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What Does a Lion Say?: And Other Playful Language Games
by Between the Lions StaffFoster a love of reading with your friends from Between the Lions®!Children and parents love Between the Lions, an award-winning public television series that celebrates the joy of reading and offers a playful approach to introducing key literacy skills.What Does a Lion Say? builds on the appeal and literacy focus of Between the Lions.With on-the-go games that are perfect for busy lifestyles, this book is filled with fun and easy literacy games for you to play with your children anytime, anywhere. Children will love learning along with their favorite characters, whether in the car or at the doctor's office, at home, or on a trip. These games introduce the world of letters and reading, while building skills all children need for a lifetime of learning.With alphabet games like "License Plate Lingo," writing games like "Au-Toe-Graph," and describing games like "Silly Scenarios," What Does a Lion Say? helps you make the most of playful, everyday moments with your child.
What Does It Mean to Be Chosen?: An Interactive Bible Study (The Chosen Bible Study Series #1)
by Amanda Jenkins Dallas Jenkins Dr. Douglas HuffmanThis is the official companion study to season 1 of The Chosen, the groundbreaking television series about the life of Jesus. What Does It Mean to Be Chosen? parallels each episode, connecting readers to the Bible in a brand-new way. It includes: A deeper look at Isaiah 43 and its fulfillment in Jesus and the lives of His followers (including us!)Script excerpts, quotes, and illustrations from the showGuiding questions for groups or individuals Being chosen by Jesus has beautiful and far-reaching implications—although it says even more about the Chooser than the choosees. We are loved because He&’s love. We are saved because He&’s merciful. We belong to the family of God because Jesus invites us, making the Bible and all its promises as true for us today as it was for God&’s chosen nation. What does it actually mean to be Chosen? To answer that question, we&’re going Old school—Testament that is—which leads us back to the New. Which always leads us directly to Jesus.
What Does It Mean to Be Well Educated?
by Alfie KohnKohn takes on the recent trend to stress grades and standardized testing in American schools. He compares getting an education to getting through the system, and finds that frustration and lack of real achievement grow in parallel when students are schooled rather than educated. The results, he believes, include a population more likely to be violent and less likely to think reasonably through issues and situations. Annotation ©2004 Book News, Inc. , Portland, OR (booknews. com)
What Does Otis See? (Otis)
by Loren LongWatch Get Rolling with Otis on Apple TV!Featuring the New York Times bestselling character Otis! Join Otis as he explores the many fun things there are to see on the farm! In this new leveled reader, Otis sees a puppy, a little calf, and even a bull. Kids will love learning to read with one of their favorite characters, Otis the tractor!
What Does Revelation Reveal?: Unlocking the Mystery
by Warren CarterThe Book of Revelation has been mysterious, confusing, and misunderstood for centuries. Its content has been studied and analyzed by scholars from every corner of the globe. What is it about Revelation that draws us to it? Is this biblical book about end-time mysteries and hidden codes? Does and it relate to our present day? So what does Revelation actually reveal? Or should Revelation be left behind? According to Dr. Carter, the book of Revelation can tell us about biblical times as well as our own. It can show us how we, as Christians, are to live and hope for our world. Revelation reveals God's Word to God's World: that culture accommodation is dangerous, that judgment is taking place now, that the world does have a chance to repent, that there are evil powers working behind the scene, that the time is up for the eternal empire, and that God is coming in triumph.
What Does The School Nurse Do? (Jobs in My School Ser.)
by Winston GarrettFrom treating stomachaches to cuts or even worse, the school nurse makes sure students remain well, safe, and happy. Early readers will take a closer look at this vital job, and, in doing so, overcome any anxiety that may have when visiting the school nurse.
