Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is experience and education. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Experience and Education.

Subtractive Schooling: US-Mexican Youth and the Politics of Caring: A. Valenzuela

(1988). Creating Architectural Theory: The Role of the Behavioral Sciences in Environmental Design. Journal of Architectural Education: Vol. 41, Urban History in the 1980s, pp. 60-61.

Creating Architectural Theory: The Role of the Behavioral Sciences in Environmental Design

Carola Suarez-Orozco, Marcelo M. Suarez-Orozco and Irina Todorova, Learning a New Land: Immigrant Students in American Society Cambridge, MA: Harvard University Press, 2008, 440 pp., $29.95 hb. (IS...

Learning a New Land: Immigrant Students in American Society

Bruno Bettelheim has spent his lifetime working on behalf of children and their secure upbringing. Having survived two concentration camps, he came to the United States and created a new therapeutic environment to help psychotic children survive their illnesses. He has frequently written about that experience; now he turns to a seemingly different subject, the fairy tale. He perceives an underlying continuity in his work, maintaining that the familiar fairy tale is, in fact, an art form, delineating the ultimate goal of child and man alike, a life with meaning. He indicates why other children's stories fail to attain this goal, and at the same time, why fairy tales themselves have fallen into disuse. In discussing their virtues, the author employs his extensive clinical experience, his engaging style, and, of course, the fairy tales themselves. Psychoanalytic assumptions constitute the organizing principle of his book, its consistency, and its occasional shortcomings;

The Uses of Enchantment: The Meaning and Importance of Fairy Tales

One of the 16 core beliefs of middle level thinking is that schools and families must work together on behalf of every young adolescent (National Middle School Association, 2010). However, in classrooms and on curriculum nights, communication emerges as a critical issue. This is especially true when it comes to teachers’ interacting with Latino immigrant newcomer families. That is to say, in our regional context, the vast majority of middle level educators and administrators are monolingual English speakers; they themselves often see their monolingualism/culturalism as a stumbling block for communicating caring to Latino parents and the trust such caring generates. A recurring question we encounter in our various teacher education courses and on-site with our partners is: “How can teachers and institutions demonstrate a language and practice of caring in situations when they do not necessarily speak the same language?” Drawing from intercultural communication theory, we outline two over-arching in...

You Say, "Cariño"; I Say, "Caring": Latino Newcomer Immigrant Families in the Middle

For two years, I studied three teachers using drama as a tool for teaching and learning in their classrooms. The K-3 (K-5 in the second year of the study) school, McDowell Elementary (all names are pseudonyms to preserve anonymity) belonged to a large urban district in a major Southeastern city whose population was 74% African American, 15% Caucasian, 10% Asian, and 1% Latino. Over 80% of the students qualified for the federal free-or-reduced lunch program. The drama program was fully funded by an area church with support from a local children's theatre, as part of a philanthropic program \"to enrich the lives o f . . . inner-city children both academically and artistically.\" The three focus teachers, Geri (kindergarten), Janine (third grade), and Lane (first grade), willingly collaborated with me as I taught with them and reflected on our collaborations. The school, Geri and Lane, as well as many children and colleagues were familiar to me as I had been the drama specialist at McDowell two years earlier. The larger research study on which this article draws is a narrative case study using ethnomethodological and phenomenological methods. Each case shared here tells a unique story; collectively they represent a significant range of teacher perceptions and interpretations of classroom drama that I saw over the two years of the study.

Revisioning Visions: Narrative Case Studies of Classroom Teachers’ Changing Views of Drama

This study is a phenomenological exploration of assessment practices in elementary-level drama education. Through analysis of interviews with fourteen drama educators, it describes how elementary d...

Assessment in elementary-level drama education: Teachers’ conceptualizations and practices

In this article, we narrate a self-study that emerged through a collaborative, arts-based inquiry around Latinx diversity, especially those arising from citizenship status at the individual and fam...

Applied Theater and Mixed-Status Families: A Collaborative Self-Study with Teacher Education Candidates

This article examines the assessment terrains and processes employed formally and informally by a theatre-focused group of adults adapting and performing children’s original writing as plays for young audiences through a project called YOUR Stories on Stage. The journey of three anchor child-written exemplars from original form through screening into script then onto rehearsal and performance is chronicled and questioned to help articulate specific ways a theatre lens on children’s writing finds strengths and assets in the work, with particular attention to elements of multimodal literacy (Cope and Kalantzis 2009; Jewitt and Kress 2003). The same three pieces of writing are also analyzed with the well-established criteria of six-traits writing analysis (Spandel 2012) used widely in various forms by classroom teachers, school systems, and testing organizations. Complementary and contrasting patterns are identified and discussed with findings pointing to echoed connections between the two approaches, partic...

Beth Murray

Papers

You Say, "Cariño"; I Say, "Caring": Latino Newcomer Immigrant Families in the Middle

Revisioning Visions: Narrative Case Studies of Classroom Teachers’ Changing Views of Drama

Assessment in elementary-level drama education: Teachers’ conceptualizations and practices

Applied Theater and Mixed-Status Families: A Collaborative Self-Study with Teacher Education Candidates

Finding Strength: Multimodal Assessment and Adaptation of Children’s Writing Into Theatre