War and peace in the early elementary classroom

She has previously published inCLE and other journals, and has published two children's books,Sea, Salt, and Air, a picture book, andWhen the Frost is Gone, a preadolescent novel     

Big books: How to make them and use them

Big — bold — beautiful — they're called big books, and preschool teachers are regularly discovering their exciting educational potential. Traditionally, using books with children is a practice that adults have used since they were first developed in the sixteenth century. Indeed, most preschool classrooms include centers which are called by a variety of names — book nook, book corner, book center, storytime center, reading center, or some other title. It's rare to find a child who does not respond to book reading or storytelling, and teachers of young children routinely plan time each day to read a book to their youngsters. Educationally, their use is acceptable practice for children of all ages. Laverne Warner is a professor of early childhood education at Sam Houston State University, Huntsville, TX. This article draws on material published by the author in Texas Child Care Quarterly,(Summer, 1990), 13:4, 3–8.     

《百川书志》考辨三则

《百川书志》的部类分目参考了《宋史艺文志》等公私目录著述。其分目录书之标准主要是以所录书籍稗益圣教之强弱为主导,辅以＂神怪＂成分的多寡,本于所录书籍之性质及渊源而＂各以类从＂等多方面融合而成。高儒之＂小说观＂并非导向＂小说＂之本位意识,而是退让于《书志》所遵循之著录标准,与其＂史观＂紧密相联而淆乱不清。     

在绘本教学中促进幼儿深度学习的策略

深度学习能够最大程度地彰显幼儿的主体性,使幼儿获得更高的自我价值感,并在内部动机的激发下形成良好的学习品质与思维习惯。由于当前幼儿园教师对绘本的解读缺乏深度,对绘本教学目标的设置过于浅显,绘本教学过程缺乏层次性,绘本教学方法比较单一,致使绘本教学难以帮助幼儿进行深度学习。要改变这一现状,实现绘本教学对幼儿深度学习的促进作用,教师应深度研读绘本,准确把握绘本内容与幼儿发展之间的内在关联;明确以促进幼儿深度学习为绘本教学目标,增强幼儿深度学习的目的性与方向性;引导幼儿反复阅读绘本,增进幼儿对绘本内容与意义的多重理解和自主建构。     

Cultural and Educational Dimensions Reflected in Books Popularizing Scientific Knowledge – A Case Study: The Sky, a 19th Century Book Popularizing Astronomy

The present work is concerned with one of the most successful books popularizing astronomy of the last half of the 19th century, published in France under the title L’ Astronomie Populaire. The book was translated into Greek and was the first book, out of 100, which was published in order to be a part of a popular library meant to educate the Greek lay public. The study of the book reveals some interesting points which could be of use in science education. The kind of language the book uses to communicate with the public, the metaphors and analogies used to make the new knowledge accessible to the public, the unfolding of the syllogisms on which the new knowledge was based, the epistemological view held in the book, are some of these points.     

Torey Hayden’s teacher lore: classroom behavior management of children with emotional and behavioral disorders

Torey Hayden’s portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: One child, Somebody else’s kids, Just another kid, Ghost girl and Beautiful child. Each of these books unfolds within the space of an elementary age, self‐contained classroom for children with emotional and behavioral disorders. Each technique Hayden used to respond to her students’ problem behaviors in the five books was categorized according to Fritz Redl’s theory on managing behavior problems. Redl identified five strategies educators can use to handle their students’ behavior problems: changing, managing, tolerating, preventing and accommodating. The methodology used to categorize Hayden’s techniques was analogous to constant comparative analysis of documents. Hayden is portrayed through Redl’s strategies as a teacher who relies on managing without consequences and changing techniques. Narrative passages illustrating these techniques are presented. The roles of altruism and student empowerment in Hayden’s storied model of classroom management are presented. Implications for Hayden as a role model for teachers of children with emotional and behavioral disorders are discussed.     

