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Telescopes (Level 9 Reader 3-2)
by Bernice E. Cullinan Roger C. Farr Dorothy S. Strickland Margaret Early W. Dorsey Hammond Nancy SanteusanioThis is a collection of literary works by various authors that range from folk-tales to poetry to Informational Article.
Television Studies: The Key Concepts (Routledge Key Guides)
by Justin Lewis Neil Casey Ben Calvert Bernadette Casey Liam FrenchTelevision Studies: The Key Concepts is the definitive reference guide to an area of rapidly expanding academic interest. Among those aspects of television studies covered in this comprehensive and up-to-date guide are: theoretical perspectives which have shaped the study of television - Marxism; semiology; feminism concepts which have shaped the study of television - narrative; representation; bias television genres - soap opera; news; science fiction methods used for understanding television - content analysis; audience research relevant social, economic and political phenomena - ownership; social policy.
Tell Her Story: How Women Led, Taught, and Ministered in the Early Church
by Nijay K. GuptaWomen were there. For centuries, discussions of early Christianity have focused on male leaders in the church. But there is ample evidence right in the New Testament that women were actively involved in ministry, at the frontier of the gospel mission, and as respected leaders. Nijay Gupta calls us to bring these women out of the shadows by shining light on their many inspiring contributions to the planting, growth, and health of the first Christian churches. He sets the context by exploring the lives of first-century women and addressing common misconceptions, then focuses on the women leaders of the early churches as revealed in Paul’s writings. We discover the major roles of people such as: Phoebe, Paul’s trusted coworker Prisca, strategic leader and expert teacher Junia, courageous apostle Nympha, representative of countless lesser-known figures When we understand the world in which Jesus and his followers lived and what the New Testament actually attests about women in the churches, it becomes clear that women were active participants and trusted leaders all along. They were welcomed by Paul and other apostles, were equipped and trained for ministry leadership, instructed others, traveled long distances, were imprisoned—and once in a while became heroes and giants. The New Testament writers tell their stories. It's time for the church to retell them, again and again.
Tell It Slant Study Guide
by Eugene H. Peterson Peter SantucciTell It Slant explores how Jesus used language -- he was earthy, not abstract; metaphorical, not dogmatic. His was not a direct language of information or instruction but an indirect, oblique language requiring a participating imagination -- &“slant&” language. In order to witness and teach accurately in Jesus' name, then, it is important for us to use language the way he did. This helpful study guide is designed to enable small groups in schools or churches -- or even individuals -- to delve deeper into the timely wisdom of Tell It Slant. Peterson's discussion is broken up here into twenty "sessions," each of which contains a summary, select quotes for consideration, questions for interaction, and a prayer.
Tell It Slant: A Conversation on the Language of Jesus in His Stories and Prayers
by Eugene H. PetersonA work that will deepen one's understanding of Scripture and strengthen awareness that language is a gift of God, this volume focuses on Jesus' words in daily contexts, and examines how he addresses God in prayer.
Tell It Slant: A Conversation on the Language of Jesus in His Stories and Prayers
by Eugene H. PetersonThe fourth volume in Peterson's best-selling "conversations" in spiritual theologyJust as God used words both to create the world and to give us commandments, we too use words for many different purposes. In fact, we use the same language to talk to each other and to talk to God. Can our everyday speech, then, be just as important as the words and prayers we hear from the pulpit? Eugene Peterson unequivocally says "Yes!"Peterson's Tell It Slant explores how Jesus used language, particularly in his parables and prayers. His was not a direct language of information or instruction but an indirect, oblique language requiring a participating imagination — "slant" language. Tell It Slant beautifully points to Jesus' engaging, relational way of speaking as a model for us today.
