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Consistent measures are being taken in our country to further strengthen social support for pensioners, provide comprehensive care for the elderly and the elderly, improve the state pension system of citizens, and eliminate existing problems in the field.

Consistent measures are being taken in our country to further strengthen social support for pensioners, provide comprehensive care for the elderly and the elderly, improve the state pension system of citizens, and eliminate existing problems in the field.

Consistent measures are being taken in our country to further strengthen social support for pensioners, provide comprehensive care for the elderly and the elderly, improve the state pension system of citizens, and eliminate existing problems in the field.

Consistent measures are being taken in our country to further strengthen social support for pensioners, provide comprehensive care for the elderly and the elderly, improve the state pension system of citizens, and eliminate existing problems in the field.

"Exploring faith-based organizations (FBOs) in current developmental discourses and practice, this book presents a selection of empirical in-depth case-studies of Christian FBOs and assesses the vital role credited to FBOs in current discourses on development. Examining the engagement of FBOs with contemporary politics of development, the contributions stress the agency of FBOs in diverse contexts of development policy, both local and global. It is emphasised that FBOs constitute boundary agents and developmental entrepreneurs: they move between different discursive fields such as national and international development discourses, theological discourses, and their specific religious constituencies. By combining influxes from these different contexts, FBOs generate unique perspectives on development: they express alternative views on development and stress particular approaches anchored in their theological social ethics. This book should be of interest to those researching FBOs and their interaction with international organizations, and to scholars working in the broader areas of religion and politics and politics and development."

"Exploring faith-based organizations (FBOs) in current developmental discourses and practice, this book presents a selection of empirical in-depth case-studies of Christian FBOs and assesses the vital role credited to FBOs in current discourses on development. Examining the engagement of FBOs with contemporary politics of development, the contributions stress the agency of FBOs in diverse contexts of development policy, both local and global. It is emphasised that FBOs constitute boundary agents and developmental entrepreneurs: they move between different discursive fields such as national and international development discourses, theological discourses, and their specific religious constituencies. By combining influxes from these different contexts, FBOs generate unique perspectives on development: they express alternative views on development and stress particular approaches anchored in their theological social ethics. This book should be of interest to those researching FBOs and their interaction with international organizations, and to scholars working in the broader areas of religion and politics and politics and development."

A new participatory research model, Research-Practice-Industry Partnerships (RPIP), presents a unique value proposition. Design processes have typically placed professional designers, not the end users, at the center of the work. RPIPs create an intentional feedback loop that transforms the knowledge, action, or goals of all involved parties (Baker et al., 2022). RPIP aims to create better designs for scalable technologies that both meet the needs of educators and incorporate research from the learning sciences. This yields a product more likely to be used, used appropriately, and have the desired impact for learners. Digital Promise partnered with edtech startup Merlyn Mind and the University of California, Irvine (UCI) in an RPIP. This white paper describes our engagement and suggests that this model can yield positive impacts and new learning for all participants. Surveys and interviews with participants showed that engagement was mutually valued among all parties, practitioners learned more about AI and edtech in general, and Merlyn Mind staff learned more about working with schools and educators. Practitioners also benefited from the networking and collaboration that participation in the RPIP brought and felt it helped them grow professionally. [This paper was funded by Merlyn Mind.]

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vii, 534 p. 28 cm

Book Source: Digital Library of India Item 2015.220603 dc.contributor.author: Keith, A. Berriedale dc.date.accessioned: 2015-07-09T21:47:41Z dc.date.available: 2015-07-09T21:47:41Z dc.date.digitalpublicationdate: 2005-05-18 dc.date.citation: 1924 dc.identifier.barcode: 2990140053775 dc.identifier.origpath: /data_copy/upload/0053/780 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/220603 dc.description.scannerno: 4 dc.description.scanningcentre: Osmania University dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 416 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Oxford University Press dc.rights: Not Available dc.source.library: Osmania University dc.subject.classification: Language. Linguistics. Literature dc.subject.classification: Literature dc.subject.classification: Literature dc.title: The Sanskrit Drama In Its Origin Development Theory And Practice

This scoping review aims to explore and synthesize evidence regarding the development and utilization of advanced practice nurses in Arab countries in the Eastern Mediterranean region including practice areas, roles and responsibilities, educational preparations, scope of practice, and licensure requirements etc.

It can be rationalised that the education of high ability students is of immense importance to society, based on the principle that many of tomorrow's pioneers within the field of science will originate from this group of individuals. Consequently, these students must be equipped with critical and creative thinking skills to fulfil their intellectually demanding roles within the field of science. One way that this might be achieved is to incorporate critical and creative thinking skills into a science programme for high ability learners. This paper reports on a quantitative study that was performed to investigate teacher and student perceptions of critical and creative thinking within a science programme for high ability females at a secondary school in Singapore. Several strong correlations were identified between teachers' classroom practice and students' critical/creative thinking within the classroom. It was also discovered that students were more likely to use critical thinking skills within a science classroom compared to any other subject, but that they were more likely to use creative thinking skills while preparing for competitions such as Future Problem Solving and Odyssey of the Mind. These findings have implications for staff development within the school and the use of classroom strategies to teach critical and creative thinking. (Contains 6 tables.)

To investigate the effectiveness of classroom-based innovations, researchers commonly generate data using assessment instruments. In chemistry education research, assessment instruments may generate data related to cognitive knowledge (e.g., American Chemical Society exams, instructor-developed exams, concept inventories, or other measures of chemistry content knowledge), affect (e.g., measures of student attitudes, beliefs, etc.), and behavior (e.g., observational protocols for student [or instructor] behaviors). Because assessment instruments commonly measure latent (not directly observable) constructs such as knowledge and beliefs, it is best practice for instrument developers and users to provide evidence related to the validity and reliability of instrument-generated data. While the CER community has collectively adopted some expectations related to reporting of validity and reliability evidence (Arjoon et al., 2013), there is no consistent protocol for conducting validation and reliability studies or reporting these data. In the present study, we will investigate the adoption of best practices in measurement and evaluation, as described by the Standards for Educational and Psychological Testing, in a census of journal articles published in the flagship international journal for Chemistry Education Research (CER) since 2010.