A plea for Jill Chaney

Jill Chaney's first book was published over ten years ago, and since then she has produced eight more novels. Five of these have the young child in mind as reader, but her most interesting work lies in the four books she has written for teenagers,Half a Candle, Mottram Park, Return to Mottram Park, andThe Buttercup Field. She is a writer whose books are not widely known, and the purpose of this article is to examine some of the themes in her work and to suggest that what she has to say to young people deserves more attention, both from teachers and teenagers themselves, than she has received up till now.David has had three books for children published,Storm Surge (Butterworth),Quintin's Man (Dobson) andThe Missing German (Dobson). These are to be followed in 1977 by four more stories,The Spectrum (Dobson),Landslip (Hamish Hamilton),The Ferryman (Dobson), andRisks (Pyramid). He has also written articles on Penelope Lively and Penelope Farmer forThe Horn Book, and an essay on Philippa Pearce which appeared inChildren's literature in education. His novelQuintin's Man is to be published by Nelson in the United States this year.     

对知识的迷恋与恐惧——解码博尔赫斯的“知识迷宫”

书籍对于博尔赫斯这样一个学者型作家、失明的作家而言,就是知识的象征。作家的书籍崇拜即对于知识——这种神圣的令人尊敬的东西的崇拜。对“书、知识、智慧”的崇拜散落在小说中,显现为“书”、“图书馆”、“迷宫”三重意象。博尔赫斯并不信仰上帝,他的上帝就是知识。作为学者型的作家,一个智者、知识分子,博尔赫斯笔下充满这种对于“知识”的迷恋与恐惧。     

DEGREES OF DISENCHANTMENT: A REVIEW ESSAY

In this review essay, Mark Brenneman and Frank Margonis address three recent book‐length contributions to the ongoing discussion around cosmopolitanism and educational thought: Mark Olssen's Liberalism, Neoliberalism, Social Democracy: Thin Communitarian Perspectives on Political Philosophy and Education, Sharon Todd's Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism, and Ilan Gur‐Ze’ev's Beyond the Modern‐Postmodern Struggle in Education: Toward Counter‐Education and Enduring Improvisation. Brenneman and Margonis argue that these contributions exhibit a marked disenchantment with Enlightenment conceptions of human possibilities as these inform concrete recommendations in the field of the philosophy of education. All three books call for a rethinking of modernist categories in educational thought, a call that is supported by the authors' respective distrust and ultimate disenchantment with the residual presence of ideas of human perfectibility harbored in the philosophical categories that animate discussions in multicultural, liberal, neoliberal, and postmodern educational discussion. Brenneman and Margonis argue that each of these books theorizes from its own respective regionally specific circumstances, and they therefore prove valuable to philosophers of education who struggle toward their own local responses to human difference and the pedagogical possibilities of educational relations.     

Research and Teacher Education: A British Perspective

The title of a lecture or address is often the least important part of it. Sometimes, indeed, it is almost an after-thought. In the case of my address today, however, the words of the title are important. What one puts between ‘research’ and ‘teacher education’ — on, or and, or in – makes a great deal of difference to the subject matter.     

Schools and the Environment

Abstract

Content analysis was used to determine the environmental content in a selection of national award-winning children's literature from 1960 to 1982. All but six of the seventy-two books analyzed had some type of environmental content, but with the exception of one book, the messages did not constitute themes. Many books used both social and environmental issues as backdrops to the main action of the story. Environmental messages related to human physical and emotional needs occurred more frequently those those related to animals and plants. Environmental messages occurred most frequently in stories set in rural, non-farm settings. It appears that this selection of children's fiction literature was influenced by the environmental awareness generated by Earth Day 1970, in that somewhat more environmental content was found after 1970.     

“Away with all my pleasant things in the world…”: model death‐bed accounts of two young victims of the plague of 1664 in the Dutch town of Leyden

One of the most successful religious children’s books ever written is James Janeway’s A Token for Children (1671/1672). This book offers 13 examples of “well‐dying” children, including the death‐beds of two Dutch children. Details concerning the background of those children are lacking in the English‐language historiography of children’s literature. Janeway borrowed their stories from a broadsheet, published in English in 1666, describing the “last hours” of Susanna Bickes and her little brother Jacob. They died at the age of 14 and seven, respectively, as victims of the plague that raged in 1664 in the Dutch town of Leyden (Leiden). The account of their pious departures had been published in Holland in 1664 as instructive illustrations (exempla) of the Christian ars moriendi. This paper sheds more light on the historical and biographical backgrounds of the dramatis personae of this little book and on its religious and ecclesiastical context. It then evaluates the pious stories from a pedagogical point of view and finally their international and inter‐confessional reception is traced.     