Tell Me How It Reads: Tutoring Deaf and Hearing Students in the Writing Center
by Rebecca Day BabcockDeaf students are attending mainstream postsecondary institutions in increasing numbers, raising the stakes for the complicated and multifaceted task of tutoring deaf students at these schools. Common tutoring practices used with hearing students do not necessarily work for deaf people. Rebecca Day Babcock researched and wrote Tell Me How It Reads: Tutoring Deaf and Hearing Students in the Writing Center to supply writing instructors an effective set of methods for teaching Deaf and other students how to be better writers. Babcock's book is based on the resulting study of tutoring writing in the college context with both deaf and hearing students and their tutors. She describes in detail sessions between deaf students, hearing tutors, and the interpreters that help them communicate, using a variety of English or contact signing rather than ASL in the tutorials. These experiences illustrate the key differences between deaf-hearing and hearing-hearing tutorials and suggest ways to modify tutoring and tutor-training practices accordingly. Although this study describes methods for tutoring deaf students, its focus on students who learn differently can apply to teaching writing to Learning Disabled students, ESL students, and other students with different learning styles. Ultimately, the well-grounded theory analysis within Tell Me How It Reads provides a complete paradigm for tutoring in all writing centers.
Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators
by Eleanor Drago-Severson Jessica Blum-DestefanoIn Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different “ways of knowing,” which include: • Instrumental knowers, who tend to see things in black and white (“Did I do it right or wrong?”) and may need to develop the capacity for reflection. • Socializing knowers, who are concerned with maintaining relationships (“What do you want me to do?”) and may need support developing their own ideas. • Self-authoring knowers, who have strong ideologies and values (“How does this fit with my goals and vision?”) and may need help with perspective taking. • Self-transformative knowers, who are able to examine issues from multiple points of view (“How can I understand this more deeply?”) and may need guidance in resolving tensions and contradictions. The authors show how leaders can provide feedback in ways that “meet people where they are” while expanding the developmental capacities educators bring to their work. Drago-Severson and Blum-DeStefano provide real-life examples with practical strategies for creating a safe space for feedback, finding the right words, and bridging feedback and action. Tell Me So I Can Hear You offers invaluable guidance to help educators support a culture of learning in classrooms, schools, and districts.
Tell Me So I Can Hear You: A Developmental Approach to Feedback for Educators
by Eleanor Drago-Severson Jessica Blum-DeStefanoIn Tell Me So I Can Hear You, Eleanor Drago-Severson and Jessica Blum-DeStefano show how education leaders can learn to deliver feedback in a way that strengthens relationships as well as performance and builds the capacity for growth. Drawing on constructive-developmental theory, the authors describe four stages of adult growth and development and explain how to differentiate feedback for colleagues with different &“ways of knowing,&” which include: • Instrumental knowers, who tend to see things in black and white (&“Did I do it right or wrong?&”) and may need to develop the capacity for reflection. • Socializing knowers, who are concerned with maintaining relationships (&“What do you want me to do?&”) and may need support developing their own ideas. • Self-authoring knowers, who have strong ideologies and values (&“How does this fit with my goals and vision?&”) and may need help with perspective taking. • Self-transformative knowers, who are able to examine issues from multiple points of view (&“How can I understand this more deeply?&”) and may need guidance in resolving tensions and contradictions. The authors show how leaders can provide feedback in ways that &“meet people where they are&” while expanding the developmental capacities educators bring to their work. Drago-Severson and Blum-DeStefano provide real-life examples with practical strategies for creating a safe space for feedback, finding the right words, and bridging feedback and action. Tell Me So I Can Hear You offers invaluable guidance to help educators support a culture of learning in classrooms, schools, and districts.
Tell Me Who You Are: Sharing Our Stories of Race, Culture, & Identity
by Winona Guo Priya VulchiAn eye-opening exploration of race in AmericaIn this deeply inspiring book, Winona Guo and Priya Vulchi recount their experiences talking to people from all walks of life about race and identity on a cross-country tour of America. Spurred by the realization that they had nearly completed high school without hearing any substantive discussion about racism in school, the two young women deferred college admission for a year to collect first-person accounts of how racism plays out in this country every day--and often in unexpected ways. In Tell Me Who You Are, Guo and Vulchi reveal the lines that separate us based on race or other perceived differences and how telling our stories--and listening deeply to the stories of others--are the first and most crucial steps we can take towards negating racial inequity in our culture. Featuring interviews with over 150 Americans accompanied by their photographs, this intimate toolkit also offers a deep examination of the seeds of racism and strategies for effecting change.This groundbreaking book will inspire readers to join Guo and Vulchi in imagining an America in which we can fully understand and appreciate who we are.
