WorldCat Identities

Hickman, Janet

Works: 30 works in 85 publications in 2 languages and 5,700 library holdings
Genres: Fiction  Juvenile works  History  Criticism, interpretation, etc  Case studies  Book reviews 
Roles: Author
Classifications: LB1575.5.U5, FIC
Publication Timeline
Most widely held works about Janet Hickman
Most widely held works by Janet Hickman
Children's literature in the elementary school by Charlotte S Huck( Book )

24 editions published between 1968 and 2007 in English and held by 1,269 WorldCat member libraries worldwide

Provides essential information for designing pre-K-to-8 literature programs with a strong emphasis on researching, evaluating, and implementing quality books in the classroom. This book gives the tools needed to evaluate books, create curriculum, and foster a love of reading for young students
Jericho : a novel by Janet Hickman( Book )

7 editions published between 1994 and 1997 in 3 languages and held by 933 WorldCat member libraries worldwide

An account of twelve-year-old Angela's visit to help take care of her great-grandmother alternates with the story of the old woman's life
Children's literature in the classroom--weaving Charlotte's web( Book )

7 editions published between 1989 and 1994 in English and held by 776 WorldCat member libraries worldwide

Grade level: 1, 2, 3, 4, 5, 6, 7, e, p, i, t
Children's literature and learning : literary study across the curriculum by Barbara A Lehman( Book )

2 editions published in 2007 in English and held by 510 WorldCat member libraries worldwide

Literary study should benefit both children's pleasure and skill in reading. In this engaging book, Barbara Lehman shows how to create meaningful, intellectually stimulating programs of literary study that are developmentally appropriate for students' needs, interests, and experiences (ages 5-12). Drawing on her extensive scholarship in the fields of children's literature and literacy instruction, she offers practical ideas for creating programs that accomplish curricular goals in literary ways. Featuring a usable overview of important literary theories as well as many practical teaching ideas, this book will help classroom teachers become more knowledgeable and self-assured about creating their own literature programs for children
Susannah by Janet Hickman( Book )

6 editions published between 1998 and 2001 in English and held by 501 WorldCat member libraries worldwide

After her mother's death, fourteen-year-old Susannah is taken by her father to live in a Shaker community in Ohio, but she does not find the same sense of peace there that he does
Ravine by Janet Hickman( Book )

1 edition published in 2002 in English and held by 416 WorldCat member libraries worldwide

As Ulf searches for a friend to ease his difficult life in the castle keep of a cruel king and queen and, in a very different time and place, Jeremy looks for adventure in the war games he plays with his best friend, the two boys are brought together by Jeremy's dog
The thunder-pup by Janet Hickman( Book )

3 editions published between 1981 and 1988 in English and held by 348 WorldCat member libraries worldwide

Linnie eagerly awaits her tenth birthday because she is convinced her family plans to give her a dog, the only thing in the world she wants
The stones by Janet Hickman( Book )

3 editions published in 1976 in English and held by 317 WorldCat member libraries worldwide

While his father is fighting in Europe, a young American boy, motivated by misguided patriotism, harasses an old man who has a German name
Zoar Blue by Janet Hickman( Book )

3 editions published between 1978 and 1998 in English and held by 288 WorldCat member libraries worldwide

Two young members of a German pacifist community in Ohio are caught up in the turbulence brought to the village by the Civil War
The valley of the shadow by Janet Hickman( Book )

1 edition published in 1974 in English and held by 219 WorldCat member libraries worldwide

"The records of Moravian missionaries provide the background for this story of Tobias, a thirteen-year-old Delaware member of a pacifist Christian community that attempts to remain neutral during the Revolutionary War."--Kirkus
Response to literature in a school environment, grades K-5 by Janet Hickman( )

5 editions published between 1979 and 1984 in English and held by 7 WorldCat member libraries worldwide

Using children's books with adults : negotiating literacy by Dawna Lisa Buchanan-Berrigan( )

2 editions published in 1989 in English and held by 3 WorldCat member libraries worldwide

Patterns emerging from the study indicated a strong social base for the construction of a literacy learning community and suggested a model for negotiating literacy called mediation. Resistance, contracting, negotiation and collaboration are the components of this process and describe the role of teacher/researcher as one of mediator. A person with specialized literacy (as in children's literature), willing to negotiate with clients on a peer basis, can mediate the investigation of unfamiliar and shared values in different literacies. The study concludes that using children's books with adult learners can provide access to both mainstream and other literacy practices with positive implications for the achievement of new perspectives about literacies in the culture
The Best of the Web, 1976-1982( Book )

1 edition published in 1982 in English and held by 2 WorldCat member libraries worldwide

A descriptive study of literacy learning and teaching during an author study/visit by Susan M Hayward( )

1 edition published in 2002 in English and held by 1 WorldCat member library worldwide

A growing interest in schools among teachers and administrators is using an author visit to enhance reading and writing in the curriculum. The purpose of this study was to describe the impact of a school author study/visit on seventh graders' literacy activities in one language arts classroom. This study looked at the learning opportunities planned for the students by the staff and their classroom teacher, but also looked at how these learning opportunities were shaped and co-constructed by the students, teacher and other adults. This study has potential significance in adding to the body of research on an author study/visit by describing how an author study/visit shapes teacher and students; discussions in reading and writing, interests in reading, the support of the teacher's efforts to stimulate and encourage writing, to offer insights into the creative process of writing, and to promote lasting appreciation of the written word
Jericho by Janet Hickman( Recording )