The continuous transformation of career and technical education (CTE) practitioners' roles that has resulted from reforms, technological advances, and new certification requirements has necessitated the creation of learner-centered professional development (PD) programs. Numerous schools nationwide have succeeded in developing high-quality, learner-centered PD programs, many of which involve electronic technology and the Internet. Worksite experiences, including internships, externships, and industry tours, have proved highly beneficial in linking PD to the workplace and community. The following are among nine guidelines that have been formulated to assist individuals interested in developing strong learner-centered PD programs: (1) the content of PD should focus on what students are to learn and how to address the different problems students may have in learning that material; (2) PD should be driven by analysis of the differences between goals and standards for student learning and student performance; (3) PD should help teachers identify what they need to learn and the appropriate learning process; (4) PD should be primarily school based and integral to school operations; (5) PD should provide learning opportunities that relate to individual needs but that are organized around collaborative problem solving; (6) PD should be continuous and ongoing, involving follow-up support for further learning; (7) PD should incorporate evaluation; (8) PD should provide opportunities to develop a theoretical understanding of the knowledge and skills to be learned; and (9) PD should be integrated with a comprehensive change process addressing impediments to and facilitators of learning. (Contains 16 references.) (MN)

The continuous transformation of career and technical education (CTE) practitioners' roles that has resulted from reforms, technological advances, and new certification requirements has necessitated the creation of learner-centered professional development (PD) programs. Numerous schools nationwide have succeeded in developing high-quality, learner-centered PD programs, many of which involve electronic technology and the Internet. Worksite experiences, including internships, externships, and industry tours, have proved highly beneficial in linking PD to the workplace and community. The following are among nine guidelines that have been formulated to assist individuals interested in developing strong learner-centered PD programs: (1) the content of PD should focus on what students are to learn and how to address the different problems students may have in learning that material; (2) PD should be driven by analysis of the differences between goals and standards for student learning and student performance; (3) PD should help teachers identify what they need to learn and the appropriate learning process; (4) PD should be primarily school based and integral to school operations; (5) PD should provide learning opportunities that relate to individual needs but that are organized around collaborative problem solving; (6) PD should be continuous and ongoing, involving follow-up support for further learning; (7) PD should incorporate evaluation; (8) PD should provide opportunities to develop a theoretical understanding of the knowledge and skills to be learned; and (9) PD should be integrated with a comprehensive change process addressing impediments to and facilitators of learning. (Contains 16 references.) (MN)

The continuous transformation of career and technical education (CTE) practitioners' roles that has resulted from reforms, technological advances, and new certification requirements has necessitated the creation of learner-centered professional development (PD) programs. Numerous schools nationwide have succeeded in developing high-quality, learner-centered PD programs, many of which involve electronic technology and the Internet. Worksite experiences, including internships, externships, and industry tours, have proved highly beneficial in linking PD to the workplace and community. The following are among nine guidelines that have been formulated to assist individuals interested in developing strong learner-centered PD programs: (1) the content of PD should focus on what students are to learn and how to address the different problems students may have in learning that material; (2) PD should be driven by analysis of the differences between goals and standards for student learning and student performance; (3) PD should help teachers identify what they need to learn and the appropriate learning process; (4) PD should be primarily school based and integral to school operations; (5) PD should provide learning opportunities that relate to individual needs but that are organized around collaborative problem solving; (6) PD should be continuous and ongoing, involving follow-up support for further learning; (7) PD should incorporate evaluation; (8) PD should provide opportunities to develop a theoretical understanding of the knowledge and skills to be learned; and (9) PD should be integrated with a comprehensive change process addressing impediments to and facilitators of learning. (Contains 16 references.) (MN)

Disbound Original Held in Oak Street Library Facility

Book digitized by Google from the library of the University of Michigan and uploaded to the Internet Archive by user tpb.

Book digitized by Google from the library of the University of Michigan and uploaded to the Internet Archive by user tpb.

VIII, 719 p. : 22 cm

Using a reflective practice approach this paper provides an outline of the development of a new career development and counselling program for students within a medical sciences off-campus precinct. Drawing on Schön's (1983) reflective practice framework the aim included reflecting "in" and "on" action during the development and implementation of the program, leading to transformative learning. Client (the student) and counsellor had the opportunity to assess and reframe their views through the incorporation of new knowledge and information. The career development program is based on Krumboltz and Super's theoretical models with a focus on the life stages of career and leisure development throughout the lifespan. The paper concludes that individuals may begin to examine and assess their own skills and abilities by drawing on aspects of reflective practice such as noticing, making sense, making meaning, and finally reaching a stage of self-awareness (Bager-Charleson, 2010). These outcomes may transpire as a result of participation in various skills audit exercises and related activities within a career development program.

