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Explorations In Literature by Philip James Mcfarland

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1Love In A Dark Time : And Other Explorations Of Gay Lives And Literature

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2Once Upon A GEMS Guide : Connecting Young People's Literature To Great Explorations In Math And Science

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3Explorations; Essays In Criticism, Mainly On The Literature Of The Seventeenth Century

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4Explorations In Literature

594 p

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5Explorations In World Literature Teacher's Edition

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594 p

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6Explorations In Literature

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594 p

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7Explorations In Literature

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594 p

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8Explorations; Essays In Criticism, Mainly On The Literature Of The Seventeenth Century

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594 p

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  • Title: ➤  Explorations; Essays In Criticism, Mainly On The Literature Of The Seventeenth Century
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  • Language: English

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9Niagara, Queen Of Wonders; A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls

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594 p

“Niagara, Queen Of Wonders; A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls” Metadata:

  • Title: ➤  Niagara, Queen Of Wonders; A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls
  • Author: ➤  
  • Language: English

“Niagara, Queen Of Wonders; A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls” Subjects and Themes:

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10Niagara, Queen Of Wonders : A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls

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26 32

“Niagara, Queen Of Wonders : A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls” Metadata:

  • Title: ➤  Niagara, Queen Of Wonders : A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls
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11Darwin, Tennyson And Their Readers - Explorations In Victorian Literature And Science

‘Darwin, Tennyson and Their Readers: Explorations in Victorian Literature and Science’ is an edited collection of essays from leading authorities in the field of Victorian literature and science, including Gillian Beer and George Levine. Darwin, Tennyson, Huxley, Ruskin, Richard Owen, Meredith, Wilde and other major writers are discussed, as established scholars in this area explore the interaction between Victorian literary and scientific figures which helped build the intellectual climate of twenty-first century debates.

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  • Language: English

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‘Darwin, Tennyson and Their Readers: Explorations in Victorian Literature and Science’ is an edited collection of essays from leading authorities in the field of Victorian literature and science, including Gillian Beer and George Levine. Darwin, Tennyson, Huxley, Ruskin, Richard Owen, Meredith, Wilde and other major writers are discussed, as established scholars in this area explore the interaction between Victorian literary and scientific figures which helped build the intellectual climate of twenty-first century debates.

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13Explorations In Literature

‘Darwin, Tennyson and Their Readers: Explorations in Victorian Literature and Science’ is an edited collection of essays from leading authorities in the field of Victorian literature and science, including Gillian Beer and George Levine. Darwin, Tennyson, Huxley, Ruskin, Richard Owen, Meredith, Wilde and other major writers are discussed, as established scholars in this area explore the interaction between Victorian literary and scientific figures which helped build the intellectual climate of twenty-first century debates.

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  • Language: English

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14ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]

By

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

“ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]” Metadata:

  • Title: ➤  ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]
  • Author:
  • Language: English

“ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.]” Subjects and Themes:

