2009 Paperback Good Connecting readers with great books since 1972. Used books may not include companion materials, some shelf wear, may contain highlighting/notes, may not ...include cd-om or access codes. Customer service is our top priority!Read moreShow Less
2009 Paperback Good Connecting readers with great books since 1972. Used books may not include companion materials, some shelf wear, may contain highlighting/notes, and may not ...include cd-rom or access codes. Customer service is our top priority!Read moreShow Less
First Good [ No Hassle 30 Day Returns ][ Underlining/Highlighting: SOME ] [ Writing: SOME ] [ Edition: First ] Publisher: McGraw-Hill Companies Pub Date: 3/1/2009 Binding: ...Paperback Pages: 368.Read moreShow Less
Boston, MA 2010 Trade paperback Good. Trade paperback (US). Glued binding. 338 p. Contains: Illustrations, color, Frontispiece, Figures. Audience: General/trade. 1st US edition ...Paperback 2010. REGULAR STUDENT EDITION. TEXTBOOK ONLY No Other Supplements like CD's...Access. Code's....etc.....etc....Ships daily with FREE delivery confirmation.Read moreShow Less
Ships same day or next business day via UPS (Priority Mail for AK/HI/APO/PO Boxes)! Used sticker and some writing and/or highlighting. Used books may not include working access ...code or dust jacket.Read moreShow Less
Based on the classic text originally authored by Charlotte Huck, this new brief text provides essential information for designing literature programs that will capture the attention of pre-K-to-8 students and foster a lifelong love of reading. Expertly designed in a vibrant, full-color format, this streamlined text not only serves as a valuable resource by providing the most current reference lists and examples from which to select texts from all genres, but it also emphasizes the critical skills needed to search for and select literature—researching, evaluating, and implementing quality books in the pre-K-to-8 classroom—to give readers the tools they need to evaluate books, create curriculum, and share the love of literature. It includes unique features that spur critical thinking and direct application in the classroom and curriculum.
Barbara Kiefer is an Associate Professor in the Department of Curriculum and Teaching at Teachers College, Columbia University where she teaches courses in Reading and Children’s Literature. Originally trained in art education, she taught grades 1-5 in several regions of the U.S. and in overseas schools. She has served as chair of the Elementary Section Committee of the National Council of Teachers of English and as a member of the NCTE Executive Board and was a member of the 1988 Caldecott Award Committee of the American Library Association. She has also served as chair of the NCTE/CLA notable Trade Books in the Language Arts committee and the Children’s Book Council/International Reading association Joint Committee. She has published articles and book chapters about reading and children’s literature. She is the author of THE POTENTIAL OF PICTUREBOOKS: From Visual Literacy to Aesthetic Understanding, the co-author of AN INTEGRATED LANGUAGE PERSEPCTIVE IN THE ELEMENTARY SCHOOL with Christine Pappas and Linda Levstik and the sixth and seventh editions of Huck et al.: CHILDREN’S LITERATURE IN THE ELEMENTARY SCHOOL.
Cynthia A. Tyson, Ph.D., is a professor in the School of Teaching and Learning at The Ohio State University, where she teaches courses in Multicultural and Equity Studies in Education, Early Childhood
Social Studies, and Multicultural Children’s Literature. Her research interests include inquiry into the social, historical, cultural, and global intersections of teaching, learning, and educational research. Her teaching, research, and service commitments are deeply rooted in these concepts as interrelated, mutually reinforcing, and fundamental to the study of multiculturalism and teaching for social justice. She has presented numerous research papers at national and international meetings and conferences. She has published articles in Educational Researcher, Theory and Research in Social Education, International Journal of Qualitative Research in Education, Journal of Literacy Research, and other books and journals. She is also the co-author of two books, Handbook of Social Studies Research and the American Educational Research Association volume, Studying Diversity in Teacher Education. She has won several awards over her career, including The Social Science Educators’ Young Scholar Award, The Ohio State University Diversity Enhancement Award, and The American Educational Research Association’s Mid-Career Award for her contributions to Teaching and Teacher Education. She has worked in a consulting capacity with universities, school districts, and learning communities across the United States, the United Kingdom, Mali, Ghana, and South Africa.