and legal mandates change, but the core ideals of successful human relationships remain the same. An Afterword outlines current research related to the nurturing principal, and describes the legacy left to Summerfield School by Mr. Kamm.

The Man Who Became A School

Biographies & Memoirs

Professionals & Academics

R&L Education

See the best price to sell, buy, or rent books by Popp, Marcia S.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Popp, Marcia S.

See the best price to sell, buy, or rent books by Popp, Marcia S.. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

American Men of Olympic Track and Field: Interviews with Athletes and Coaches

Teaching Language and Literature in Elementary Classrooms: A Resource Book for Professional Development

Teaching Language and Literature in Elementary Classrooms

Learning Journals in the K-8 Classroom: Exploring Ideas and information in the Content Areas

Teaching Language and Literature in Elementary Classrooms

Teaching Language and Literature in Elementary Classrooms: A Resource Book for Professional Development

Teaching Language and Literature in Elementary Classrooms: A Resource Book for Professional Development

The Man Who Became A School