The ESEA Blueprint for Reform states that teachers need "effective, ongoing, job-embedded, professional development that is targeted to student and school needs… [and] aligned with evidence of improvements in student learning." Unfortunately, the professional development approaches advocated, though sensible and compelling in theory, have rarely been widely field-tested and evaluated using rigorous research techniques. The situation is slowly changing, but often the results have been mixed. One promising professional development effort in recent years has been the Teacher Study Group (TSG). This approach to professional development is an attempt to orchestrate several of the "best practices" in professional development--linkage to core curriculum, concreteness, establishment of collegial networks, and ongoing related activities--into a feasible model for use in elementary schools. The goal of the TSG professional development program is to enhance instruction by helping teachers integrate research-based instructional strategies into their existing curriculum. The purpose of the study is to examine the impact of the Teacher Study Group, focused on effective vocabulary instruction, on teacher knowledge, observed teaching practice, and student vocabulary achievement when implemented with first grade teachers in Title I schools. The major research questions were: (1) What is the impact of the TSG on teacher knowledge and teaching practice when compared to the professional development efforts being provided by the states and districts?; (2) What is the impact of the TSG on students' vocabulary knowledge when compared with students in classes receiving existing professional development efforts?; (3) What role does fidelity of implementation of the TSG protocols by the facilitators play in moderating the impacts of TSG on teacher and student outcomes?; and (4) What contextual factors facilitate or hinder effective implementation of the TSG? the randomized controlled study was conducted in 61 Title 1 schools (31 treatment and 30 control) from 16 school districts in four states: California, Ohio, Illinois, and Texas. The sample consisted of 182 first grade teachers (94 treatment and 88 control) and a randomly selected sample of 1811 students (940 in treatment and 871 in control). In each district, data were collected from both the TSG and control schools at the same time, by observers and testers blind to condition, to guard against bias entering the data collection process. Preliminary findings demonstrate the potential of the TSG intervention to bring about significant positive impacts at the teacher level (a proximal outcome for a professional development intervention). Tables are appended.

Communities of practice are becoming more widespread within higher education, yet little research has explored how these social learning networks can enhance faculty development. The focus of this paper is to describe the first-year experience of a community of practice initiative at McMaster University that was designed to engage groups of faculty, staff, and students to share ideas and foster learning. Four communities were initiated: Teaching with Technology, Teaching Professors, Pedagogy, and First Year Instructors, all of which provided a forum of safety and support, encouraging new ideas and risk taking that in turn contributed to individual and collective learning. Though in its early days, we consider communities of practice an innovative way to regenerate current learning and surface teaching practices that can build dynamic academic communities to foster faculty and staff development. Communities of practice have enabled us to reach beyond formal structures (e.g., classrooms) to create connections amongst people from different disciplinary boundaries that generate learning and foster development.

Communities of practice are becoming more widespread within higher education, yet little research has explored how these social learning networks can enhance faculty development. The focus of this paper is to describe the first-year experience of a community of practice initiative at McMaster University that was designed to engage groups of faculty, staff, and students to share ideas and foster learning. Four communities were initiated: Teaching with Technology, Teaching Professors, Pedagogy, and First Year Instructors, all of which provided a forum of safety and support, encouraging new ideas and risk taking that in turn contributed to individual and collective learning. Though in its early days, we consider communities of practice an innovative way to regenerate current learning and surface teaching practices that can build dynamic academic communities to foster faculty and staff development. Communities of practice have enabled us to reach beyond formal structures (e.g., classrooms) to create connections amongst people from different disciplinary boundaries that generate learning and foster development.

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This study examined the effects of SERVOL's (Service Volunteered for All) Adolescent Development Programme (ADP) on participants in Trinidad 10 years after participation. The ADP was developed as a 3-month program in 1981 to develop the social skills of adolescents between the ages of 16 and 19, and focused on self-understanding, emotions and everyday problems, parenting skills, and motivation for further academic or job skills. Participating in the study were 79 men and women in their twenties, 40 of whom had been ADP participants and 39 comprising a comparison group. Information was collected through interviews carried out with the former SERVOL trainees and similar adults forming the comparison groups, as well as parents, employers, and community leaders. Findings indicated that the former SERVOL trainees benefited from the program: they became better parents, had improved communication with their own parents, and developed high levels of self-esteem. These findings were reinforced by parents, community leaders, and employers. There was also some support that the SERVOL training led to postponement of childbearing for female participants, but not postponement of parenthood by male participants. The comparison group, however, also performed well as parents, were dedicated and resourceful at work, and most were well regarded by parents, community leaders, and employers. The former SERVOL trainees themselves believed that the course enhanced their parenting skills and had a positive impact on their lives. Recommendations for possible improvement of the program include adapting the program for inclusion in the school curriculum and developing strategic alliances with regional and international organizations. (Five appendices contain the surveys used for the SERVOL intervention group and the comparison group, and list the interview questions for parents, community leaders, and employers.) (KB)

The purpose of this study was to develop a scale for assessing teachers' self-determination instruction and to test the validity and reliability of this tool. The subjects included 315 teachers recruited from elementary and junior high schools nationwide in Taiwan. The Teaching Self-Determination Scale (TSDS) developed in this study aimed at assessing the extent to which educators teach students knowledge and skills related to self-determination. The 24-item TSDS is comprised of four subscales including Self-Realization, Psychological Empowerment, Self-Regulation, and Autonomy. Data collected were analyzed using descriptive statistics, correlation analyses, t tests, and factor analyses. Findings showed that the TSDS has satisfactory psychometric properties. The internal consistency reliability coefficients (Cronbach's a) ranged from 0.76 to 0.93, while the test-retest coefficients ranged from 0.71 to 0.87. Findings of the exploratory factor analysis showed that the four TSDS subscale factors can be reasonably extracted, which can explain 59.7% of the total item variance. The confirmatory factor analysis results further indicated a good fit between the measurement model and the sample data (GFI = 0.96, AGFI = 0.91, RMSEA = 0.08, NFI = 0.97, RFI = 0.93, IFI = 0.98, TLI = 0.95, CFI = 0.98). Suggestions are provided for future research.

This study aims to identify the practice of emotional and spiritual education by faculty members of Tafila Technical University and its relation in development of students' self-behavior, a notion that includes some aspects of self-emotions, behavior control, and emotional control and to guide a person towards achievement, excellence, in light of some variables like gender and specialization Al-Ahmad (2009). To achieve the goals of the study, a questionnaire was conducted to collect information to be distributed to a random sample consisting of 227 students (101 males and 126 females) in Tafila Technical University (TTU) in the academic year 2016/2017. The study concludes that the degree of practice of emotional and spiritual education and self-behavior by faculty members of TTU is average and that there is a correlation between spiritual and emotional values and self-behavior. According to these results, the study provides some recommendations including: to include contents of spiritual and emotional education in training programs for the faculty members of TTU, to develop teaching methods in universities in a manner that agrees with the moral curve that motivates students to develop self-discipline skills.