What Does the Bible Say About...: The Ultimate A To Z Resource (A to Z Series)
by Thomas NelsonHave you ever wondered: what does the Bible have to say about___? Now you fill in the blank. This Ultimate A to Z Resource applies biblical insight to hundreds of contemporary topics ranging from:AddictionPolitical infightingWorld hungerBirth controlFreewillDysfunctional familiesPrejudiceand Natural disastersIn this handy, portable index, you can easily locate any topic—from the broad (conflict resolution, anxiety, and companionship), to the very specific (contracts, debt, and pornography). Each entry contains a summary of the topic, theological/biblical considerations, and verse references to point you directly to the larger scriptural context.The Bible may be 2,000 years old, but it has relevant and wise words on just about any subject, ancient or modern—it is the Living Word of God, and this quick guide is one great way to familiarize yourself with its contents...one topic at a time.Also contains illustrations from Christian cartoonist Jonny Hawkins.
What Does the Bible Say About Sex? (40-Minute Bible Studies)
by Kay Arthur B. J. Lawson David LawsonDoes God really care about your sex life? In a culture saturated with sex, many find it hard to believe the Creator of the universe cares about this facet of their lives. Others are confused about where to draw the line to avoid going "too far." Married or single, you need to know what God says about sex. After all, He's the one who designed this priceless gift and set clear boundaries to protect it. This candid study will help you weigh the messages of our culture against the truth of God's Word. As you learn about the Designer's original intent for sex, you'll gain valuable insights to guide your daily choices.
What Does the Bible Say About Suffering?
by Brian Han GreggWhat Does the Bible Say About Suffering?
What Does the Bible Say about the Future?: 30 Questions on Bible Prophecy, Israel, and the End Times
by Charles H. DyerAnyone can make predictions about the future. The real question is, &“What does God have to say about it?&”The end times is one of those areas of theology where people have many wild opinions. Don&’t get caught up in all the internet speculations and doomsday prognostications. The real place to find out about the future is the Word of God.In What Does the Bible Say About the Future?, radio host and prophecy expert Dr. Charlie Dyer offers you an insightful look at the end times that&’s grounded not in human fantasies but in the very revelation of God. The Bible actually does have a lot to say about the future. It&’s an important topic for you to study. So instead of taking your cues from the self-appointed prophets of today, let Dr. Dyer take you right back to Scripture. You&’ll get answers to questions like:Are we in the last days right now?Are pandemics like Covid-19 a fulfillment of Bible prophecy?What is the Battle of Armageddon?What is the next event on God&’s prophetic calendar?Where is the United States in Bible prophecy?And most importantly . . . If prophecy is true, what difference should it make in my life?God didn&’t give us Bible prophecy to tickle our imagination or satisfy our intellectual curiosity. Rather, God wants us to know about the end times so we can be confident in His eternal purposes. With a biblical understanding of the future, you&’ll be powerfully equipped to live with faith and hope today!
What Does the Bible Say about the Future?: 30 Questions on Bible Prophecy, Israel, and the End Times
by Charles H. DyerAnyone can make predictions about the future. The real question is, &“What does God have to say about it?&”The end times is one of those areas of theology where people have many wild opinions. Don&’t get caught up in all the internet speculations and doomsday prognostications. The real place to find out about the future is the Word of God.In What Does the Bible Say About the Future?, radio host and prophecy expert Dr. Charlie Dyer offers you an insightful look at the end times that&’s grounded not in human fantasies but in the very revelation of God. The Bible actually does have a lot to say about the future. It&’s an important topic for you to study. So instead of taking your cues from the self-appointed prophets of today, let Dr. Dyer take you right back to Scripture. You&’ll get answers to questions like:Are we in the last days right now?Are pandemics like Covid-19 a fulfillment of Bible prophecy?What is the Battle of Armageddon?What is the next event on God&’s prophetic calendar?Where is the United States in Bible prophecy?And most importantly . . . If prophecy is true, what difference should it make in my life?God didn&’t give us Bible prophecy to tickle our imagination or satisfy our intellectual curiosity. Rather, God wants us to know about the end times so we can be confident in His eternal purposes. With a biblical understanding of the future, you&’ll be powerfully equipped to live with faith and hope today!
What Does the Principal Do? (Jobs in My School)
by Rita KiddeAuthority figures can be scary for kids when they don’t understand what they do. This book highlights the many ways the principal is there to help everyone, students and teachers alike.