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Find ERIC ED591953: Engaging All Readers Through Explorations Of Literacy, Language, And Culture. The Fortieth Yearbook: A Double Peer-Reviewed Publication Of The Association Of Literacy Educators And Researchers For Their 61st Annual Conference, The Association Of Literacy Educators And Researchers (ALER) Met In St. Petersburg, Florida. This Year's Conference Theme Was "Engaging All Readers Through Explorations Of Literacy, Language, And Culture," Which Was Also Used As The Title For This Year's "Yearbook." This "Yearbook" Contains Articles About Innovative Strategies For Teachers And Teacher Leaders, Research Trends Within Teacher Education Programs, And Innovative And Seminal Strategies For Preservice Teachers. Included Are Double-peer Reviewed Papers, The Presidential Address, And The Keynote Address: (1) Systems Without A Process: Know What To Do And Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning And Academic Language In Economics (Chang Yuan); (4) "There Might Be Words On The Screen, But It's Not The Same": Engaging Tweens In Literacy Through Minecraft Book Groups (Carolyn Stufft); (5) Stranger Than Nonfiction: Identifying And Modeling Text Structures In Fiction Picturebooks (Tracey S. Hodges And Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging To Make Meaning During Read Alouds (Erin Greeter); (7) Research On Reader's Theater (Faida Stokes And Chase Young); (8) What DO They Do All Day?: Field Experiences In Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, And Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact Of Digital Literacy And Problem-Based Learning On Fourth Graders' Vocabulary And General Reading Outcomes (James E. Gentry, Chris Sloan, And Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path To Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, And Angela Curfman); (11) High Stakes Testing In Teacher Education: Responses And Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, And Jean Vintinner); (12) The Lasting Impact Of A University Common Reading Program (Kristen Ferguson, Natalya Brown, And Linda Piper); (13) Honoring All Of The Language Arts: A Constructivist Approach To Preservice Teachers' Classroom Observations (Delane Bender-Slack And Teresa Young); (14) Preservice Teachers' Sense Of Efficacy For Literacy Instruction: Examination Of An Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, And Maureen Sullivan); (15) Cohort Participation: Impact On Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, And Stephanie Bernander); (16) Disrupting The University Curriculum: Engaging Preservice Teachers In A Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, And Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring The Reading Habits Of Preservice Teachers In A Children's Literature Course (Bethanie Pletcher And Tomas Espinosa); (18) Shaping And Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson And Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics And Phonemic Awareness In A Teacher Preparation Program: An Analysis Of The Achievement And Perceptions Of Pre-Service Teachers (Stacey Bose); (21) The Power Of Family Involvement: Preparing Preservice Teachers To Understand More About The Out Of School Literacy Lives And Cultures Of Children (Kathryn V. Dixon, Martha M. Foote, And Juan J. Araujo With Rhonda Clark, Carol Revelle, And Tami Morton); (22) Supporting The Literacy Development Of At-Risk First Time College Students Through The Exploration Of Language And Culture (Connie Briggs, Patricia A. Watson, And Ivan Dole); And (23) Exploring The Reading Strategy Use Of EFL College Students: Tri-lingual Chinese Students Attending A University In Korea (Kay Hong-Nam And Susan Szabo). [For The Thirty-Ninth Yearbook, See ED594524.] at online marketplaces:


15Latin Explorations Critical Studies In Roman Literature

By

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

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16Explorations In Literature

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17ERIC ED353599: Teachers' Explorations Of Historical Fiction In Literature Discussion Groups.

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A study examined how some teachers, in a graduate class, experienced literature study and began to explore ways of using it with their pupils. Subjects, 24 graduate students (9 secondary school teachers and 15 elementary teachers) enrolled in a class on the reading/writing connection, were randomly assigned to 6 groups of 4 students each. Each group read one book about the westward expansion of the United States in four sessions over a two-week period. Discussion sessions were audiotaped and analyzed. Students kept response logs, and after the last class, students completed a survey. Results indicated that: (1) subjects learned about the use of literature and cooperative groups in the classroom; (2) their exposure to literature led to an understanding of the possibilities for its use in social studies; (3) they learned how personal response to literature can be a powerful motivator for reading and learning; (4) role assignments and particular tasks seemed to contribute to literature discussions for these student teachers; (5) they adopted stances to the books which showed their personal involvement with the stories, understanding of characters, events, and themes, the author's craft, and the book as an object in relation to other sources of historical information; and (6) the only disturbing issue was the low frequency with which a critical stance was adopted. Findings suggest that teachers can develop their own literary knowledge in such a way as to be able to extend their students' understandings. (Twenty-four references, a description of the roles of group members, a list of daily procedures, and annotations of the six books used in the class are attached.) (RS)

“ERIC ED353599: Teachers' Explorations Of Historical Fiction In Literature Discussion Groups.” Metadata:

  • Title: ➤  ERIC ED353599: Teachers' Explorations Of Historical Fiction In Literature Discussion Groups.
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  • Language: English

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18Explorations In Literature

A study examined how some teachers, in a graduate class, experienced literature study and began to explore ways of using it with their pupils. Subjects, 24 graduate students (9 secondary school teachers and 15 elementary teachers) enrolled in a class on the reading/writing connection, were randomly assigned to 6 groups of 4 students each. Each group read one book about the westward expansion of the United States in four sessions over a two-week period. Discussion sessions were audiotaped and analyzed. Students kept response logs, and after the last class, students completed a survey. Results indicated that: (1) subjects learned about the use of literature and cooperative groups in the classroom; (2) their exposure to literature led to an understanding of the possibilities for its use in social studies; (3) they learned how personal response to literature can be a powerful motivator for reading and learning; (4) role assignments and particular tasks seemed to contribute to literature discussions for these student teachers; (5) they adopted stances to the books which showed their personal involvement with the stories, understanding of characters, events, and themes, the author's craft, and the book as an object in relation to other sources of historical information; and (6) the only disturbing issue was the low frequency with which a critical stance was adopted. Findings suggest that teachers can develop their own literary knowledge in such a way as to be able to extend their students' understandings. (Twenty-four references, a description of the roles of group members, a list of daily procedures, and annotations of the six books used in the class are attached.) (RS)