APPROXIMATELY 105 SUPERVISORS AND COORDINATORS OF PUBLIC SCHOOL VOCATIONAL EDUCATION PROGRAMS IN CALIFORNIA PARTICIPATED IN CONFERENCES TO STUDY CURRENT LEADERSHIP PRACTICES AND VOCATIONAL EDUCATION PROGRAMS AS RELATED TO NATIONAL, STATE, AND LOCAL REQUIREMENTS. PRESENTATIONS WERE--(1) "A THEORETICAL MODEL FOR VOCATIONAL EDUCATION IN A HISTORY OF CHANGE" BY MELVIN L. BARLOW, AND (2) "THE IMPACT ON MY ADMINISTRATION OF RECENT TRENDS IN VOCATIONAL EDUCATION" BY JOHN W. DUNN, CHARLES W. PATRICK, AND HARRY D. WISER. PRESENTATIONS ON REGIONAL BUSINESS WERE--(1) "RECENT DEVELOPMENTS IN BUSINESS EDUCATION" BY ROBERT M. BOLDT, (2) "HOMEMAKING EDUCATION AND OCCUPATIONAL TRAINING RELATED TO HOME ECONOMICS" BY MARY F. INMAN, AND (3) "FUNCTIONS OF VOCATIONAL EDUCATION" BY LEE W. RALSTON. BRAINSTORMING SESSIONS IDENTIFIED SOME SOURCES, PATTERNS, AND CONSEQUENCES OF CHANGE IN VOCATIONAL EDUCATION. USING A JUNIOR COLLEGE CASE STUDY, PRESENTED BY PETER VAILL, AS A BASIS, DISCUSSION GROUPS DEVELOPED SUGGESTIONS TO HELP VOCATIONAL ADMINISTRATORS UNDERSTAND THE CLIMATE OF A COLLEGE AND TO MATCH THE PROGRAM WITH SOCIAL SITUATIONS. OTHER DISCUSSION GROUP SESSIONS WERE DEVOTED TO THE IMAGES OF VOCATIONAL EDUCATION AND THE SOURCES AND IMPLICATIONS OF THESE IMAGES. REPORTS OF THE BRAINSTORMING AND GROUP DISCUSSION SESSIONS ARE INCLUDED. (PS)

Since its emergence in the early 1990's, digital storytelling has been variously identified as a new media practice, a consumer and community-led movement, and a textual system. However, given its relative nascent status, there remains the need for further academic research focusing on the different forms it has assumed. During the spring/summer of 2011, I conducted an examination of Taking the Field (TTF), a digital storytelling project that aims to celebrate grassroots cricket in the UK through the construction of stories by village and county-level clubs. In contrast to most previous projects that aim to have the participants "speak" by constructing their own stories, TTF stories are researched and constructed by project staff with the assistance of the clubs. My research centers on the experiences of two clubs in the project, Blaina CC and Spondon CC, through interviews and elicitation techniques with club and community members using the completed stories and the artifacts used in their construction. Through the theoretical framework of Gell's anthropology of art, I consider how digital stories act as objects that mediate social agency during their creation and how the structure of this type of project contributes to the formation of communities of practice in the "performance" of collective identity. (Contains 1 table.)

This study examines the effects of changes made by a small rural school division in Manitoba (Canada) to its professional development model in response to requirements for new curricula and provincial standards tests. The study looks at the effects that sharing of local expertise, the restructuring of the traditional professional development funding model, and a concentrated effort on curriculum implementation have had on teacher effectiveness and satisfaction, and classroom instruction. Data were gathered from two surveys given to 66 teachers and 10 administrators. Findings indicate that teacher networking was taking place on a large scale in the division and was meeting the needs of teachers; teachers reported a high degree of satisfaction; teacher networking was helping with curriculum implementation, introducing teachers to new classroom teaching strategies and meeting their personal professional development goals; and teachers felt that funds were being used more efficiently and effectively. Administrators felt that the amount of money given to schools for professional development was inadequate and that although professional development funds had a positive impact on teacher performance, the impact on support staff was questionable. The model was more beneficial to early and middle-years teachers than to senior-years teachers and teachers without a regular classroom. Appendices present a diagram of professional development, a professional development newsletter, and the survey instruments. (Contains 44 references.) (TD)

This case study focused on the electronic portfolio (e-portfolio) as a portrait of teacher growth in an in-service chemistry education graduate program. The e-portfolio provided a multimedia space for systematic documentation of teacher professional growth within the domain of reflective practice. In this study, the outcome and illustration of authentic growth was theorized and evaluated using a system of quality criteria (ontological, educative, catalytic, and tactical). Findings showed that successful e-portfolio entries illustrating reflective practice were created when teacher participants explicitly showed how they experienced growth (increased professional competency) over time through well-coordinated sets of baseline- and post-baseline evidence. The conceptual framework introduced in this article responds to calls for robust models to analyze growth through reflective practice in the development of e-portfolio pedagogy.

This final report of a conference on curriculum development within the ES '70 program is divided into three parts. The first part contains addresses concerning the comprehensive high school and the ES '70 program as a curriculum innovation. Three current trends--individualized instruction, changes in instructional theory, and changes in instructional technology--are related to the ES '70 program. Part two stresses the need to formulate an interlocking system, from the Federal level to the local classroom, in the area of planned change. Through a systems approach, a capacity to apply all relevant knowledge and the use of inside and outside resources, the program for planned change would be enhanced. Part three extracts the implications of a smaller ES '70 conference group in New Orleans. The importance of the student and his educational needs are emphasized. A case study in educational improvement through planned change concludes the report. (LN)