What Does This Look Like in the Classroom?: Bridging the gap between research and practice
by Carl Hendrick Robin MacphersonEducators in the UK and around the world are uniting behind the need for the profession to have access to more high-quality research and evidence to do their job more effectively. But every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? And how easily is that academic research translated into excellent practice in the classroom In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching.The result is a fascinating manual that will benefit every single teacher in every single school, in all four corners of the globe.
What Does This Look Like in the Classroom?: Bridging the gap between research and practice
by Carl Hendrick Robin MacphersonEducators in the UK and around the world are uniting behind the need for the profession to have access to more high-quality research and evidence to do their job more effectively. But every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding? And how easily is that academic research translated into excellent practice in the classroom In this thorough, enlightening and comprehensive book, Carl Hendrick and Robin Macpherson ask 18 of today's leading educational thinkers to distill the most up-to-date research into effective classroom practice in 10 of the most important areas of teaching.The result is a fascinating manual that will benefit every single teacher in every single school, in all four corners of the globe.
What Does Understanding Mathematics Mean for Teachers?: Relationship as a Metaphor for Knowing (Studies in Curriculum Theory Series)
by Yuichi HandaThis book opens up alternative ways of thinking and talking about ways in which a person can "know" a subject (in this case, mathematics), leading to a reconsideration of what it may mean to be a teacher of that subject. In a number of European languages, a distinction is made in ways of knowing that in the English language is collapsed into the singular word know. In French, for example, to know in the savoir sense is to know things, facts, names, how and why things work, and so on, whereas to know in the connaître sense is to know a person, a place, or even a thing—namely, an other— in such a way that one is familiar with, or in relationship with this other. Primarily through phenomenological reflection with a touch of empirical input, this book fleshes out an image for what a person’s connaître knowing of mathematics might mean, turning to mathematics teachers and teacher educators to help clarify this image.
What Does Your School Data Team Sound Like?: A Framework to Improve the Conversation Around Data
by Dr Dean T. Spaulding Ms Gail M. SmithInspire the data discussion! Data is a valuable resource for improving education. Unfortunately, many school data teams struggle to make sense of new and often overwhelming data. What Does Your Data Team Sound Like? provides an approach that gets teams talking about and applying data effectively in a variety of setting and scenarios. Written to help data teams navigate the confusing world of data analysis for on-going school improvement, this book offers a framework that is rigorous yet easy to follow. Readers will find: Easy, step-by-step discussion & analysis techniques Case studies that demonstrate different approaches Checklists and flowcharts to help visual the process
What Does Your School Data Team Sound Like?: A Framework to Improve the Conversation Around Data
by Dr Dean T. Spaulding Ms Gail M. SmithInspire the data discussion! Data is a valuable resource for improving education. Unfortunately, many school data teams struggle to make sense of new and often overwhelming data. What Does Your Data Team Sound Like? provides an approach that gets teams talking about and applying data effectively in a variety of setting and scenarios. Written to help data teams navigate the confusing world of data analysis for on-going school improvement, this book offers a framework that is rigorous yet easy to follow. Readers will find: Easy, step-by-step discussion & analysis techniques Case studies that demonstrate different approaches Checklists and flowcharts to help visual the process
What Drawing and Painting Really Mean: The Phenomenology of Image and Gesture (Routledge Advances in Art and Visual Studies)
by Paul CrowtherThere are as many meanings to drawing and painting as there are cultural contexts for them to exist in. But this is not the end of the story. Drawings and paintings are made, and in their making embody unique meanings that transform our perception of space-time and sense of finitude. These meanings have not been addressed by art history or visual studies hitherto, and have only been considered indirectly by philosophers (mainly in the phenomenological tradition). If these intrinsic meanings are explained and further developed, then the philosophy of art practice is significantly enhanced. The present work, accordingly, is a phenomenology of how the gestural and digital creation of visual imagery generates self-transformation through aesthetic space.
