By most accounts, Italian-style liberalism failed. Explanations of its failure vary from economic backwardness or a political culture shaped by autocracy to claims that liberals ruined their chances by pursuing nothing but narrow middle class interests. This study examines the liberal record to weigh the accuracy of these approaches. Ashley focuses on three controversial issues: public works, social reform, and public order. The railroads would test liberal commitment to laissez-faire, labor laws their pledge to protect all citizens, and dissent their allegiance to individual rights. In each case, liberals compromised their principles. What they decided defined the Italian variant of liberalism by transforming it from a doctrine to concrete practices and political behaviors.Particularly after 1890, liberals increasingly made empiricism the primary justification for policy and dismissed abstract principles as beneath notice. This shift helps explain why liberalism lost authority and credibility as a set of moral imperatives and as a coherent world view in Italy, as well as why it failed to offer most Italians a compelling alternative to either Socialsim or Fascism. Examining what liberals said and did, however, does not entirely support the despairing judgment of so many historians. Italian liberals managed to build a liberal state and to make it function against intransigent obstacles.

No More Telling as Teaching: Less Lecture, More Engaged Learning (NOT THIS, BUT THAT)

History

Keene, Ellin Oliver

Tovani, Cris

Moje, Elizabeth Birr

Duke, Nell K.

Europe

Heinemann

For teachers who feel alone with the challenges they face, this is the book for you. For instructional coaches who are stuck and unsure where to lead, this book will show the way. It will help you work through the tricky parts, negotiate the roadblocks and think through to the future. - Cris Tovani Twenty-five years after Donald Graves popularized workshop teaching, the concept is widely implemented but not always deeply understood. That Workshop Book changes all that. It shows a new generation of teachers how the systems, structures, routines, and rituals that support successful workshops combine with thinking, planning, and conferring to drive students' growth, inform assessment and instruction, and increase teacher's professional satisfaction. And it shows those already using the workshop how to increase its instructional power by seeing its big ideas and its component parts in fresh, dynamic ways. In That Workshop Book, Samantha Bennett, a veteran instructional coach, takes you on a tour of six classrooms from first grade through eighth grade to see the techniques and thought processes master teachers use to make their workshops work. In each class she offers tangible evidence of these teachers' practices, demonstrating how they listen to students and use that information to build lessons that propel children into deeper thinking. She documents these teachers' moves for you with: <ul>
<li>classroom observations in the form of coaching emails from Bennett to each with commentary that highlights the important practices seen in each workshop</li> <li>transcripts of minilessons, worktimes, and debriefs</li> <li>specific, explicit reflection by each teacher about their workshop </li> <li>examples of student work produced in the workshop and over time</li> <li>student reflections on their development as readers, writers, thinkers, and learners. </li> </ul> You'll come to understand firsthand how the setup of the workshop allows students the breathing room to think deeply about ideas, topics, and resources. You'll also see how it creates a framework within which you can not only listen in as children express what they learn but also think deeply yourself about how best to use the information you gather for subsequent instruction. Bennett even demonstrates how the workshop can be flexible enough to fit any learning situation and how to solve common problems as they arise. Benefit from the wisdom of one of the country's foremost staff developers. Step inside workshop classrooms where teachers and students work side by side - where students develop literacy skills through a combination of doing what readers and writers do and purposeful, sensitive interactions with their teacher. Visit workshops where teachers learn about their students, use careful one-to-one assessment to inform their teaching, and reflect on their own practice as well. Then enter the best workshop classroom of all - the one you'll be ready and excited to launch when you read That Workshop Book.

That Workshop Book: New Systems and Structures for Classrooms That Read, Write, and Think

