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Messy, real-life problems provide the starting point for learning in a radically transformed instructional environment. In problem-based learning (PBL), students in educational administration classes--aspiring and current principals--jointly decide how to deal with the problems and learn leadership skills by facilitating collaboration and building consensus. This book seeks to convey how PBL can become a vehicle for building meaningful connections among research, theory, and practice in the classroom. Chapter 1 elaborates the model, illustrates how it has been used to prepare school leaders, and contrasts PBL with the case method. Chapters 2 through 4 offer strategies for developing PBL instructional materials, describe the instructor's role in implementing PBL in the classroom, and provide suggestions for developing multiple approaches to student assessment. The fifth chapter explores how PBL can be integrated in Ed.D. research, and how PBL can help doctoral students appropriately apply research, theory, and knowledge to problems that arise from educational policy and practice. The final chapter discusses instructional and curricular issues that arise during the implementation process. Appendices contain a sample PBL project, notes of project writing, a sample course syllabus, a project planning form, and a sample evaluation of a student project. One figure and three tables are included. (Contains 54 references.) (LMI)

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.]

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.]

Gerard Manley Hopkins (1844–89) was an English poet, educated at Oxford. Entering the Roman Catholic Church in 1866 and the Jesuit novitiate in 1868, he was ordained in 1877. Upon becoming a Jesuit he burned much of his early verse and abandoned the writing of poetry. However, the sinking in 1875 of a German ship carrying five Franciscan nuns, exiles from Germany, inspired him to write one of his most impressive poems “The Wreck of the Deutschland.” Thereafter he produced his best poetry, including “God’s Grandeur,” “The Windhover,” “The Leaden Echo,” and “The Golden Echo.” (Summary by Bartleby)<br />Editor: Robert S. Bridges (1844-1930)

In celebration of Independence Day in the United States, 2007, LibriVox volunteers bring you 12 different recordings of <em>To the United States of America</em> by Robert Bridges. This was the Weekly Poetry project for the week of July 1st, 2007. (Summary by Sean McKinley)

LibriVox volunteers bring you 7 different recordings of <em>Nightingales</em> by Robert Bridges, published in "The Oxford Book of English Verse" in 1919. This was the weekly poetry project for the week of September 14, 2008.

Bridges' Eros and Psyche retells the Eros (= Cupid) and Psyche myth first recorded by Lucius Apuleius in his book The Golden Ass.<br /><br /> The poem is divided into twelve cantos - one for each of the twelve months of the year - which gives the poem a certain, almost "pastoral" feel. The number of stanzas in each canto equals the number of days in that month: so the first canto March has 31 stanzas, the second canto April has 30 stanzas, and so on. Each stanza is a septet (i.e. comprises exactly seven lines) which follow the same end-rhyming schema of a-b-a-b-c-c-b.(Summary by Godsend)

Robert Bridges, who was appointed Poet Laureate in 1913, published three versions of his sonnet sequence, The Growth of Love:<br>1876 - 24 sonnets<br>1889 - 79 sonnets<br>1898 - 69 sonnets<br>The second edition, which is the subject of this recording, was re-published in 1894, with an extensive introduction from another celebrated poet, Lionel Johnson.<br><br>The title of the work is a little misleading, as it suggests a process of development, a deepening understanding, by which one arrives at a more comprehensive appreciation of the mysterious entity which we call love. In fact, Bridge's journey is a meandering, rather than a goal-oriented path. Each sonnet is a window through which the poet gazes at one of the multifarious aspects of a quintessential numinosity which will always escape definition. Bridge's approach is one of gentle and courteous appreciation, observational rather than meditative, and almost completely free from the feeling of striving for salvation or apotheosis. (Summary by Algy Pug)

6October and Other Poems

By Robert Bridges

This is a collection of poetry by Robert Bridges. This collection also contains some poems written right after World War I, reflecting the state of international politics very impressively. <br></br>"This miscellaneous volume is composed of three sections. The first twelve poems were written in 1913, and printed privately by Mr. Hornby in 1914.<br> The last of these poems proved to be a “war poem,” and on that follow eighteen pieces which were called forth on occasion during the War, the last being a broadsheet on the surrender of the German ships. All of these verses appeared in some journal or serial. There were a few others, but they are not included in this collection, either because they are lost, or because they show decidedly inferior claims to salvage.<br> The last six poems or sonnets are of various dates." - Summary by Carolin

7Sonnet 38 from The Growth of Love

By Robert Bridges

LibriVox volunteers bring you 21 recordings of Sonnet 38 from The Growth of Love by Robert Bridges.<br> This was the Weekly Poetry project for August 9, 2020. <br> ------<br> Robert Bridges (1844 - 1930) was the English Poet Laureate from 1913 until his death. A physician by training, he retired from practice in 1882 and devoted the remainder of his life to literary pursuits. This poem comes from 1898 edition of a sonnet collection entitled the Growth of Love. - Summary by Algy Pug

8Cruise of the "Scandal", and other stories

By Victor Bridges

Collection of short stories by prolific British fantasy writer, Victor Bridges. Stories include A Bit of Old Chelsea and The Bronze-Haired Girl, as well as The Cruise of the Scandal. - Summary by Lynne T

9Purcell Ode and Other Poems

By Robert Bridges

Robert Bridges wrote the Ode to Music to mark the bicentenary of the death of Henry Purcell in 1695. - Summary by Alan Mapstone Additional proof listening was provided by ShrimpPhish.