New Release Books by Merle Froschl

Merle Froschl is the author of Cybersafe Young Children (2020), Resources for Educational Equity (2017), The Anti-Bullying and Teasing Book (2017), Supporting Boys' Learning (2010) and other 5 books.

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9 results found

Cybersafe Young Children

release date: Jan 01, 2020
Cybersafe Young Children
"Designed to support teachers as they integrate lessons about good digital citizenship into the daily life of the classroom; provides a rationale for addressing this issue in the early grades as a prevention for later harmful behavior such as cyberbullying; practical classroom strategies, suggested readings, and annotated lists of children's books and organizational resources. Cyber-Safe Young Children: Helping K-3 Students Use the Internet Safely and Responsibly is designed to support teachers as they integrate lessons about good digital citizenship into the daily life of the classroom. It provides a rationale for addressing this issue in the early grades as a prevention for later harmful behavior such as cyberbullying. The book also includes practical classroom strategies, suggested readings, and annotated lists of children's books and organizational resources"--

Resources for Educational Equity

release date: May 04, 2017
Resources for Educational Equity
Cover -- Half Title Page -- Title Page -- Copyright Page -- Original Title Page -- Original Copyright Page -- Contents -- Acknowledgments -- Introduction -- The Women's Educational Equity Act: Impetus and Inspiration -- Sex, Race and Disability: Triple Threat to Educational Equity for Girls and Women -- Early Childhood Education -- Computers -- Guidance Counseling -- History -- Language Arts and Literature -- Mathematics -- Science -- Sports -- Teenage Childbearing -- Vocational Education -- Libraries and Media Centers -- About the Authors -- About Educational Equity Concepts, Inc. -- Index

The Anti-Bullying and Teasing Book

release date: Aug 01, 2017
The Anti-Bullying and Teasing Book
In preschool, children encounter their first experiences in forming and joining social groups outside their family. It is natural for them to experiment with social interactions while learning about their world. In this guide, teasing and bullying are addressed as a continuum of intentionally hurtful behavior, from making fun of someone to repetitive physical abuse. Creating a caring environment at the beginning of school reduces the need for children to assert themselves through negative behavior such as teasing and bullying. With The Anti-Bullying and Teasing Book, teachers of young children can address this behavior before it develops. Special features of this book: Information on family-school partnerships to engage families in the development of a caring community and to reinforce teachings about empathy and mutual respect. Techniques to teach children how to think about and manage their feelings in a safe and appropriate way. Tips for teaching children how to act appropriately as a "bystander." Children who stand by while a friend is being teased and bullied may be uneasy or even scared that they might be next. They feel powerless and learn negative ways to interact with others. Teachers have the opportunity to work with bystanders, helping them to develop the confidence to stand up for a friend. As a result, children will become more able to stand up for themselves and not tolerate teasing and bullying behavior. The Anti-Bullying and Teasing Book creates an environment that reinforces the positive messages essential to children's sense of safety and well-being. Some such messages are quoted from "Hurt-Free Schools" by M. Christine Mattise: If you are hurt on the playground, someone will come to see if you are all right. If you are alone, you are welcome to join in a game. If you are being teased, other children will come and tell the teaser to stop. If you need help, ask an adult. When certain social milestones and goals are achieved, children can easily live and work within their world. According to the National Association for the Education of Young Children (NAEYC) Code of Ethical Conduct, these goals can be stated in terms of "democratic life skills," which include the ability to: see one's self as a worthy individual and a capable member of the group. express strong emotions in non-hurting ways. solve problems ethically and intelligently. be understanding of the feeling and viewpoints of others. work cooperatively in groups, with acceptance of the human differences among members. Teachers have a major influence on how children view themselves within the larger world. Children mimic teachers' language and interactions. By creating a climate of mutual respect, teachers can help children learn to develop empathy and treat others fairly and kindly, and to stand up for themselves and their friends in safe and developmentally appropriate ways. The Anti-Bullying and Teasing Book will help teachers create a school environment in which all children feel comfortable, safe, and welcome.

Supporting Boys' Learning

release date: Jul 04, 2010
Supporting Boys' Learning
Provides knowledge and strategies for teaching boys in ways that build on their strengths, respect their individual development levels, and adhere to principles of child development. Research has raised concerns about boys' vulnerability in terms of social-emotional development, referral to special education, and academic success in school. Responding to these concerns, this provides strategies to improve teaching practice.

The Anti-bullying and Teasing Book for Preschool Classrooms

release date: Jan 01, 2005
The Anti-bullying and Teasing Book for Preschool Classrooms
"Resource book for preschool teachers that provides activities and techniques to prevent and address teasing and bullying in the classroom"--Provided by publisher.

What Will Happen If--

release date: Jan 01, 1985
What Will Happen If--
Based on the premise that exposure to science and technology is important in early childhood curricula, this guide was developed to help teachers incorporate mathematics, sciences, and technology-related activities into existing programs. Activities contained in this guide focus on concepts in the physical sciences and in the development of visual-spatial and problem-solving skills. The guide has built into each activity ways to ensure that all children participate equally regardless of sex, race, or disability. Major sections include: (1) introduction (focusing on equity issues, early childhood environment, and the rationale for the guide); (2) using the scientific method with young children (explaining the format of the guide, nature of the scientific method, and the role of the teacher); (3) preliminary activity (creating a collage on what scientists do); (4) water and sand (exploring the concept of flow); (5) blocks (explaining momentum with ramps and balls); (6) bottles and liquids (concentrating on solubility, density, and viscosity); (7) machines (consisting of technologically oriented activities); and (8) resources (identifying math and science materials for children, teachers, and parents). (ML)
9 results found


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