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Notes:

• Includes bibliographical references (pages 127-131) and index.
• Urban music teaching : a counternarrative — Understanding our students — Culturally relevant music teaching : an introduction — Making music — Rejecting the one size fits all model : setting your own definition of music program success — Common issues of interest for urban music teachers — Finding support and inspiration.

Subjects:

• Music — Instruction and study — United States.
• Education, Urban — United States.
• United States. fast (OCoLC)fst01204155

Requested by Kurpiers, R.

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Notes:

• On each of the twelve days during her Christmas visit with her cousin Jack, Hannah writes home describing the history, geography, animals, and interesting sites of Minnesota that she has explored. Uses the cumulative pattern of the traditional carol to present amusing state trivia at the end of each letter.

Subjects:

• Minnesota — Juvenile literature.
• Minnesota — Geography — Juvenile literature.
• Minnesota — History, Local — Juvenile literature.
• Counting — Juvenile literature.
• Minnesota — Fiction.
• Christmas — Fiction.
• Cousins — Fiction.
• Letters — Fiction.
• Minnesota. fast (OCoLC)fst01204560
• Juvenile works. fast (OCoLC)fst01411637
• Local history. fast (OCoLC)fst01411631

Requested by Koehler, B.

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Part of the series I can read it all by myself B-13;I can read it all by myself.
Notes:

• A story-poem about the activities of such unusual animals as the Nook, Womp, Yink, Yap, Gack and the Zeds. A fabulous book of easy words, exciting pictures and inviting rhythm. –Elementary English.

Subjects:

• Fishes — Juvenile fiction.
• Pets — Juvenile fiction.
• Stories in rhyme.
• Fishes — Fiction.
• Pets — Fiction.
• Stories in rhyme.
• Fishes. fast (OCoLC)fst00926361
• Pets. fast (OCoLC)fst01059908
• Stories in rhyme. fast (OCoLC)fst01739131
• Littérature pour la jeunesse anglaise. ram
• Stories in rhyme. lcgft
• Picture books for children.
• Fiction. fast (OCoLC)fst01423787
• Juvenile works. fast (OCoLC)fst01411637
• Humorous fiction. gsafd
• Stories in rhyme. lcsh
• Picture books for children. lcsh

Requested by Kurpiers, R.

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Notes:

• After Isabelle’s father tragically passes away, she and her mother move from Milwaukee to Minneapolis in the early 1960s, where Isabelle finds herself trying to escape her grief via the lives of her overly attentive landladies, the McCarthy sisters, and new friendships with classmates Margaret and Grace.

Subjects:

• Grief — Fiction.
• Friendship — Fiction.
• Minnesota — History — 20th century — Fiction.
• Grief — Fiction.
• Friendship — Fiction.
• Minnesota — History — 20th century — Fiction.
• Friendship. fast (OCoLC)fst00935174
• Grief. fast (OCoLC)fst00947883
• Minnesota. fast (OCoLC)fst01204560
• 1900 – 1999 fast
• Fiction. fast (OCoLC)fst01423787
• History. fast (OCoLC)fst01411628

Requested by Kurpiers, R.

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Notes:

• Includes bibliographical references and index.
• It is well that women should be unlettered : before teaching school was women’s work — School dames in each quarter : America’s army of Gertrudes — A sisterhood of instruction, essential to the world’s progress : societal pressures and women’s opportunities, 1700-1900 — Overflowing from the domestic circle : individual and family factors in choosing to teach — An honorable breadwinning weapon : who became teachers? — The presiding genius of his home and heart : her marital status and domestic arrangements — In the mind’s eye : images and expectations of the teacher — Higher prospects for a useful life : the teacher as trained professional — Laboring conscientiously, though perhaps obscurely : certain realities of being a teacher — The great perplexities of the teacher-life : Gertrudes talk and their pupils reminisce — That our daughters may be as cornerstones : women teachers and Messianic America — The feast of reason and flow of soul : the political rights and civic duties of women — A lady well qualified to show the way : widening women’s work.

Subjects:

• Women teachers — United States — History.
• Women teachers — United States — Social conditions.

Requested by Kurpiers, R.

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Part of the series The Jossey-Bass higher and adult education series;Jossey-Bass higher and adult education series.
Notes:

• American higher education needs a major reframing of student learning outcomes assessment. Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. Today’s circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you’re in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success. Use this book to: Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectiveness Shift the view of assessment from being externally driven to internally motivated Learn how assessment results can help inform decision-making Use assessment data to manage change and improve student success. Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient — Provided by publisher.
• Includes bibliographical references (pages 237-260) and index.
• From compliance to ownership: why and how colleges and universities assess student learning / Stanley O. Ikenberry and George D. Kuh — Part one. What works? Finding and using evidence. Evidence of student learning: what counts and what matters for improvement / Pat Hutchings, Jillian Kinzie, and George D. Kuh Fostering greater use of assessment results: principles for effective practice / Jillian Kinzie, Pat Hutchings, and Natasha A. Jankowski Making assessment consequential: organizing to yield results / Jillian Kinzie and Natasha A. Jankowski — Part two. Who cares? Engaging key stakeholders. Faculty and students: assessment at the intersection of teaching and learning / Timothy Reese Cain and Pat Hutchings Leadership in making assessment matter / Peter T. Ewell and Stanley O. Ikenberry Accreditation as opportunity: serving two purposes with assessment / Peter T. Ewell and Natasha A. Jankowski The bigger picture: student learning outcomes assessment and external entities / Jillian Kinzie, Stanley O. Ikenberry, and Peter T. Ewell — Part 3. What now? Focusing assessment on learning. Assessment and initiative fatigue: keeping the focus on learning / George D. Kuh and Pat Hutchings From compliance reporting to effective communication: assessment and transparency / Natasha A. Jankowski and Timothy Reese Cain Making assessment matter / George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings, and Jillian Kinzie.