Tell Me the Stories of Jesus: The Explosive Power of Jesus’ Parables
by R. Albert Mohler, Jr.In Tell Me the Stories of Jesus, pastor and theologian R. Albert Mohler Jr. reveals the unique power of Jesus' parables for today's readers, showing how they announce the kingdom, communicate both judgment and grace, and call every human heart toward transformation in the light of God's love."He who has ears, let him hear…" The Prodigal Son. The Good Samaritan. The parable of the mustard seed. The stories Jesus told during his earthly ministry are packed with such memorable images and characters that they now permeate our culture's popular imagination. But what if their familiarity has muted their powerful message, causing today's readers to miss their ability to shock and transform?In Tell Me the Stories of Jesus, renowned pastor and theologian R. Albert Mohler Jr. unlocks the power of Jesus' parables for readers today. Jesus perfected the art of telling parables--short stories with a surprising twist and an explosive message that confronted his listeners with surprising (and often uncomfortable) truths about the human heart and the kingdom of heaven. But two thousand years later, modern readers may not grasp the cultural and historical context that made these stories so compelling for Jesus' original audience. Mohler brings Jesus' stories to life, uncovering the context and allowing readers to hear these stories in all their shocking, paradigm-shifting power.Readers willfeel a deeper connection with Jesus by stepping into the shoes of his first-century followers and hearing with fresh ears the stories he shared with his closest followers;gain a deeper understanding of the gospel through Jesus' own words; andsee the parables in a new light, experiencing--perhaps for the first time--their ability to draw people into Jesus' kingdom.Every parable Jesus told contains judgment and grace. They hold up a mirror that reveals the human heart--and invites everyone to welcome Jesus' kingdom and reign. Will you have ears to hear their vital message?
Tell it Again! 2: Easy-to-Tell Stories with Activities for Young Children
by Rebecca Isbell Shirley RainesThe authors of Tell It Again! have once again drawn on the expertise of outstanding storytellers and teachers for this eagerly awaited new volume. Engage young children's minds and capture their undivided attention with 16 more stories, complete with storytelling tips and new activities. The storytelling tips bring the stories to life, while the activities expand and enhance each tale. The book is easy to use: just read the story, noting the hints and tips for dramatic effect. Then put the book away, pick up the accompanying story outline, and weave your spell! When the tale is over, teach and involve your audience by using any of the activities that have been specially created to fit every story. With Tell It Again!2 teachers and parents will encourage listening, communication, imagination, and problem solving through the power of the story.
Tell it Again!: Easy-to-Tell Stories and Activities for Young Children
by Rebecca Isbell Shirley RainesThe 18 stories in Tell It Again! were written to engage young children's lively minds and capture their undivided attention. For each story there are storytelling tips and activities. The activities connect the stories to active learning in listening, communication, imagination and problem-solving. The story cards enable the reader to be a master storyteller.
Telling Fairy Tales in the Boardroom: How to Make Sure Your Organization Lives Happily Ever After (INSEAD Business Press)
by Manfred F.R. Kets de VriesWe know where we are with a fairy story. There is a cast of predictable characters, the hero or heroine is submitted to terrible trials, cruelty, and injustice but in the end the baddies get their comeuppance, good triumphs, and everyone lives happily ever after. In this book Manfred Kets de Vries, one of the world's leading authorities on the psychology of leadership, and a pioneering practitioner in the field of psychodynamic executive coaching, draws on the format of traditional fairy tales and tells us five stories that dramatize five key themes of dysfunctional leadership. The accompanying commentaries analyze each tale and examine the ways in which it applies to leadership behavior and organizational practices. This diagnostic element is supported by self-assessment tests that reinforce the main lessons of each tale and guide the reader's interpretation of the results. With Kets de Vries's guidance you'll be able to help your clients create best places to work, where everyone is the best they can be, and lives 'happily ever after'.
Telling God's Story, Year Four: Instructor Text And Teaching Guide (Telling God's Story #0)
by Rachel Marie StoneListen to the stories of Jesus’ first followers. Learn about the way of life he gave to us. And see what it looks like to live in the new community he is creating. These weekly lessons guide elementary students through the Book of Acts and the New Testament Letters, while also deepening the understanding of parents and teachers. Each lesson provides pithy, content-filled background information for the teacher and a scripted explanation of the biblical passage designed especially for children to grasp with ease. This fourth volume of the Telling God’s Story series completes the student’s introduction to the New Testament.