The article is composed of the results of the study carried out within the scope of the project entitled "Extended Piano Techniques and Teaching in Music Education Departments." Within the scope of the project, 16 students taking education at Music Education Department, Uludag University, learned six pieces composed for the project via benefiting from extended techniques and methodically during three semesters and their progress was evaluated via using the statistical data on the observation forms prepared beforehand. Moreover, in the end of the practice, with semi-structured questions, six students were interviewed and the contribution of the project to the students was investigated. The aim of the project is to investigate into the attitudes of the students towards teaching modern piano techniques at Education Faculty, Fine Arts Education Department, Music Education Division and their contribution to their success levels. As a result of the statistical data, when measurements made in the first and last weeks via using observation forms are taken into consideration, it can be stated that the first work developed target behaviors greatly during the five-week education process. It was observed that while the second, third, and fourth works had moderate level of effects on the development of target behaviors, the fifth and the sixth works had lower effects when compared to other works. According to the answers which six students gave to the semi-structured interview questions, all the students found the project positive in terms of its having them acquire a different perspective and five students found it positive in terms of its developing their information. A student stated that the allotted time was not sufficient, and another one found it unnecessarily detailed and stated a negative opinion. The originality of the study comes from the fact that these techniques in piano were new for the students at education faculties and applied for the first time.

p. cm

Over the last 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has conducted more than 23 large-scale comparative studies of student achievement. The work associated with teacher preparation as well as experience gained in many of IEA's studies, such as TIMSS, led to a request from members of the organization for an in-depth investigation of teacher preparation and training, particularly in terms of the subject area of mathematics. This document provides the framework and specifications for the first IEA study of teacher preparation and training of primary and lower secondary mathematics teachers. The framework outlines a comprehensive approach to investigating and understanding teacher preparation around the world and includes an attempt to understand how national policies and institutional practices influence the outcomes of beginning teachers. This focus on what beginning teachers know and can do makes this study the first of its kind. The overall study has three overlapping components: (1) Component I: Studies of teacher education policy, schooling, and social contexts at the national level; (2) Component II: Studies of primary and lower secondary mathematics teacher education routes, institutions, programs, standards, and expectations for teacher learning; and (3) Component III: Studies of the mathematics and related teaching knowledge of future primary and lower secondary school mathematics teachers. The key research questions for the study focus on the relationships between these components, such as relationships between teacher education policies, institutional practices, and future teacher outcomes. Appended are: (1) Study Design and Data Sources; (2) Item Samples; (3) Expert Panel Meetings; and (4) List of National Research Centers Participating in TEDS-M. (Contains 1 figure, 17 tables, 4 boxes, and 14 footnotes.) [This paper was written with contributions from William Schmidt, Kiril Bankov, Michael Rodriguez, Martin Carnoy, Richard Houang, Lee Cogan, Lynn Paine, and Eduardo Rodrigues.]

Title: 【Agricultural and Rural Development】A practice example of the coastal fisheries management in Japan Published on: 2020-04-24 Original video URL: https://www.youtube.com/watch?v=gmx5Yp3VfiE

Title: 【Agricultural and Rural Development】A practice example of the coastal fisheries management in Japan Published on: 2020-04-24 Original video URL: https://www.youtube.com/watch?v=gmx5Yp3VfiE

Title: 【Agricultural and Rural Development】A practice example of the coastal fisheries management in Japan Published on: 2020-04-24 Original video URL: https://www.youtube.com/watch?v=gmx5Yp3VfiE

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Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers.

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers.

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers.

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers.

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers.

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers.

The purpose of this study is to identify expert consensus on best-practice strategies for speech-language pathologists (SLPs) providing early intervention services to children with or at risk for cerebral palsy. The specific aims are: 1) To generate expert-informed clinical communication-based strategies currently used in practice. 2) To identify areas of consensus and divergence in early intervention approaches for this population. 3) To develop a preliminary best-practices framework to inform future research and clinical guidance. This study is exploratory and does not test a hypothesis but is designed to develop a structured foundation for future hypothesis-driven work.

The purpose of this study is to identify expert consensus on best-practice strategies for speech-language pathologists (SLPs) providing early intervention services to children with or at risk for cerebral palsy. The specific aims are: 1) To generate expert-informed clinical communication-based strategies currently used in practice. 2) To identify areas of consensus and divergence in early intervention approaches for this population. 3) To develop a preliminary best-practices framework to inform future research and clinical guidance. This study is exploratory and does not test a hypothesis but is designed to develop a structured foundation for future hypothesis-driven work.

1Pollyanna

By Eleanor H. Porter

Pollyanna tells the story of Pollyanna Whittier, a young girl who goes to live with her wealthy Aunt Polly after her father's death. Pollyanna's philosophy of life centers around what she calls "The Glad Game": she always tries to find something to be glad about in every situation, and to always do without delay whatever she thinks is right. With this philosophy, and her own sunny personality, she brings so much gladness to her aunt's dispirited New England town that she transforms it into a pleasant, healthy place to live. Eventually, however, even Pollyanna's robust optimism is put to the test when she loses the use of her legs in an accident. (written by Mary Anderson)

2Just David

By Eleanor H. Porter

David and his father set out from their idyllic mountain home to go to meet family, but enroute, David's father, who is sick dies, and David is left stranded in a little farming town. No one can read his father's handwriting, and David doesn't know his last name. A stern farmer and his wife take David in, and learn more from him than they realize! David, who counts only the sunny hours of his life, soon touches all the people's lives he meets in his new life with his beautiful violin music and sunny disposition. (Written by Mary Anderson)

3Pollyanna Grows Up

By Eleanor H. Porter

Pollyanna, now cured of her crippling spinal injury, and able to walk again, goes to live in Boston with Mrs. Carew, a heart-broken woman searching for her lost nephew. Her Aunt Polly goes abroad with her new Uncle, Dr. Chilton. While in Boston, Pollyanna meets new friends and has several interesting adventures...<br><br>A startling change in Aunt Polly's and Pollyanna's circumstances require Pollyanna to come up with a workable solution. Pollyanna's solution brings all her new friends from Boston and her old friends in Beldingsville together. Pollyanna also discovers she has to make a choice. Who will win her heart? (Summary by Mary Anderson)

