Book 2 of DESERT ROSES. The last ten years have been difficult for Ashley Reynolds--first her parents disowned her because of her choice of spouse, war tragically took his life, then she discovered she would bear his child. Living with her grandfather and raising her daughter, Ashley Reynolds has finally found an element of peace while working as a Harvey Girl in Winslow, Arizona. When a crew of architects come to build a massive resort hotel, bringing a mysterious man into her life, her world unexpectedly changes.
Eleanor H. Porter's heartwarming novel "Across the Years" follows the lives of two individuals, Jerry and Lucy, as their paths intertwined over the years. Jerry, an orphaned boy raised with the aid of kind-hearted farmer John Simpson, develops a deep friendship with Lucy, a younger woman residing along with her family on a neighboring farm. Their childhood bond blossoms right into a love that transcends social barriers and the passage of time. Despite the challenges and separations, they face, their love remains unwavering. Jerry's ambition leads him to pursue a profession in regulation, while Lucy's artistic abilties guide her towards an existence of teaching and painting. Years bypass, and that they each experience non-public triumphs and setbacks, but their connection stays a steady supply of energy and solace. The novel explores the subject matters of putting up with love, resilience, and the enduring electricity of friendship. Through Jerry and Lucy's adventure, Porter paints a poignant portrait of life's united states of americaand downs, demonstrating that real love can withstand the check of time and situation. As their paths converge once again in later years, Jerry and Lucy's love tale comes complete circle, reminding us that the bonds solid in adolescence can form our lives and provide unwavering aid for the duration of the years.
Using contemporary autobiography theory, and literary and anthropological approaches, Wong traces the development of Native American autobiography from pre-literate oral, artistic, and dramatic personal narratives through late nineteenth and early twentieth-century life histories to contemporary autobiographies.
Using contemporary autobiography theory and literary, historical, and ethnographic approaches, Wong explores the transformation of Native American autobiography from pre-contact oral and pictographic personal narratives through late nineteenth-/early twentieth-century life histories to written contemporary autobiographies. This book expands the definition of autobiography to include non-written forms of personal narrative and non-Western concepts of self, highlighting the incorporation of traditional tribal modes of self-narration with Western forms of autobiography and charting the historical transition from orality to literacy.
Writing development and pedagogy is a high priority area, particularly with standardised testing showing declines in writing across time and through the years of schooling. However, to date there are relatively few texts for teachers and teacher educators which detail how best to enable the children to become confident, autonomous and agentic writers of the future. Developing Writers Across the Primary and Secondary Years provides cumulative insights into how writing develops and how it can be taught across years of compulsory schooling. This edited collection is a timely and original contribution, addressing a significant literacy need for teachers of writing across three key stages of writing development, covering early (4-7 years old), primary (7-12 years old) and secondary years (12-16 years old) in Anglophone countries. Each section addresses two broader themes — becoming a writer with a child-oriented focus and writing pedagogy with a teacher-oriented focus. Together, the book brings to bear rigorous research and deep professional understanding of the writing classroom. It offers a novel approach conceiving of writing development as a dynamic and multidimensional concept. Such an integrated interdisciplinary understanding enables pedagogical thinking and development to address more holistically the complex act of writing.
The four nations of the UK each have distinctive policy and curricula in relation to Early Childhood Education and Care (ECEC). This new textbook offers a comprehensive look at early years education in England, Northern Ireland, Scotland and Wales, bringing the curriculum frameworks for each country together in one place. Drawing on the cultural and practical pedagogy of each curriculum, this book aims to develop students’ understanding of the development, care, education, health, well-being and upbringing of young children across the UK in a social, pedagogical and policy context. Divided into two sections, the first examines each country’s learning and teaching requirements in detail within a policy context. The book then explores the similarities and differences between the curricula, focusing on key areas such as play, the indoor and outdoor learning environment, the family and assessment. Accessible and engaging, this book will help students to analyse and question practice both in their own country and across all four Home Nations. Features include: case studies to illustrate practice and a frequently asked questions section in each chapter to clarify key points and opportunities for reflection and debate. Including contributions from expert practitioners in each country, this text is essential reading for all students studying early childhood and will help them to understand the impact of policy on children and families across the UK.
This practical and accessible book explores ways of developing continuity and coherence in children's learning from three to seven years old. It is based around three case studies in which tutors on Initial Teacher Training courses worked with early years practitioners in three different pre-school settings, each linked to a primary school. The book describes how they successfully managed to plan and teach integrated themes across the age-range in the context of the requirements of the Foundation Stage and the National Curriculum. Each case study has a different focus: * science, design and technology *' the arts' - including an ICT strand * 'the humanities' - including a physical education strand English and mathematics dimensions run through each theme.The book is alive with discussion of children's art, language, drama and music, captured as field notes, writing, drawing, and as video tape. Each chapter concludes with suggestions of ways in which readers can develop the ideas in their own contexts. This book will be invaluable reading for students on Early Years courses, Early Years practitioners, and tutors and mentors in early childhood education.
This volume presents the findings of a large-scale study of individual differences in spoken (and heard) language development during the school years. The goal of the study was to investigate the degree to which language abilities at school entry were stable over time and influential in the child’s overall success in important aspects of development. The methodology was a longitudinal study of over 600 children in the US Midwest during a 10-year period. The language skills of these children -- along with reading, academic, and psychosocial outcomes -- were measured. There was intentional oversampling of children with poor language ability without being associated with other developmental or sensory disorders. Furthermore, these children could be sub-grouped based on their nonverbal abilities, such that one group represents children with specific language impairment (SLI), and the other group with nonspecific language impairment (NLI) represents poor language along with depressed nonverbal abilities. Throughout the book, the authors consider whether these distinctions are supported by evidence obtained in this study and which aspects of development are impacted by poor language ability. Data are provided that allow conclusions to be made regarding the level of risk associated with different degrees of poor language and whether this risk should be viewed as lying on a continuum. The volume will appeal to researchers and professionals with an interest in children’s language development, particularly those working with children who have a range of language impairments. This includes Speech and Language Pathologists; Child Neuropsychologists; Clinical Psychologists working in Education, as well as Psycholinguists and Developmental Psychologists.