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  • Language: English

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19Currents Of The Universal Being : Explorations In The Literature Of Energy

A study examined how some teachers, in a graduate class, experienced literature study and began to explore ways of using it with their pupils. Subjects, 24 graduate students (9 secondary school teachers and 15 elementary teachers) enrolled in a class on the reading/writing connection, were randomly assigned to 6 groups of 4 students each. Each group read one book about the westward expansion of the United States in four sessions over a two-week period. Discussion sessions were audiotaped and analyzed. Students kept response logs, and after the last class, students completed a survey. Results indicated that: (1) subjects learned about the use of literature and cooperative groups in the classroom; (2) their exposure to literature led to an understanding of the possibilities for its use in social studies; (3) they learned how personal response to literature can be a powerful motivator for reading and learning; (4) role assignments and particular tasks seemed to contribute to literature discussions for these student teachers; (5) they adopted stances to the books which showed their personal involvement with the stories, understanding of characters, events, and themes, the author's craft, and the book as an object in relation to other sources of historical information; and (6) the only disturbing issue was the low frequency with which a critical stance was adopted. Findings suggest that teachers can develop their own literary knowledge in such a way as to be able to extend their students' understandings. (Twenty-four references, a description of the roles of group members, a list of daily procedures, and annotations of the six books used in the class are attached.) (RS)

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20Explorations Essays In Criticism Mainly On The Literature Of The Seventeenth Century

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A study examined how some teachers, in a graduate class, experienced literature study and began to explore ways of using it with their pupils. Subjects, 24 graduate students (9 secondary school teachers and 15 elementary teachers) enrolled in a class on the reading/writing connection, were randomly assigned to 6 groups of 4 students each. Each group read one book about the westward expansion of the United States in four sessions over a two-week period. Discussion sessions were audiotaped and analyzed. Students kept response logs, and after the last class, students completed a survey. Results indicated that: (1) subjects learned about the use of literature and cooperative groups in the classroom; (2) their exposure to literature led to an understanding of the possibilities for its use in social studies; (3) they learned how personal response to literature can be a powerful motivator for reading and learning; (4) role assignments and particular tasks seemed to contribute to literature discussions for these student teachers; (5) they adopted stances to the books which showed their personal involvement with the stories, understanding of characters, events, and themes, the author's craft, and the book as an object in relation to other sources of historical information; and (6) the only disturbing issue was the low frequency with which a critical stance was adopted. Findings suggest that teachers can develop their own literary knowledge in such a way as to be able to extend their students' understandings. (Twenty-four references, a description of the roles of group members, a list of daily procedures, and annotations of the six books used in the class are attached.) (RS)

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21Storytime Mathtime : Math Explorations In Children's Literature

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A study examined how some teachers, in a graduate class, experienced literature study and began to explore ways of using it with their pupils. Subjects, 24 graduate students (9 secondary school teachers and 15 elementary teachers) enrolled in a class on the reading/writing connection, were randomly assigned to 6 groups of 4 students each. Each group read one book about the westward expansion of the United States in four sessions over a two-week period. Discussion sessions were audiotaped and analyzed. Students kept response logs, and after the last class, students completed a survey. Results indicated that: (1) subjects learned about the use of literature and cooperative groups in the classroom; (2) their exposure to literature led to an understanding of the possibilities for its use in social studies; (3) they learned how personal response to literature can be a powerful motivator for reading and learning; (4) role assignments and particular tasks seemed to contribute to literature discussions for these student teachers; (5) they adopted stances to the books which showed their personal involvement with the stories, understanding of characters, events, and themes, the author's craft, and the book as an object in relation to other sources of historical information; and (6) the only disturbing issue was the low frequency with which a critical stance was adopted. Findings suggest that teachers can develop their own literary knowledge in such a way as to be able to extend their students' understandings. (Twenty-four references, a description of the roles of group members, a list of daily procedures, and annotations of the six books used in the class are attached.) (RS)

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22Explorations; Essays In Criticism, Mainly On The Literature Of The Seventeenth Century