4Scottish Chiefs

By Jane Porter

An adventure novel about William Wallace, one of the most popular books ever written by Jane Porter. The French version was even banned by Napoleon, and the book has remained very popular with Scottish children, but is equally enjoyable for adults. (Summary by Wikipedia, revised by Kikisaulite)

5Miss Billy

By Eleanor H. Porter

Mr. Neilson was determined to name his first child after his boyhood chum, William Henshaw. When the baby disappointed him by being a girl, he was consoled by naming her Billy. Miss Billy, now 18, orphaned and all alone in the world, takes her lawyer’s suggestion to ask her namesake to take her in. Only one little problem – Mr. Henshaw did not know of her existence, and then mistakenly thinks that Billy is a boy! <br></br> Eleanor H. Porter was an early 20th century author of children’s literature and novels. Her most well known book was “Pollyanna” and it’s sequel, “Pollyanna Grows Up”. (Summary by Maria Therese)

6Oh, Money! Money!

By Eleanor H. Porter

Mr. Stanley Fulton is worth millions, but he has no one to leave his money to except some unknown distant cousins. In order to find out how they would handle a fortune, he decides to give each of them $100,000 dollars during his life, and go – incognito - to live in their midst! Who will prove worthy to inherit his millions and will his deception be discovered?<br /><br /> Eleanor H. Porter was an early 20th century author of children’s literature and novels. Her most well known book was “Pollyanna” and it’s sequel, “Pollyanna Grows Up”. (Summary by Maria Therese)

7Miss Billy's Decision

By Eleanor H. Porter

When <i>Miss Billy</i> closed, Miss Billy and Bertram were happily engaged. In this first sequel to <i>Miss Billy</i> will the path to wedded bliss run smooth or will misunderstandings and heartache cross their path? Find out in <i>Miss Billy’s Decision</i>! (Summary by Maria Therese)

Imagine a young, twenty-something woman in 1860, reared “in the indolent life of the ordinary Southern girl” (which means she has never learned to cook); married to a professional man who knows “nothing of manual labor;” who is mother to a young son; and who has just found out she is pregnant with their second child. Imagine that this couple has become “embarrassed financially” by “imprudent speculations,” and that they are discussing what to do. They decide to buy a wagon and three yoke of unbroken oxen and head overland to California.<br><br>"We were two such precious dunces,” writes Lavinia Honeyman Porter in her autobiographical account of their journey across the plains. “In a short time the six oxen were bought, driven to our home and turned loose in our barnyard--wild brutes, as handy as with their heels as with their horns. Not one of us was brave enough to venture into the corral with them and we soon concluded we had six white elephants on our hands.” From there on in, Lavinia's adventures get worse—and then better. For those who enjoy true stories of pioneering days and happy endings, this is an enjoyable read.<br>(Introduction by Sue Anderson)

9Miss Billy Married

By Eleanor H. Porter

At the opening to this second sequel to Miss Billy (Miss Billy, Miss Billy's Decision, Miss Billy Married), we find Bertram and Billy finally at the altar. Will wedded bliss ensue and are the patter of little feet on the horizon? Or is misunderstanding and heartache in the cards again? Find out in <i>Miss Billy Married</i>! (Summary by Maria Therese)

10Dawn

By Eleanor H. Porter

Dawn (also known in England as "Keith’s Dark Tower"), was published in 1919, and is set during World War I. Keith Burton is going blind. It is hard for him and his family. Most of the book deals with their ways - right and wrong - of dealing with the situation. At the end, Keith finds pride in helping blind solders.<br><br>Eleanor H. Porter was a writer of many popular children’s books and novels, including the Pollyanna and Miss Billy series, as well as Just David, Oh, Money! Money! and more. (Summary by Stav Nisser and Maria Therese)

11Mary Marie

By Eleanor H. Porter

A charming 'coming of age' story about a young girl, Mary Marie, whose young life is thrown into turmoil as her parents divorce. As she leads two lives, she comes to realize that her parents still love one another, and engineers a reunion. In the end, we discover the long-lasting effect of this turmoil on the adult Mary Marie, and her own marriage." (summary by Lynne Thompson)

12Road to Understanding

By Eleanor H. Porter

"If Burke Denby had not been given all the frosted cakes and toy shotguns he wanted at the age of ten, it might not have been so difficult to convince him at the age of twenty that he did not want to marry Helen Barnet."<br/><br/>"Of course the inevitable happened. However near two roads may be at the start, if they diverge ever so slightly and keep straight ahead, there is bound to be in time all the world between them. In the case of Burke and Helen, their roads never started together at all: they merely crossed; and at the crossing came the wedding. They were miles apart at the start—miles apart in tastes, traditions, and environment. In one respect only were they alike: undisciplined self-indulgence—a likeness that meant only added differences when it came to the crossing; and that made it all the more nearly impossible to merge those two diverging roads into one wide way leading straight on to wedded happiness." (From the book)<br/><br/>This all sounds complicated. This complicated situation is conveyed to us by the couple and some of their friends. However, more complications rise when a daughter is caught in the middle - a clever and wonderful girl who had to endure a sad and bitter life: live with her abnormal mother and be employed by her father, without knowing it's him. Her parents know what's best for her, but does Betty know what's best for herself? Will Betty be able to forgive her parents? (Summary by Stav Nisser)

13Pollyanna (version 2)

By Eleanor H. Porter

In a small town far out West, 11 year old Pollyanna loses her mother then her dad to disease. This book describes how the orphan is sent to be raised by her aunt who lives far away in the East of the country. Unfortunately her aunt does not want her but accepts her very reluctantly only out of 'duty' and sticks her into a tiny hot attic room so she will be 'out of the way'. What Aunt Polly does not know is that Pollyanna is bringing the game of being 'glad' that her father taught her and that her irrepressible happy attitude will transform not only that dull and miserable house, but an entire village before she is through. (Summary by Phil Chenevert)