Telling God's Story, Year One: Instructor Text And Teaching Guide (Telling God's Story #0)
by Peter EnnsA new religion curriculum from the team that brought you The Story of the World. The first level in a twelve-level series designed to take young students from elementary through high school, Telling God’s Story: Year One provides weekly lessons for elementary-grade students, based on the parables and the Gospels. The Instructor Text and Teaching Guide contains pithy, content-filled background information for the teacher, a biblical passage to read aloud, and a scripted explanation of the passage designed especially for young children to grasp with ease. This Year One curriculum provides a full year of religious instruction.
Telling God's Story, Year Three: Instructor Text & Teaching Guide (Vol. 3) (Telling God's Story)
by Rachel Marie StoneWeekly religion lessons for upper elementary students, drawn from the New Testament, are free from political and sectarian agendas. The lessons are scripted to make preparation and instruction straightforward and simple for parents and teachers. The third in a series designed to take young students from elementary through high school, Telling God's Story, Year 3 provides scripted weekly lessons for third graders and the adults who teach them. Each weekly lesson provides content-filled background information for the teacher, a biblical passage from one of the four Gospels to read aloud, and a scripted explanation of the passage designed especially for children to grasp with ease. Together with the accompanying Activity Guide, Telling God's Story, Year 3 provides a full year of religious instruction.
Telling God's Story, Year Three: Student Guide and Activity Pages (Vol #3)
by Justin MooreColoring pages, craft projects, group activities, and lesson plans turn Telling God's Story, Year Three into a complete, easy-to-use elementary religion curriculum. Designed for historical accuracy in consultation with historian Susan Wise Bauer. These lesson plans, designed to accompany the weekly lessons laid out in Telling God's Story, Year Three, provide enough additional activities to fill out an entire week of home school or private school study; a core set of activities is also provided for use of SundaySchool teachers. Coloring pages accompany each lesson and accurately reflect the historical setting of the original stories, while a full range of crafts, games, and activities help young students understand and remember. Peace Hill Press has already produced best-selling activity books to accompany its award-winning educational series The Story of the World: History for the Classical Child; First Language Lessons for the Well-Trained Mind; and The Complete Writer: Writing with Ease.
Telling God's Story, Year Two: Instructor Text & Teaching Guide (Telling God's Story)
by Peter EnnsWeekly religion lessons for second-graders, scripted for parents and teachers to make preparation and instruction straightforward and simple. The second in a twelve-year series designed to take young students from elementary through high school, Telling God's Story, Year Two provides scripted weekly lessons for second graders and the adults who teach them. Each weekly lesson provides pithy, content-filled background information for the teacher, a biblical passage from one of the four Gospels to read aloud, and a scripted explanation of the passage designed especially for children to grasp with ease.
Telling God's Story, Year Two: Student Guide & Activity Pages (Telling God's Story)
by Justin MooreHost a feast like ones Jesus and his disciples might have eaten. Defend a flock from wolves. Learn about compassion by playing the Good Samaritan Game, and re-create Jesus' final days with the Passion Week comic strip. These lesson plans, designed to accompany the weekly lessons laid out in Telling God's Story: Instructor Text and Teaching Guide, Year Two (sold separately), provide enough additional activities to fill out an entire week of home school or private school study. A core set of activities is also provided for the use of Sunday School teachers. Coloring pages accompany each lesson and accurately reflect the historical setting of the original stories, while a full range of crafts, games, and activities help young students understand and remember.
Telling God's Story: A Parents' Guide to Teaching the Bible (Telling God's Story)
by Peter EnnsA new religion curriculum from the team that brought you The Story of the World. In this accessible and engaging book, Peter Enns (author of the controversial and best-selling Inspiration and Incarnation: Evangelicals and the Problem of the Old Testament) provides parents and teachers with a straightforward and intelligent twelve-year plan for teaching the Bible. Written for lay readers but incorporating the best scholarly insights, Telling God's Story avoids sectarian agendas. Instead, Enns suggests beginning with the parables of the Gospels for the youngest students; continuing on with the more complex stories of the Old and New Testaments for middle grade students; and guiding high school students into an understanding of the history and culture of biblical times.
