James Marshall – författare

Iconic best hippo friends George and Martha discover that, among other things, pouring split pea soup into your loafers to spare the chef's feelings is not the best-laid plan in this Level Two I Can Read.With original art and text from Marshall's classic storybooks and themes that will resonate with beginning readers, these deeply humorous, deeply honest stories are sure to inspire a love of books and reading. In each of the short stories in this book, George and Martha model healthy ways to navigate the sometimes complicated waters of friendship. Includes "Spilt Pea Soup" and "The Flying Machine," plus games and activities to strengthen reading skills and comprehension.George and Martha is a Level Two I Can Read book, geared for kids who read on their own but still need a little help. Whether shared at home or in a classroom, the engaging stories, longer sentences, and language play of Level Two books are proven to help kids take their next steps toward reading success.

Iconic best hippo friends George and Martha find that scary movies and jealousy are easier to deal with when you have a good friend by your side in the Level Two I Can Read.With original art and text from Marshall's storybooks and themes that will resonate with beginning readers, these deeply humorous, deeply honest stories are sure to inspire a love of books and reading. In each of the two short stories in this book George and Martha model healthy ways to navigate the sometimes complicated waters of friendship. Includes "The Scary Move" and "The Secret Club," plus games and activities to strengthen reading skills and comprehension.George and Martha One More Time is a Level Two I Can Read book, geared for kids who read on their own but still need a little help. Whether shared at home or in a classroom, the engaging stories, longer sentences, and language play of Level Two books are proven to help kids take their next steps toward reading success.

The volume is made up of three main chapters. The first provides a biography of Fellner. The second is an annotated bibliography of Fellner's published works and includes sections on books he wrote, his articles and essays, books he edited, and his public remarks. The third chapter is an annotated bibliography of works about Fellner and his ideas. This volume also includes name and subject indexes.In a volume that will be both useful to the professional economist and accessible to the nonspecialist, this bio-bibliography provides a guide to the work of William J. Fellner, a respected economist, policy adviser, and highly regarded member of the public policy research establishment. His work contains the full sweep of contemporary economic thought. The volume includes a biography, an annotated bibliography of Fellner's published works, and an annotated bibliography of works about Fellner and his ideas. It also includes name and subject indexes.

Examining, in the widest sense, the changes in political philosophy that have occurred in Western capitalist states since the early 1980s, this book focuses on the introduction of neo-liberal principles in the combined area of social and education policy. New Zealand presents a paradigm example of the neo-liberal shift in political philosophy. From constituting the social laboratory of the Western world in the 1930s in terms of social welfare provision, New Zealand has become the neo-liberal experiment of the fully marketised society in the 1990s. Against the theoretical background of educational theory and practice, this book examines neo-liberalism and its critiques as responses to the so-called crisis of the welfare state and argues for a reformulated critical social policy in the postmodern condition. The conclusions about social policy drawn by the authors can be generalized to similar situations in other Western capitalist countries.

Examining, in the widest sense, the changes in political philosophy that have occurred in Western capitalist states since the early 1980s, this book focuses on the introduction of neo-liberal principles in the combined area of social and education policy. New Zealand presents a paradigm example of the neo-liberal shift in political philosophy. From constituting the social laboratory of the Western world in the 1930s in terms of social welfare provision, New Zealand has become the neo-liberal experiment of the fully marketised society in the 1990s. Against the theoretical background of educational theory and practice, this book examines neo-liberalism and its critiques as responses to the so-called crisis of the welfare state and argues for a reformulated critical social policy in the postmodern condition. The conclusions about social policy drawn by the authors can be generalized to similar situations in other Western capitalist countries.

Make sure your students get the most from their online learning experiencesEven though nearly every K-12 public school in the United States has broadband Internet access,the Web’s vast potential as a teaching and learning tool has still not been realized. Web-based learning opportunities have been expensive, slow to develop, and time-consuming to implement, despite pressure on schools to adopt technology solutions that will cure their educational ills. Web-Based Learning in K-12 Classrooms: Opportunities and Challenges chronicles the up and downs of online learning and offers unique insights into its future, providing a comprehensive, curriculum-wide treatment of K-12 content areas (reading, science, mathematics, social studies), special education, counseling, virtual schools, exemplary schools, implementation issues, and educational Web sites.The Internet represents a powerful, complex set of technologies that offers your students access to unlimited knowledgebut that access doesn’t replace the human interactions found in classrooms. Placing a student in front of a computer monitor is a supplement to classroom learning, not a substitute for it. Academics and education professionals address questions surrounding the key issues involved in successfully incorporating the wide range of Web-based learning opportunities (formal courses, demonstrations, simulations, collaborations, searches) into the classroom, including technology, content, and implementation.Web-Based Learning in K-12 Classrooms examines:inquiry-based learning online interaction displaying student work online Internet accessibility for students with disabilities initiating school counselors into e-learning technologies the role of government in virtual schools Web-based schools in California, Virginia, Pennsylvania, Vermont, and Texas a 13-category classification system for online educational resources the ATLAS model for program implementation evaluations of more than 1,000 pieces of online information (articles, research, reports, news, and statistics) and 900 Web applications (tutorials, drills, games, and tests) with evaluation criteriaWeb-Based Learning in K-12 Classrooms is a vital resource for educators interested in online learning applications across the K-12 curriculum.

Despite being one of the greatest educators of the 19th century (perhaps of the modern period) and one of the greatest moral philosophers of all time, Nietzsche's educational thought and works, with some notable exceptions, have been ignored, or remain hidden and obscured. This was true of his philosophy as a whole and its recent reception, first by French poststructuralist thinkers during the 1960s and 1970s, and later by English-speaking philosophers in the 1980s. The controversy surrounding Nietzsche involves not only his style (his way of doing philosophy) and the radical nature of his inquiries, but also the history of Nietzscheanism, the politicization of the Nietzsche archive, and his appropriation by the Nazis.This international collection is unique in that it draws upon these recent developments in the interpretation of thought and the question of defining value in the era of postmodernity. The essays address a range of topics, including the history of the reception of Nietzsche's work, Nietzsche's early educational writings, genealogy as method, ethics and difference, democracy, Nietzsche's notion of self and its importance for education, the arts, the limits of academic life, Nietzsche's critique of liberal education, Irigaray's Nietzsche, and Nietzsche's critique of modernity and the question of nihilism.