14Turn Of The Tide

By Eleanor H. Porter

"What a joy! How exciting!" Margret Kendall returned home, to her loving and equally beloved mother's arms after 4 years in the slums of New York City- where she endured unimaginable hardships. This hardship made the naturally brilliant nine-years-old strong, resourceful, and full of questions which her mother finds it hard to answer. But this is not the end of the problems she would have to face. Those will include her mother's intended marriage, her need to get along with her stepfather's people, and her ever present worry about her poor friends from New York who were there for her in her darkest moments. This book is full of twists and turns, but you can hang on to the sub-title "How Margaret Solved Her Problems", and feel more of its magic. You may think this is a dark book. Yes, it has it's dark parts. But it is also humorous, beautifully written and uplifting. <br /><br />Note that the prequel to this book, Cross Currents, is also available as an audiobook from the LibriVox catalog (Summary by Stav Nisser)

15Across The Years

By Eleanor H. Porter

These 18 wonderful short stories by Eleanor H. Porter, the author of Pollyanna, deal with those marvelous and maddeningly frustrating creatures: human beings. As always, Porter describes real people with sensitivity and an insight into all of their variety that makes you say "I knew someone just like that". She is able to capture the faded, but not quite extinguished, dreams of the elderly and the bright hopes of youth. The theme of this collection is how we humans deal with life and love throughout our lives, "Across the Years", no matter where we are or what era we live in. (Summary by phil chenevert)

Cross Currents: The Story of Margaret, to give it its full title, is delightful story about a little girl’s resilience and a mother’s unwavering love, from the beloved author of Pollyanna. Margaret Kendall (the Margaret of the story) has known nothing but love, wealth and privilege for the first five years of her life. An accident during a visit with her mother to New York City leaves little Margaret alone and fending for herself. While her mother searches desperately for her, Margaret has to do the best she can by herself. The book also also provides a glimpse into the everyday life of working children at the turn of the last century. Not always a pretty picture. Cross Currents is followed by The Turn of the Tide, which follows Margaret as she leaves New York and grows older. (Summary by Wikipedia and Phil Chenevert)

17Pollyanna (version 3 Dramatic Reading)

By Eleanor H. Porter

The story begins when Pollyanna arrives in Beldingsville to live with her Aunt Polly, a strict and dutiful middle aged woman. Pollyanna immediately begins to brighten up everyone's life by the "Glad Game." Trying to find something to be glad about in every situation, Pollyanna is happy, joyful, lively, and soon transforms the whole town. One day something so terrible happens, even Pollyanna doesn't know how to be glad about it. (Summary by Abigail Rasmussen) <br><br><strong>Cast</strong>:<br> Pollyanna: <a href="https://librivox.org/reader/7866">Lydia Rasmussen</a><br>Miss Polly: <a href="https://librivox.org/reader/8677">KHand</a><br>Nancy: <a href="https://librivox.org/reader/7892">Alexis Castro</a><br>John Pendleton: <a href="https://librivox.org/reader/4535">Brett W. Downey</a><br>Dr. Chilton: <a href="https://librivox.org/reader/7704">Robert Harder</a><br>Old Tom: <a href="https://librivox.org/reader/7008">John Trevithick</a><br>Jimmy Bean: <a href="https://librivox.org/reader/7894">Jacob Rasmussen</a><br>Milly: <a href="https://librivox.org/reader/4899">Theresa L. Downey</a><br>Mrs. Snow: <a href="https://librivox.org/reader/7799">Lani Small</a><br>Housemaid: <a href="https://librivox.org/reader/7246">Lyn Silva</a><br>Nurse: <a href="https://librivox.org/reader/7315">Charlotte Duckett</a><br>Mr. Ford: <a href="https://librivox.org/reader/6065">David Olson</a><br>Dr. Mead: <a href="https://librivox.org/reader/7848">bala</a><br>Mrs. Payson: <a href="https://librivox.org/reader/1259">Elizabeth Klett</a><br>Timothy/Young Man: <a href="https://librivox.org/reader/7896">Zack Rasmussen</a><br>Mrs. Ford/Mrs. Benton: <a href="https://librivox.org/reader/7756">Lynne Thompson</a><br>Murmuring Lady/Mrs. Tarbell: <a href="https://librivox.org/reader/8712">Susie Rasmussen</a><br>Narrator: <a href="https://librivox.org/reader/6406">Abigail Rasmussen</a><br><br> <b>Audio edited by:</b> Abigail Rasmussen<br><br> <b>Prooflistened by:</b> Abigail Rasmussen and Piotr Nater

Robert Browning is still well-known today as a distinguished English poet. His poetry is still widely read, recited, and taught in schools. In this little volume, Rose Porter has compiled a collection of his poems concerning Easter. - Summary by Carolin

19Pollyanna (version 4)

By Eleanor H. Porter

Spinster Polly Harrington is perfectly content to be in control of her comfortable life, even if is she alone in a big house. But then a letter arrives informing her she is the guardian to her young orphaned niece, and she as well as the whole town quickly learns that life will never be the same with Pollyanna around to help them count their blessings. - Summary by thestorygirl

In the last year of the American Civil War, Horace Porter served as aide-de-camp to General Ulysses S. Grant, then commander of all the armies of the North. This lively 1897 memoir was written from the extensive notes he took during that time. It is highly regarded by later historians. Porter continued in that position with Grant to 1869. From 1869 to 1872 he served Grant as personal secretary in the White House. He was U.S. ambassador to France from 1897-1905. ( David Wales)

The Fifth Cycle of the Wheels poetry anthology was published in 1920 and contains poems by Aldous Huxley, Alan Porter, Leah McTavish Coehn, Geoffrey Cookson, William Kean Seymour, John J. Adams, Sherard Vines, and Osbert, Edith and Sacheverell Sitwell. The book was dedicated to Mrs Arnold Bennett, who is described as “poetry’s greatest interpretative artist.” - Summary by Algy Pug