Subjects:

• Education, Higher — United States — Evaluation.
• Education, Higher — Aims and objectives — United States.
• Educational evaluation — United States.
• Educational tests and measurements — United States.
• Academic achievement — United States — Evaluation.
• Universities and colleges — United States — Administration.
• Academic achievement — Evaluation. fast (OCoLC)fst00794954
• Education, Higher — Aims and objectives. fast (OCoLC)fst00903015
• Education, Higher — Evaluation. fast (OCoLC)fst00903055
• Educational evaluation. fast (OCoLC)fst00903437
• Educational tests and measurements. fast (OCoLC)fst00903660
• Universities and colleges — Administration. fast (OCoLC)fst01161604
• United States. fast (OCoLC)fst01204155

Requested by Kurpiers, R.

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Notes:

• Includes bibliographical references and indexes.
• Understanding action research — Ethics — Deciding on an area of focus — Data collection techniques — Data collection considerations : validity, reliability, and generalizability — Data analysis and interpretation — Action planning for educational change — Writing up action research — Evaluating action research.

Subjects:

• Action research in education — United States — Handbooks, manuals, etc.
• Teaching — United States — Handbooks, manuals, etc.

Requested by Kurpiers, R.

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Notes:

• Includes bibliographical references and index.
• The pact — Seduction in Sun Valley — The view from Avon Avenue — Engaging the community — The rise of the anti-Booker candidacy — Searching for Newark’s superman — Hi, I’m Cami — District school, charter school — Transformational change meets the political sausage factory — Alif rising — The leading men move on — One Newark, whose Newark? — No excuses — Appendix I. Where the $200 million went — Appendix II. Newark schools by the numbers.
• Mark Zuckerberg, Chris Christie, and Cory Booker were ready to reform our failing schools. They got an education. When Mark Zuckerberg announced in front of a cheering Oprah audience his $100 million pledge to transform the Newark Schools — and to solve the education crisis in every city in America — it looked like a huge win for then-mayor Cory Booker and governor Chris Christie. But their plans soon ran into a constituency not so easily moved — Newark’s key education players, fiercely protective of their billion-dollar-per-annum system. It’s a prize that, for generations, has enriched seemingly everyone, except Newark’s students. Expert journalist Dale Russakoff delivers a story of high ideals and hubris, good intentions and greed, celebrity and street smarts — as reformers face off against entrenched unions, skeptical parents, and bewildered students. The growth of charters forces the hand of Newark’s superintendent Cami Anderson, who closes, consolidates, or redesigns more than a third of the city’s schools — a scenario on the horizon for many urban districts across America. Most moving are Russakoff’s portraits from inside the district’s schools, of home-grown principals and teachers, long stuck in a hopeless system — and often the only real hope for the children of Newark. The Prize is a portrait of a titanic struggle over the future of education for the poorest kids, and a cautionary tale for those who care about the shape of America’s schools. — Provided by publisher.

Subjects:

• Educational change — New Jersey — Newark.
• Public schools — New Jersey — Newark.
• Education — Political aspects — New Jersey — Newark.
• Education and state — New Jersey.
• Zuckerberg, Mark, 1984-
• Booker, Cory.
• Christie, Chris.

Requested by Kurpiers, R.

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Notes:

• Includes index.
• The rise of the internet, new technologies, and free and open higher education are radically altering college forever, and this book explores the paradigm changes that will affect students, parents, educators and employers as it explains how we can take advantage of the new opportunities ahead — Provided by publisher.
• Includes bibliographical references and index.

Subjects:

• Distance education.
• Education, Higher.
• Internet in higher education.

Requested by Kurpiers, R.

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Notes:

• Hailing from the Tremé neighborhood in New Orleans, Troy Trombone Shorty Andrews got his nickname by wielding a trombone twice as long as he was high. A prodigy, he was leading his own band by age six, and today this Grammy-nominated artist headlines the legendary New Orleans Jazz Fest.
• Coretta Scott King Illustrator Award Winner, 2016
• Caldecott Honor, 2016.

Subjects:

• Andrews, Troy — Juvenile literature.
• Jazz musicians — United States — Biography — Juvenile literature.
• Trombonists — United States — Biography — Juvenile literature.
• New Orleans (La.) — Juvenile literature.
• Andrews, Troy.
• Jazz musicians — United States — Biography.
• Trombonists — United States — Biography.
• New Orleans (La.)
• Autobiographies. lcgft

Requested by Kurpiers, R.