The Survival of Engaged Reading in the Internet Age: New Media, Old Media, and the Book

This article explores questions of paratext and spin-off text through an investigation of websites and other forms of satellite texts relating to three series of novels for young people: the Harry Potter novels by J.K. Rowling, His Dark Materials by Philip Pullman, and the Discworld novels of Terry Pratchett. Much of this material, which is often perceived as competition to the book, actually trades on a powerful assumption that the reader has already read the books in question. Extended reading is supported rather than undermined by many of these associated texts.     

Recipes for fun

Summertime means hours of outdoor play! Children of all ages will enjoy these games and nature activities whether in their own backyards or at a playground, or a nearby park or forest preserve. Ann Cole and Carolyn Haas are parenting consultants and the authors ofI saw a Purple Cow, Pumpkin in a Pear Tree andChildren are Children are Children (all Little, Brown & Co.), as well as theRecipes For Fun books (each $2.50 from PAR, 464 Central, Northfield, II. 60093). Their newest book isThe Big Book of Recipes For Fun (from PAR, $12.98 plus 1.00 postage and handling).     

图画书阅读与儿童非智力发展

图画故事书是学前儿童阅读的起点,是儿童人生的第一本书。当前,图画书对培养孩子的观察力、想象力、审美能力和语文能力方面的积极作用。已得到了人们普遍的认可。但图画书如同一本“生活的百科全书”,它除了对孩子的智力启蒙会产生积极的影响外,对孩子的情感、态度、习惯、性格等非智力方面也有着不可忽视的作用。     

Child Readers and the Worlds of the Picture Book

Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts, Pappa by Svein Nyhus (1998) and What does Daddy Do? by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as book world, real world and play world. For both Daddy and Pappa, the first reading event showed the children’s responses were mainly directed towards exploring the book world. On the second reading event, references to the real world predominated for Daddy, while for Pappa the book world was again dominant. Across both reading events and for both books, the playworld revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives.     

On the shores of Lethe: C. S. Lewis and the Romantics

Anne Lundin is Assistant Curator of the de Grummond Children's Literature Research Collection at the University of Southern Mississippi. Her regular column on children's books runs inThe Clarion Ledger, a statewide paper. She is a doctoral candidate in Librarianship at the University of Alabama.     

关于蒙古文“圣成吉思汗祭祀经”的若干问题

蒙古文＂圣成吉思汗祭祀经＂在1958年于内蒙古达尔罕茂明安旗被发现,但对＂圣成吉思汗祭祀经＂的研究尚不多见,并一般被认为是17世纪的抄本。其实,从内容特点上看,＂圣成吉思汗祭祀经＂应成书于1521年之前,它使人得知古代成吉思汗祭祀的实施状况。＂圣成吉思汗祭祀经＂的存在也证明,在左翼蒙古察哈尔曾经举行成吉思汗祭祀。另外,从＂大恩赐＂的范围涉及喀尔喀、鄂尔多斯以及其他蒙古部落的情况来看,可以认为,成吉思汗祭祀仪式曾经是蒙古统一的祭祀仪式。     

Methodology in the criticism of public address

Analysis of Aristotle's contributions to the development of stasis is incomplete unless a study of the Rhetoric is included. Although books i and ii of the Rhetoric contain only two passages that are even possibly early forms of stasis, book Hi includes stasis as a system of analysis. The doctrine, however, lacks the clear, precise formulation found later in Hermagoras, and the details of the two treatments differ.     

Features in children's counting books that lead dyads to both count and label sets during shared book reading

This study examined how book features influence talk during shared book reading. We used data from a study in which parent–child dyads (n = 157; child's M_age = 43.99 months; 88 girls, 69 boys; 91.72% of parents self-reported as white) were randomly assigned to read two number books. The focus was comparison talk (i.e., talk in which dyads count a set and also label its total), as this type of talk has been shown to promote children's understanding of cardinality. Replicating previous findings, dyads produced relatively low levels of comparison talk. However, book features influenced the talk. Books containing a greater number of numerical representations (e.g., number word, numeral, and non-symbolic set) and a greater word count elicited more comparison talk.