What Else You Can Do With a PH.D.: A Career Guide for Scholars
by Dr Jan Secrist Dr Jacqueline FitzpatrickWhat Else You can Do With a PhD provides concrete advice and support for readers moving out of academia. The authors cover all the big issues including skill and interest assessment, writing an effective curriculum vitae and cover letters, preparing for interviews and evaluating job offers.
What English Language Teachers Need to Know Volume I: Understanding Learning
by Denise E. Murray MaryAnn ChristisonDesigned for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know I and II are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? The focus throughout is on outcomes, that is, student learning. Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom: the characteristics of the context in which they work how English works and how it is learned their role in the larger professional sphere of English language education Volume II, on facilitating learning, covers the three main facets of teaching: planning instructing assessing The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
What English Language Teachers Need to Know Volume I: Understanding Learning (ESL & Applied Linguistics Professional Series)
by Denise E. Murray MaryAnn ChristisonDesigned for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? In the Second Edition of Volume I, Murray and Christison return to this essential question and call attention to emerging trends and challenges affecting the contemporary classroom. Addressing new skills and strategies that EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, digital environments, and globalization, this book, which is grounded in current research, offers a strong emphasis on practical applications for classroom teaching. This updated and expanded Second Edition features: a new chapter on technology in TESOL new and updated classroom examples throughout discussions of how teachers can prepare for contemporary challenges, such as population mobility and globalization The comprehensive texts work for teachers across different contexts—where English is the dominant language, an official language, or a foreign language; for different levels—elementary/primary, secondary, university, or adult education; and for different learning purposes—general English, workplace English, English for academic purposes, or English for specific purposes.
What English Language Teachers Need to Know Volume II: Facilitating Learning
by Denise E. Murray MaryAnn ChristisonDesigned for pre-service teachers and teachers new to the field of ELT, Volume II and its companion are companion textbook, Volume I, are volumes organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? Volume I covers the characteristics of the context in which teachers work, how English works and how it is learned, and the teacher’s role in the larger professional sphere of English language education. Volume II covers the three main facets of teaching: planning, instructing, and assessing. The focus throughout is on outcomes, that is, student learning. The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
What English Language Teachers Need to Know Volume II: Facilitating Learning (ESL & Applied Linguistics Professional Series)
by Denise E. Murray MaryAnn ChristisonDesigned for pre-service teachers and teachers new to the field of ELT, Volume II of the What English Language Teachers Need to Know set covers the three main facets of teaching: planning, instructing, and assessing. Updated with new research throughout, the focus throughout is on outcomes, that is, student learning. The texts work for teachers across different contexts; different levels, and different learning purposes. The Second Edition has expanded to address corpus-based data, new technologies, and a wider range of contexts.
What English Language Teachers Need to Know Volume III: Designing Curriculum
by MaryAnn Christison Denise E. MurrayWhat English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes). Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula—linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features • Situated in current research in the field of English language teaching and other disciplines that inform it • Sample data, including classroom vignettes • Three kinds of activities/tasks: Reflect, Explore, and Expand
What English Language Teachers Need to Know Volume III: Designing Curriculum (ESL & Applied Linguistics Professional Series)
by MaryAnn Christison Denise E. MurrayDesigned for pre-service and novice teachers in ELT, What English Language Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order to help their students to learn English?Thoroughly revised and updated, the second edition of Volume III explores the contexts for ELT curricula; explains key processes in curriculum design; and sets out approaches to curricula that are linguistic-based, content-based, learner centered, and learning centered. Organized around the three pillars of teaching—planning, instructing, and assessing—chapters in the second edition are updated to include current research and theory to meet the needs of today’s teachers, and feature new or revised vignettes and activities. New chapters help teachers understand both the technological and multilingual approaches that learners need to succeed today. The comprehensive texts of this series are suitable resources for teachers across different contexts—where English is the dominant language, an official language, or a foreign language; for different levels—elementary/primary, secondary, university, or adult education; and for different learning purposes—general English, workplace English, English for academic purposes, or English for specific purposes.