Nonfiction Books

High school and the difficult terrain of sexuality and gender identity are brilliantly explored in this smart, incisive ethnography. Based on eighteen months of fieldwork in a racially diverse working-class high school, Dude, You're a Fag sheds new light on masculinity both as a field of meaning and as a set of social practices. C. J. Pascoe's unorthodox approach analyzes masculinity as not only a gendered process but also a sexual one. She demonstrates how the "specter of the fag" becomes a disciplinary mechanism for regulating heterosexual as well as homosexual boys and how the "fag discourse" is as much tied to gender as it is to sexuality.

For Kylene Beers, the question of what to do when kids can't read surfaced abruptly in 1979 when she began teaching. That year, she discovered that some of the students in her seventh-grade language arts classes could pronounce all the words, but couldn't make any sense of the text.

<b>The bestselling guide, updated to reflect all changes to the GED through 2002<P>Each year, nearly a million North Americans take the GED high school equivalency exam. Formerly entitled <i>Contemporary's GED, one of the most popular resources for those prepping for the test has been revised for all changes to the GED, through 2002. This latest edition of the bestselling guide arms readers with what they need to score high in all five test categories, including targeted assessments, easy-to-follow instructions, hundreds of reinforcement activities, and simulated GED tests for each subject area. Outstanding features that have made for the continuing popularity of this guide include: <ul><li>Half-length pretests for each subject area that help readers pinpoint strengths and weaknesses <li>Two full-length practice tests for each subject area

Special new sections on critical thinking skills, graphs, and illustrations <li>New guidelines for using the Casio fx-260 solar calculator for the mathematics test

A complete answer key explaining why each answer is correct <li>Chapter-by-chapter surveys that reinforce knowledge of key concepts <li>Test-taking tips and strategies

<DIV><p><I>I Read It, but I Don't Get It is a practical, engaging account of how teachers can help adolescents develop new reading comprehension skills. Cris Tovani is an accomplished teacher and staff developer who writes with verve and humor about the challenges of working with students at all levels of achievement—from those who have mastered the art of "fake reading" to college-bound juniors and seniors who struggle with the different demands of content-area textbooks and novels.

Enter Cris' classroom, a place where students are continually learning new strategies for tackling difficult text. You will be taken step-by-step through practical, theory-based reading instruction that can be adapted for use in any subject area. The book features:

• anecdotes in each chapter about real kids with real universal problems. You will identify with these adolescents and will see how these problems can be solved;
• a thoughtful explanation of current theories of comprehension instruction and how they might be adapted for use with adolescents;<LI>a What Works section in each of the last seven chapters that offers simple ideas you can immediately employ in your classroom. The suggestions can be used in a variety of content areas and grade levels(6-12);<LI>teaching tips and ideas that benefit struggling readers as well as proficient and advanced readers;<LI>appendixes with reproducible materials that you can use in your classroom, including coding sheets, double entry diaries, and comprehension constructors.<p>In a time when students need increasingly sophisticated reading skills, this book will provide support for teachers who want to incorporate comprehension instruction into their daily lesson plans without sacrificing content knowledge.

<DIV><p>“Do I really have to teach reading?” This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is “yes.” If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.

Building on the experiences gained in her own language arts classroom as well as those of colleagues in different disciplines, Cris Tovani, author of I Read It, but I Don't Get It, takes on the challenge of helping students apply reading comprehension strategies in any subject. In Do I Really Have to Teach Reading?, Cris shows how teachers can expand on their content expertise to provide instruction students need to understand specific technical and narrative texts. The book includes:<ul><li> examples of how teachers can model their reading process for students;

ideas for supplementing and enhancing the use of required textbooks;

detailed descriptions of specific strategies taught in context;<li>stories from different high school classrooms to show how reading instruction varies according to content;<li>samples of student work, including both struggling readers and college-bound seniors;

a variety of “comprehension constructors”: guides designed to help students recognize and capture their thinking in writing while reading;

guidance on assessing students;

tips for balancing content and reading instruction.Cris's humor, honesty, and willingness to share her own struggles as a teacher make this a unique take on content reading instruction that will be valuable to reading teachers as well as content specialists.

<B> From some of the best-known authors in the field comes a book that provides teachers with practical information about improving students reading, writing, and oral language development. <B> Examples from science, social studies, English, math, visual and performing arts, and core electives ensure that all middle and high school teachers will find useful ideas that they can implement immediately. This book provides readers with examples of fifty evidence-based instructional strategies that can be used across content areas to ensure that reading and writing occur in all classes. All Middle and High School inservice teachers.

<P style="MARGIN: 0px">This book helps teachers to infuse literacy instruction into all content areas. The authors present a rich panoply of engaging instructional strategies that research has shown to be effective for improving reading and writing in middle and secondary school students.

After discussing common questions asked by content area teachers, a full chapter is devoted to each of eight strategies–anticipatory activities, read-alouds/shared reading, questioning, notetaking/notemaking, graphic organizers, vocabulary instruction, writing to learn, and reciprocal teaching–coupling discussions with examples from the author's own research in a diverse, urban secondary school. Features a common structure for presenting each strategy–1) scenario of a teacher using the strategy; 2) rationale for the strategy and its supporting research; and 3) descriptions of how the strategy works and authentic examples of the strategy in use.

Additionally, in order to meet the challenge of today's inclusive, multicultural classrooms, the book presents only those strategies that have been proven effective with all learners - including struggling readers and those for whom English is not their first language.

This practical, performance based methods text for middle and second school pre-service teachers is organized around four developmental components: *Why--gives the rationale to support the components that follow *What--what you will be teaching *How--how you will teach it *How well--how well you are teaching it. Organized into four parts that are then split up into ten modules, the text begins with a history of education going back to colonial times. The modules then cover the many and varied aspects of teaching pre and early adolescents, such as teaching students with exceptionalities, classroom management, diversity, instructional planning, using technology in the classroom, assessing student achievement, and self-assessment and continued professional development. The authors contend that the best teacher is one who has an eclectic style and can monitor their own progress and make changes and adapt their strategies if they are not succeeding. The ninth edition has been carefully updated to reflect the diversity and current topics in the field today. The book is a valuable resource for students today and as a reference for many years to come. New To This Edition: NEW!Improved balance of content between middle and secondary schools--this emphasizes that middle school is uniquely different from both high school and the traditional junior high school and that pre-and early adolescence is different from late adolescence. NEW! Technology has been integrated throughout every module of the book--New features including "Teaching Scenarios," "Activities," and "Technology Rich" features were added to all modules. NEW! Contributions from pre-service and in-service middle and secondary school teachers, teacher educators, and educational researchers have been added--to strengthen the tie between theory and practice.

Nancie Atwell reflects on the ten years of her teaching experience since writing the first edition of the seminal work, In the Middle.

Classroom Management for Middle and High School Teachers, Eighth Edition, gives teachers the information and skills they need to establish management systems in today's rich, multicultural classroom, based on the authors' many years of research and experience in more than 500 classrooms. This best-selling text helps teachers plan, implement and develop the most basic classroom management tasks to develop a smoothly running classroom that encourages learning. Written for the prospective or new middle and high school-level teacher, the text's content is ready to be applied in a classroom setting. The authors address the planning decisions teachers must make, including arranging the physical space, creating a positive climate, establishing expectations, rules and procedures, planning and conducting instruction, encouraging appropriate behavior, addressing problem behavior, and using good communication skills, with particular attention paid to the growth of diverse and inclusive classrooms. All examples, checklists, case studies, and group activities are designed for the secondary level.