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A study examined how some teachers, in a graduate class, experienced literature study and began to explore ways of using it with their pupils. Subjects, 24 graduate students (9 secondary school teachers and 15 elementary teachers) enrolled in a class on the reading/writing connection, were randomly assigned to 6 groups of 4 students each. Each group read one book about the westward expansion of the United States in four sessions over a two-week period. Discussion sessions were audiotaped and analyzed. Students kept response logs, and after the last class, students completed a survey. Results indicated that: (1) subjects learned about the use of literature and cooperative groups in the classroom; (2) their exposure to literature led to an understanding of the possibilities for its use in social studies; (3) they learned how personal response to literature can be a powerful motivator for reading and learning; (4) role assignments and particular tasks seemed to contribute to literature discussions for these student teachers; (5) they adopted stances to the books which showed their personal involvement with the stories, understanding of characters, events, and themes, the author's craft, and the book as an object in relation to other sources of historical information; and (6) the only disturbing issue was the low frequency with which a critical stance was adopted. Findings suggest that teachers can develop their own literary knowledge in such a way as to be able to extend their students' understandings. (Twenty-four references, a description of the roles of group members, a list of daily procedures, and annotations of the six books used in the class are attached.) (RS)

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23The Taming Of The Text : Explorations In Language, Literature And Culture

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24Explorations In Literature: American Writers. Revised Edition.

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2 v. 23 cm

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25Explorations In Literature

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26Explorations : Essays In Comparative Literature

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27Explorations In Literature For Christian Schools

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28Of Literature And Knowledge : Explorations In Narrative Thought Experiments, Evolution, And Game Theory

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29Niagara, Queen Of Wonders; A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls

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1 online resource

“Niagara, Queen Of Wonders; A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls” Metadata:

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30Explorations In Literature

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31Love In A Dark Time : And Other Explorations Of Gay Lives And Literature

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32Essays And Explorations : Studies In Ideas, Language, And Literature

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33Explorations In Literature

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34Explorations In World Literature : Readings To Enhance Academic Skills

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35Latin Explorations : Critical Studies In Roman Literature

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36Niagara, Queen Of Wonders; A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls

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iv, 188 p. 24 cm

“Niagara, Queen Of Wonders; A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls” Metadata:

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37Niagara, Queen Of Wonders; A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls

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iv, 188 p. 24 cm

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38Explorations In Literature (Houghton Mifflin Literature Series)

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iv, 188 p. 24 cm

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  • Title: ➤  Explorations In Literature (Houghton Mifflin Literature Series)
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  • Language: English

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39Reconfiguring Modernism : Explorations In The Relationship Between Modern Art And Modern Literature

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iv, 188 p. 24 cm

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  • Title: ➤  Reconfiguring Modernism : Explorations In The Relationship Between Modern Art And Modern Literature
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  • Language: English

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40The Negritude Moment : Explorations In Francophone African And Caribbean Literature And Thought

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iv, 188 p. 24 cm

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  • Title: ➤  The Negritude Moment : Explorations In Francophone African And Caribbean Literature And Thought
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  • Language: English

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41Niagara, Queen Of Wonders : A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls / By Edward Theodore Williams.

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iv, 188 p. 24 cm

“Niagara, Queen Of Wonders : A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls / By Edward Theodore Williams.” Metadata:

  • Title: ➤  Niagara, Queen Of Wonders : A Graphic History Of The Big Events In Three Centuries Along The Niagara Frontier, One Of The Most Famous Regions In The World, Including Early Explorations, Early Fascinating Literature, Early Wars, And The First And Greatest Electrical Power Development, A Discussion Of And Data Pertaining To The Large Subject Of The Conservation Of Natural Resources, Of Nation-wide Interest, Together With The Creation And The Development Of The City Of Niagara Falls / By Edward Theodore Williams.
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  • Language: English

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42Love In A Dark Time : And Other Explorations Of Gay Lives And Literature

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iv, 188 p. 24 cm

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  • Title: ➤  Love In A Dark Time : And Other Explorations Of Gay Lives And Literature
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  • Language: English

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Source: The Open Library

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1Explorations in literature

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Book's cover

“Explorations in literature” Metadata:

  • Title: Explorations in literature
  • Authors:
  • Language: English
  • Number of Pages: Median: 624
  • Publisher: Houghton Mifflin Company
  • Publish Date:
  • Publish Location: Boston

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Access and General Info:

  • First Year Published: 1972
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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2Explorations in literature -- Teacher's Resource Book

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“Explorations in literature -- Teacher's Resource Book” Metadata:

  • Title: ➤  Explorations in literature -- Teacher's Resource Book
  • Author:
  • Language: English
  • Publisher: Houghton Mifflin Company
  • Publish Date:

Edition Identifiers:

Access and General Info:

  • First Year Published: 1972
  • Is Full Text Available: Yes
  • Is The Book Public: No
  • Access Status: Borrowable

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