New Releases by Anne Emerson

As educators, the attitude with which we approach our work has considerable impact on the outcome for students. Our assumptions and expectations influence learning both positively and negatively. This book adopts a compassionate acceptance that all children, no matter what they say, don’t say, or do, are doing the best they can in that moment. It is in the adults’ power, and their responsibility, to understand children and barriers they experience in their learning. By exploring neuroscience, psychology, and learning theory, we can increase our awareness of brain organisation and function to help us understand why a child isn’t doing what we have asked. With understanding comes both our compassion and ability to support. The case studies and examples from the author’s practice illustrate how we can learn from effective strategies for neurodivergent children to build insight into all pupils. When we adopt a non‐judgemental and encouraging approach, we form positive collaborative relationships with children and their families that increase engagement with and enjoyment of learning and reduces our own frustration and stress. This book is valuable reading for all educators, equipping them with an understanding that allows them to work flexibly and creatively to meet the learning and emotional needs of all pupils.

The Missy Box In 1685 two ten-year-old girls cross the Atlantic, one in the hold of a slave ship, and the other at the Captain's table of a royal Danish ship. On St. Thomas their lives will become intertwined, along with that of Mette, the brothel keeper, and Isaac and Pundi, two other wanderers who have landed in this fomenting place at the dawn of its plantation history. Eighty-five years later, in Copenhagen, this family story is uncovered by Maria Suhm, the way many are, through treasures kept hidden. The Missy Box gives up its secrets with tantalizing reluctance, against a backdrop in 1772 of historical scandal and conspiracy that will bring Denmark to a crisis. The Missy Box is an imagined story based on the young life of Maria Suhm Wheelock, the wife of the second President of Dartmouth College and her great grandmother, Maria Bourdoux Lasalle, a Huguenot refugee from France. Set in a time before the interior of America had been discovered by Europeans, the Missy Box recreates a world connected by oceans, peopled by refugees, and the kings who controlled their fates.

"When Bud and Irene decide to move to a senior care center, they find a new home and family for their beloved labradoodle, Hattie. Hattie now has an additional family to love that loves her in return."--Publisher description.

This study examines the role of place-based science education in fostering student-driven health interventions. While literature shows the need to connect science with students' place and community, there is limited understanding of strategies for doing so. Making such connections is important for underrepresented students who tend to perceive learning science in school as disconnected to their experiences out of school (Aikenhead, Calabrese-Barton, & Chinn, 2006).

The Catholic Church consistently affirms the rights and responsibilities that parents, the Church, and its schools have in passing on the faith to children. While Church teaching holds that parents are the primary educators of their children, it also maintains an important role for parishes and schools in nurturing faith formation. The relationship among these three partners provided the focus for this study. In 2000, the Council of Priests of the Archdiocese of San Francisco published the "Partners in Faith: Parish, School and Family" report to address the relationships among parishes, schools and families in the Archdiocese's parish schools. In the report, the Council of Priests identified the attitudes and beliefs that each of the three partners should foster relative to the faith formation of children. It also articulated goals for how parishes, schools, and families may work together to foster the Catholic faith: (a) collaboration, (b) a witnessing community, (c) worship, (d) Christian service, and (e) adult faith formation. There has been no previous empirical study to evaluate the extent to which the Council of Priests' recommendations have been fulfilled. Research affirms the critical role that the principal plays as a "bridge" for the family, the school, and the parish (Fuchs, 1985), and thus, the purpose of this study was to understand the perceptions of the parish school principals regarding the attitudes and beliefs articulated by the Council of Priests on the roles of each of the partners and the relationships among them. In addition, this study investigated the implementation of the goals and objectives of the report, through the lens of the principal. This study utilized a survey methodology. Thirty-three of the 50 parish school principals in the Archdiocese of San Francisco chose to participate in the online survey. Participating principals indicated strong agreement with the statements of the Council of Priests and a strong understanding of their own pastoral role. Principals described many activities in the areas of Christian service, a witnessing community, and collaboration. However, adult faith formation and vibrant family ministry remain areas identified by the principals as needing greater attention.

Oude recepten uit de tijd van Beatrix Potter (1866-1943), voorzien van illustraties uit haar boeken. Vanaf ca. 11 jaar.