22Fall River Tragedy

By Edwin H. Porter

The story of how Lizzie Borden supposedly murdered her parents has passed into American folklore, partly thanks to the albeit inaccurate playground rhyme, "Lizzie Borden took an axe, and gave her mother 40 whacks. When she saw what she had done, she gave her father 41." Here we have the 'true' story, as reported by the local police reporter who attended the trial and lived only streets away from the Borden home with his young wife. After the trial, Porter 'disappeared' and it was widely speculated he had either been murdered or bribed to disappear in order to suppress the book. His reappearance some time later put paid to the first theory. After his death at age 39 from tuberculosis, a new theory emerged, that he had been away for treatment while keeping his illness secret. Meanwhile, the trial itself was noteworthy for several reasons: it was one of the first to be followed by nationwide press, providing a template for today's tabloid and cable coverage of major trials; it also had some distinguished personnel: one of the prosecutors, Frank Moody, later became the attorney general of the United States and was appointed to the Supreme Court by President Theodore Roosevelt; and Borden’s defense attorney, George Robinson, was the former governor of Massachusetts. The appearance of Professor Wood of Harvard University was an early use of an expert witness at trial.

23My Chinese Marriage

By Mae Franking and Katherine Anne Porter

Mae Watkins, a University of Michigan student, unexpectedly falls in love with a Chinese international law student in the midst of World War I. Despite the socially unacceptable pairing the couple decide to tie the knot and forge ahead with an unsure future. Mae demonstrates her unique ability to observe and describe a foreign culture after their move to Shanghai. She documents in detail her perceptions of Chinese fashion and food in addition to her knowledge of such controversial customs as foot binding and widow suicide. She offers great compassion for her Chinese family, both current and past. This book was ghost written by Katherine Anne Porter and published in Asia in serialized form in 1920. The original manuscript has been lost, but the serial form was subsequently republished. - Summary by Danielle Cartwright

Pollyanna visits Boston for the summer and stays with the grumpy, miserable, yet very wealthy Ruth Carew. Lonely in a big city away from her old companions and forbidden from talking to strangers, Pollyanna begins to despair of ever making new friends. Through her teenage years and into adulthood, will Pollyanna and her glad game be able to make a difference in the light of persistent grumpiness, disabilities, crippling poverty, and a major personal loss? - Summary by Eliza<br><br>Cast:<br> Customer: <a href="https://librivox.org/reader/16615">Marie Christian</a><br> Della Wetherby: <a href="https://librivox.org/reader/16561">blueriveriris</a><br> Dr. Charlie Ames: <a href="https://librivox.org/reader/12980">Wayne Cooke</a><br> Dr. Thomas Chilton: <a href="https://librivox.org/reader/9698">Doug Fajardo</a><br> Ex-Prisoner: <a href="https://librivox.org/reader/12980">Wayne Cooke</a><br> Jamie: <a href="https://librivox.org/reader/16741">MoonLylith</a><br> Jerry: <a href="https://librivox.org/reader/16573">llamaart</a><br> Jimmy: <a href="https://librivox.org/reader/10542">David Purdy</a><br> John Pendleton: <a href="https://librivox.org/reader/6754">ToddHW</a><br> Lady: <a href="https://librivox.org/reader/11790">TJ Burns</a><br> Mary: <a href="https://librivox.org/reader/16999">Krista Zaleski</a><br> Milly Snow: <a href="https://librivox.org/reader/17333">Glendav7</a><br> Mr. Bean: <a href="https://librivox.org/reader/12980">Wayne Cooke</a><br> Mrs. Murphy: <a href="https://librivox.org/reader/17098">Nammy</a><br> Mrs. Snow: <a href="https://librivox.org/reader/13661">Lynette Caulkins</a><br> Nancy: <a href="https://librivox.org/reader/13049">oogiesragdoll</a><br> Narrator: <a href="https://librivox.org/reader/16205">James R. Hedrick</a><br> Nurse: <a href="https://librivox.org/reader/13265">Yuqing</a><br> Policeman: <a href="https://librivox.org/reader/16205">James R. Hedrick</a><br> Polly Chilton: <a href="https://librivox.org/reader/15373">WendyKatzHiller</a><br> Pollyanna: <a href="https://librivox.org/reader/13140">Jenn Broda</a><br> Ruth Carew: <a href="https://librivox.org/reader/16957">Dawn Sutton</a><br> Sadie: <a href="https://librivox.org/reader/16615">Marie Christian</a><br> Timothy: <a href="https://librivox.org/reader/16205">James R. Hedrick</a><br> Young Man: <a href="https://librivox.org/reader/9698">Doug Fajardo</a><br> Young Woman: <a href="https://librivox.org/reader/11790">TJ Burns</a><br> Audio Edited By: <a href="https://librivox.org/reader/15771">Eliza</a><br> Proof Listened By: <a href="https://librivox.org/reader/15771">Eliza</a> and <a href="https://librivox.org/reader/8677">KHand</a>

25Just David (Version 2)

By Eleanor H. Porter

Just David is the story of David, a little boy of 10 who is suddenly transplanted from a quiet, isolated, shut away world of music high in the mountains where he lived alone with his father, to the hustle and bustle of a small rural town. He is a boy who has been taught to love of music and everything beautiful in this world, from the sunset colors to a potato bug. His heart is incredibly good and sweet and loving which is hard for the people in the village to understand. Kind of like Pollyanna, it is a story of how he brings his own character, courage and happiness into the lives of the people he meets, and slowly opens their eyes to the amazing world he sees; a world full of miraculous things like pine trees and frogs. - Summary by phil chenevert

26Don Sebastian; or, The House of the Braganza: An Historical Romance, Volume 1

By Anna Maria Porter

Romantic history of the fictional Don Sebastian, which was suggested to the author by a plaque commemorating a mysterious "Portuguese stranger". There is a historical backdrop, but the story itself and the characters are figments of her imagination. - Summary by Lynne T