Telling Lives: Exploring dimensions of narratives
by Marianne HorsdalBoth interest in and understanding of narrative analysis had developed rapidly in recent years and is now a mainstream element of research across many disciplines. In the groundbreaking Telling Lives: Exploring dimensions of narratives, the author illustrates as many facets as possible of the stories people tell about their lives. She demonstrates
Telling Pieces: Art As Literacy in Middle School Classes
by Sharon Murphy Peggy AlbersTelling Pieces is an exploration of how pre-adolescent middle-school children develop a knowledge and understanding of the conventions of art (art as literacy) and how they use this knowledge to create representations of their lives in a small midwestern U.S. town. Beginning with an overview of social semiotics and emergent literacy theorizing, the authors set the stage for their study of sixth graders involved in art. A galleria of children's artworks is presented, allowing readers/viewers to consider these texts independent of the authors' interpretations of them. Then, set against the galleria is the story of the community and school contexts in which the artworks are produced--contexts in which racism, homophobia, and the repression of creativity are often the norm. The interpretation the authors bring to bear on the artworks reveals stories that the artworks may or may not tell on their own. But the tales of artistic literacy achievement are counterbalanced by reflection about the content of the artworks produced, because the artworks reveal the impossibility for students to imagine beyond the situational bounds of racism, homophobia, and religiosity. The authors conclude by raising questions about the kinds of conditions that make literacy in art possible. In doing so, they explore selected alternative models and, in addition, ask readers to consider the implications of the ideological issues underlying teaching children how to represent their ideas. They also advocate for a participatory pedagogy of possibility founded on ethical relational principles in the creation and interpretation of visual text. Of particular interest to school professionals, researchers, and graduate students in literacy or art education, this pioneering book: * brings together the fields of art education and literacy education through its focus on how middle school students come to work with and understand the semiotic systems, * introduces sociolinguistic, sociological, and postmodernist perspectives to thinking about children's work with art--adding a new dimension to the psychological and developmental descriptions that have tended to dominate thinking in the field, * includes a galleria of 40 examples of children's artwork, providing a unique opportunity for readers/viewers to interpret and consider the artwork of the sixth graders independent of the authors' interpretations, * presents descriptions of art teaching in process, * gives considerable attention to the interpretation of the children's artworks and the influences that contribute to the content they represent, and * considers varying models of art education along with the implications of introducing new representational possibilities.
Telling Stories to Change the World: Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims (Teaching/Learning Social Justice)
by Rickie Solinger Madeline Fox Kayhan IraniTelling Stories to Change the World is a powerful collection of essays about community-based and interest-based projects where storytelling is used as a strategy for speaking out for justice. Contributors from locations across the globe—including Uganda, Darfur, China, Afghanistan, South Africa, New Orleans, and Chicago—describe grassroots projects in which communities use narrative as a way of exploring what a more just society might look like and what civic engagement means. These compelling accounts of resistance, hope, and vision showcase the power of the storytelling form to generate critique and collective action. Together, these projects demonstrate the contemporary power of stories to stimulate engagement, active citizenship, the pride of identity, and the humility of human connectedness.
Telling Stories: Perspectives on Longitudinal Writing Research
by Jenn Fishman Amy Kimme HeaIn Telling Stories, more than a dozen longitudinal writing researchers look beyond conventional project findings to story their work and, in doing so, offer otherwise unavailable glimpses into the logics and logistics of long-range studies of writing. The result is a volume that centers interrelations among people, places, and politics across two decades of praxis and an array of educational sites: two-year colleges, a senior military college, an adult literacy center, a small liberal arts college, and both public and private four-year universities. Contributors share direct knowledge of longitudinal writing research, citing project data (e.g., interview transcripts, research notes, and journals), descriptions drawn from memory, and extended personal reflections. The resulting stories, tempered by the research and scholarship of others, convey a sense of longitudinal research as a lived activity as well as a prominent and consequential approach to inquiry. Yet Telling Stories is not a how-to guide, nor is it written for longitudinal researchers alone. Instead, this volume addresses issues about writing research that are germane to all who conduct or count on it. Such topics include building and sustaining good interpersonal research relations, ethically negotiating the institutional power dynamics that undergird writing research, effectively using knowledge from longitudinal studies to advocate for writers and writing educators, and improving both conceptual and concrete resources for long-range research in writing studies.