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This accessible resource addresses the problems, challenges, and issues that general and special education leaders frequently face on a day-to-day basis in implementing the Common Core standards in their schools. Grounded in best practices from current literature, this text provides leaders with practical solutions to working with teachers and differentiating instruction for all students—including students with special needs, ESL, and ELL learners. A School Leader’s Guide to Implementing the Common Core presents a cohesive framework and offers viable options for effective inclusive instruction based on students‘ varied learning needs. Special Features: Vignettes and "Research-Based Practical Tips" offer concrete connections to school contexts and illustrate practical applications. Explores current trends in Universal Design for Learning (UDL), Multi-tiered Systems of Support (MTSS), and Response to Intervention (RTI), and how they relate to the Common Core Standards. Guides leaders through the development of effective policies for culturally responsive instruction in the classroom.

This book is designed for the amateur historian who is interested in visiting location related to the Vicksburg campaign. This book contains photographs, locations along with mileage and GPS coordinates of significant places along the march. Also included are excerpts from the Official Records of the War Rebellion.

With a few notable exceptions, sociological studies of poor, native-born, non-ethnic whites in rural areas are rare. This book corrects this oversight with an ethnographic study of a small, poor, white, heartland community that the author calls "Potter Addition." The community consists of some 100 families and is located on the rural-urban fringe of a medium-sized Midwestern city. Poverty, Family, and Kinship in a Heartland Community is the story of three generations of rural families who, one after another, have been driven from the land during the last seventy-five years. Harvey argues against the grain of a number of recent studies that "Potter Addition's" poverty, like much modern poverty, has its origins in the productive contradictions of late capitalism. It is not the result of some moral or motivational defect of the poor themselves. At the same time he shows, even as they struggle to survive their uncertain niche and learn how to adapt, these families play an active role in reproducing the everyday material and cultural details of their poverty from the substance of their daily experiences. Working from this premise, Harvey provides a detailed ethnographic description of "Potter Addition" and its people. The volume focuses especially on the family and kinship structures that have developed in "Potter Addition" and shows how they fit into the overall response of the poor to their uncertain and unpredictable class situation. This is a unique effort by a knowledgeable researcher who, in this work, boldly steps outside conventional realms of discourse in sociology and geography.

With a few notable exceptions, studies of poor, native-born, non-ethnic whites are rare in the sociological literature. This book attempts to correct the oversight by presenting ethnography of an actual small, poor, white, heartland community that the author calls "Potter Addition." The community consists of some 100 families, and is located on the rural-urban fringe of a medium-sized Midwestern city. "Poverty, Family, and Kinship in a Heartland Community "is the story of three generations of rural families who, one after another, have been driven from the land during the last seventy-five years. Harvey argues (against the grain of a number of recent studies) that "Potter Addition's" poverty, like much of modern poverty, has its origins in the productive contradictions of late capitalism, and thus is not the result of some moral or motivational defect of the poor themselves. At the same time he argues that the families he studies-even as they struggle to survive their uncertain niche and learn how to adapt-play an active role in reproducing the everyday material and cultural details of their poverty from the substance of their daily experiences. Working from this premise, Harvey's work provides a detailed ethnographic description of "Potter Addition" and its people. The volume focuses especially on the family and kinship structures that have developed in "Potter Addition," and shows the logic and rationality of.such arrangements by revealing how they fit into the-overall response of the poor to their uncertain and unpredictable class situation. This is a unique effort by an outstanding researcher.

Western Europe provides a balanced appraisal of common characteristics and shared problems of the eighteen states lying to the west of the former Iron Curtain.

The Sports Encyclopedia: Baseball 2006 covers the history of every player and every team, with detailed statistics and summaries about each season, as well as full coverage of this year's exciting pennant and wild card races.

"A bibliography of poetry composed in what is now the United States of America and printed in the form of books or pamphlets before 1821"--Provided by publisher.

Twenty richly-detailed narratives vividly bring to life the experiences of dying and bereavement in Crossing Over, weaving together emotions, physical symptoms, spiritual concerns, and the stresses of family life, as well as the professional and personal challenges of providing hospice and palliative care.

Drawing on a three-year post-critical ethnography, this volume counters deficit-based notions of disability to present a new social and dialogic theory of thinking and learning for students with significant support needs. Dismantling ideas around ableism/disableism, Social and Dialogic Thinking and Learning offers a uniquely theoretical and conceptual contribution to special education and capability research. Illustrating how students exhibit varied practical, social, and creative abilities, possess agency and perform identity, chapters present a challenge to the restrictive ways in which disability is constructed through prescriptive forms of teacher-student interaction and instruction. The text ultimately offers a powerful re-imagining of how educators and researchers can perceive, observe, and respond to students beyond current institutional and cultural norms. This text will benefit researchers, academics, and educators with an interest in inclusion and special educational needs, disability studies, and the theories of learning more broadly. Those specifically interested in educational psychology and the study of severe, profound, and multiple learning difficulties will also benefit from this book.