An accessible resource for busy teachers, this informative book sets the stage for using technology effectively in the literacy classroom. The authors take the reader step by step through the ongoing cycle of planning, teaching, and assessment in a technology-rich environment. They demonstrate how to use the Internet and reading and writing software not only to teach core literacy skills, but also to help children develop new reading and communication competencies for the digital age. Vivid classroom examples illustrate specific strategies for explicit instruction, teacher modeling, think-alouds, and interactive demonstration.

In Schopenhauer in 90 Minutes, Paul Strathern offers a concise, expert account of Schopenhauer's life and ideas, and explains their influence on man's struggle to understand his existence in the world. The book also includes selections from Schopenhauer's writings; a brief list of suggested reading for those who wish to push further; and chronologies that place Schopenhauer within his own age and in the broader scheme of philosophy.

Unveils the implications and consequences of teaching phonics via a systematic direct intense program that mandates all children to experience the same scripted lesson at the same time.

Richard Meyer accurately describes what a scripted reading classroom looks like. I have observed in classes like his, and they follow the same format. Meyer points out the dangers of this type of teaching, which eliminates creativity, individuality, and diversity on the part of the teachers and students. Students may learn the skills of reading in these classes, but they do not learn independent or critical thinking strategies. Meyer rightly points out the dangers of scripted instructional programs and the politicians who mandate them.

Professional educators and the public at large have long known that reading is an enabling skill that traverses academic disciplines and translates into meaningful personal, social, and economic outcomes for individuals. It is common knowledge that reading is the fulcrum of academics, the pivotal ability that stabilizes and leverages children's opportunities to learn and to become reflective, independent learners. Despite society's long recognition of the importance of successful reading, only recently have we begun to understand the profound and enduring consequences of not learning to read and the new-found evidence of the critical and abbreviated period in which we have to alter reading trajectories

In an essay of prophetic vision, Lukacs defines a critical realism: 'anyone who wants to become more intimately acquainted with the prehistory of the important ideologies of the [nineteen-] twenties and thirties ...will be helped by a critical reading of this book.' --This text refers to an out of print or unavailable edition of this title.