Education & Teaching

Bennett, Samantha

Schools & Teaching

Listen to a podcast with Stevi Quate, John McDermott, and two teachers who have used their framework to get all students engaged and motivated. "Instead of cringing the next time your colleagues utter the words, "These students don't care," hand them Clock Watchers. Describe your personal struggles and your experience with the book so they know that you know what they're going through. Then point out a few of your favorite ideas. As you walk away, you'll smile knowing you've made a difference." -Cris Tovani Author of I Read It, but I Don't Get It For Stevi Quate and John McDermott, this was the missing piece of their teaching: "How can I motivate my students and then create a context that will engage them?" Clock Watchers is their powerful answer-a plan that gets kids to care about learning and truly engage with the curriculum. Clock Watchers is not a book of tips and tricks. Instead it applies the research on motivation and engagement to support increased achievement and improved attitudes about school. Quate and McDermott's six-step framework: <ul>
<li>catches students' interest across the content areas</li> <li>holds it through meaningful learning and valuable interactions</li> <li>uses assessment to create further opportunities to connect kids with content </li> <li>sustains it all with ideas for projects, activities, and even classroom routines and rituals.</li> </ul>
Clock Watchers works with the most reluctant learners. Its end-of-text study guide makes the book ideal for PLCs and study groups, and it is a research-based resource for district-wide initiatives aimed at improving student motivation and engagement. If deeper learning, increased achievement, and reduced drop-out rates matter to you, then motivation and engagement are an urgent matter. Read Clock Watchers with colleagues and put it into action-before the time to change your students' lives runs out.

Clock Watchers: Six Steps to Motivating and Engaging Disengaged Students Across Content Areas

McDERMOTT, John

Quate, Stevi

"The real genius of this book is that it is written by teachers, for teachers. All of the authors in this book know what classrooms are like. This means that authenticity and integrity pervade every chapter in the book. Teachers will immediately sense this authenticity on their way to realizing that the book offers an endless supply of useful suggestions." -From the Coda by P. David Pearson For those of us who teach comprehension strategies, Comprehension Going Forward is as near to the ultimate PD experience as we can get. Imagine a professional learning community where you could sit in as... <ul>
<li>
Ellin Keene and Debbie Miller swap best practices </li> <li>
Stephanie Harvey and Harvey "Smokey" Daniels compare instruction across the grades </li> <li>
Anne Goudvis and Tanny McGregor share ways to infuse comprehension into every subject area </li> <li>
Cris Tovani and Nancy Commins apply the strategies to help struggling readers, English learners, and special-needs students. </li> </ul>
 In Comprehension Going Forward, you'll meet up with 17 leading practitioners and researchers for an energetic, personal, and frequently irreverent conversation on what great comprehension instruction looks like, what an amazing range of applications it has for all students, and what we can do better. Not only do figures such as Susan Zimmerman and P. David Pearson include their own chapters, but, like any exciting conversation, they point out their favorite parts of one another's chapters-highlighting discussion topics for teacher study groups along the way. Read Comprehension Going Forward and RSVP to a get-together that no one who teaches reading will want to miss. Enter this powerful, lively conversation about how we can improve all readers' comprehension today and join some of your favorite authors as they reach for a tomorrow where every child reads with deep understanding. "Each author takes the comprehension strategies as a starting point, and then reaches out toward a different set of applications, extensions, and practices. But everyone is connected by the research base on comprehension instruction and by our common goal: to provide every child in America with an "All-Access Pass" to literacy." -From the editor's introduction by Harvey "Smokey" Daniels

Comprehension Going Forward: Where We Are and What's Next

Daniels, Harvey "Smokey"

Miller, Debbie

Harvey, Stéphanie

Goudvis, Anne

Zimmermann, Susan

Hutchins, Chryse

Pearson, P. David

Buhrow, Brad

McGregor, Tanny

Cervetti, Gina

Blauman, Leslie

Larner, Marjorie

Upczak Garcia, Anne

Commins, Nancy L.

Reference

Comprehension Going Forward (Print eBook Bundle): Where We Are and What's Next

Daniels, Harvey

The idea that students should be "college and career ready" when they leave high school has become a major focus in education, but much of this conversation has been on reading readiness. What about writing readiness? Liz Prather argues that we can set students up for future success when we help them learn to care about what they're writing, and help them manage their time to write. "I needed a framework for teaching writing that would keep my students accountable and engaged," Liz explains, "but would allow them to write from their own passions, and instill in them an understanding of time management, goal setting, and production. By adding the tenets and practices of project-based learning, I could simultaneously protect the creative processes of my students while helping them learn to manage long term writing projects, the kind of projects they would be doing in college or in a career." Project-Based Writing provides a 7 step structure to conceive, manage, and deliver writing projects built upon student voice and student choice. Liz includes classroom-tested strategies for helping kids persevere through roadblocks, changes in direction, failed attempts, and most importantly, "anticipate the tricks of that wily saboteur, Time." Both practical and inspirational, Project-Based Writing teaches kids the real-world lessons they need to become real-world writers. "With this book, you will quite likely become the person students remember as the one who taught them how to write."-Cris Tovani

Project-Based Writing: Teaching Writers to Manage Time and Clarify Purpose

Prather, Liz

Words, Language & Grammar

Congratulations to Cris Tovani, recipient of ILA's Adolescent Literacy Thought Leader Award 2017! The truth is, when we rely on lecture in an effort to cover content, we're doing students a disservice. Although lecture can be engaging and even useful, lecture alone cannot give kids real opportunities to learn, retain, and transfer the disciplinary ideas, skills, and practices we're trying to teach. Cris Tovani and Elizabeth Moje help us translate the time spent lecturing into powerful learning experiences where students interact and inquire into topics that matter. Their research-based alternatives help you create the conditions for engaging, relevant work that's inherently interesting and sparks critical thinking. Elizabeth Moje helps us understand the latest research on how people learn, and shows powerful evidence that teachers can increase student learning with more purposeful student participation. Veteran teacher and instructional coach Cris Tovani provides a practical model for instruction that's backed by the current research and puts student engagement at the center of your teaching. Her examples of problem-based learning activities include connections to national standards and topics that matter outside the classroom walls. Together, Elizabeth and Cris make a convincing argument that when we minimize teaching-as-telling and transition to planning for kids to do the work, student engagement soars-and so does learning.

From the Foreword by Cris Tovani: "Sarah Zerwin has written the book I desperately needed to help my beliefs about learning match my assessment practices. In Point-Less, she nudges teachers to consider how traditional forms of grading get in the way of student growth. Her pioneering ways of marking, collecting, and sharing student work shows teachers how to assess with fidelity and in ways that serve student learning. Instead of assigning random points to student tasks, she demonstrates how teachers can provide students with concise, descriptive data that serves as meaningful and specific feedback. 'Inside this book, teachers will find: - online resources rife with tools and examples to manage feedback - ways to harness the electronic grade book as a useful instructional tool - frameworks that guide student and teacher feedback - checklists to simplify convoluted rubrics. 'Sarah addresses every grading obstacle one could think of. She provides ways to navigate objections that parents, athletic directors, administrators, colleagues, colleges, and even students might have with this innovative way of reporting grades. 'It's exciting to think how instruction could change if teachers weren't compelled to evaluate everything students did for the mere purpose of putting points in the grade book. Are you ready to find your path to a better way of grading? Are you ready to lead students on this journey to becoming better readers, writers, and thinkers? If so, you are going to love Point-Less!"--Cris Tovani

Point-Less: An English Teacher’s Guide to More Meaningful Grading

Zerwin, Sarah M.

I Read It, but I Don't Get It: Comprehension Strategies For Adolescent Readers (Turtleback School & Library Binding Edition)

Children's Books

Turtleback Books

I Read It, but I Don't Get It is a practical, engaging account of how teachers can help adolescents develop new reading comprehension skills. Cris Tovani is an accomplished teacher and staff developer who writes with verve and humor about the challenges of working with students at all levels of achievement—from those who have mastered the art of "fake reading" to college-bound juniors and seniors who struggle with the different demands of content-area textbooks and novels.
Enter Cris' classroom, a place where students are continually learning new strategies for tackling difficult text. You will be taken step-by-step through practical, theory-based reading instruction that can be adapted for use in any subject area. The book features:anecdotes in each chapter about real kids with real universal problems. You will identify with these adolescents and will see how these problems can be solved;a thoughtful explanation of current theories of comprehension instruction and how they might be adapted for use with adolescents;a What Works section in each of the last seven chapters that offers simple ideas you can immediately employ in your classroom. The suggestions can be used in a variety of content areas and grade levels(6-12);teaching tips and ideas that benefit struggling readers as well as proficient and advanced readers;appendixes with reproducible materials that you can use in your classroom, including coding sheets, double entry diaries, and comprehension constructors.
In a time when students need increasingly sophisticated reading skills, this book will provide support for teachers who want to incorporate comprehension instruction into their daily lesson plans without sacrificing content knowledge.

I Read It, but I Don't Get It

Routledge

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