1 edition published in 1998 in English and held by 1 WorldCat member library worldwide

An account of twelve-year-old Angela's visit to help take care of her great-grandmother alternates with the story of the old woman's life
Young children's conversations with picture books : a case study of two first graders in a reading intervention program by M. Louise Trotter( )

1 edition published in 1995 in English and held by 1 WorldCat member library worldwide

This one-year study traces the meaning-making of two first grade boys in a reading intervention class as they discuss their picture books. A constructivist perspective of knowledge is taken, with reader response providing the theoretical underpinnings. Data for this ethnography were gathered from transcripts of weekly videotapes, student work, and journal notes. Major categories of student talk which emerged from the data fell into the groupings of naming and locating items and events within the text, narrative, shifts between naming/locating and narrative, affective response, presentation of self, and unique participation structures. More of the student talk was designated naming and locating than was designated as narrative. The naming and locating function seemed essential to provide content for supporting the spontaneous student narratives, which became more frequent as the school year progressed. Early in the year the narratives related to the text, were often produced independently by each student. Later narratives were more likely to be produced co-operatively and were more intertwined with the picture book texts. Student interpretation frequently evolved from their earlier interpretations. The use of informational books and wordless books yielded more student talk as compared with printed stories in picture books. In the beginning of the year, the teacher/researcher's talk dominated. By the close of the school year the amount of student talk became more evenly distributed between the two students and the teacher/researcher. The students and the teacher/researcher deferred to the text as the primary authority for meaning. Through their talk, the students were able to monitor their meaning construction while using the book to anchor their conversation. A supportive teaching environment in this reading context appears to provide quality picture books, follow student initiated talk related to the text, encourage interaction among the students, teacher, and with the text, and allow for silences within the dialogue providing students and the teacher with time to think through their ideas
Children's use of fiction and nonfiction literature in a kindergarten classroom by Brenda Sue Harvey( )

1 edition published in 1993 in English and held by 1 WorldCat member library worldwide

Within the frameworks of emergent literacy and response to literature, the purposes of this study were to investigate the role of the teacher for facilitating children's meaning-making with fiction and nonfiction literature and to investigate children's literacy behaviors as they interacted with fiction and nonfiction literature. Using observational fieldnotes, interviews, audio-recordings, video-recordings and collections of children's writing, the researcher collected data from one kindergarten classroom over a period of four months. A comparative description was made between the patterns of children's talk/social interaction, voluntary/free response, reading behaviors and writing behaviors as related to both fiction and nonfiction literature. Findings indicate that the teacher supported children's meaning-making by encouraging collaboration among the children and by orchestrating time and space within the classroom. She also facilitated children's growing understandings about fiction and nonfiction literature by modelling various meaning-making techniques as she read aloud. These techniques included: (1) relating the reading to the children's prior experiences; (2) explaining, defining and/or extending terms within the text; (3) reviewing and/or reminding children of previously read text; (4) modelling the use of illustrations; (5) encouraging children to predict and read; (6) teaching conventions of texts; (7) questioning children about content; (8) involving children in the book; and, (9) omitting portions of the text. She intuitively used varying techniques depending upon the genre she read. Findings also indicate that the children, having had frequent and varied experiences with both genres, engaged in a variety of meaning-making strategies such as creating elaborate, narrative stories related to the pictures in nonfiction texts, supporting peers' reading and writing through varied types of assistance and engaging in private lessons with both fiction and nonfiction literature. The children also incorporated characteristic features of both types of texts into their writing. It is a common notion in the educational community that young children are not successful with nonfiction texts. However, findings from this study seem to indicate that young children can successfully read and make sense from both fiction and nonfiction literature
Theory into practice : children's literature( Book )

1 edition published in 1982 in English and held by 1 WorldCat member library worldwide

Truth as patchwork : developing female characters in historical fiction by Janet Hickman( )

2 editions published in 2001 in English and held by 1 WorldCat member library worldwide

Essay over het belang van een juiste historische informatie in historische verhalen voor de jeugd, speciaal over de rol van vrouwen, omdat het reconstrueren van vooral vrouwenlevens extra problematisch is vanwege het gebrek aan bronnen
Inventing American girlhood : gendered pedagogies in women's memoirs, 1950-1999 by Elizabeth Marshall( )

1 edition published in 2001 in English and held by 1 WorldCat member library worldwide

In “Inventing Gendered Childhoods” I examine memoirs written by women in the 1990s who came of age in postwar America in order to trace how girlhood developed as a separate category from childhood. Although girlhood is often posited in scholarship and everyday life as the time-bounded period of adolescence, I argue that it is better understood for the purposes of Education research as a cultural space and identity that girls are compelled to occupy, and in which they are trained through various means. I demonstrate that the meaning of childhood as a gendered experience emerges in a range of cultural locations and institutions, including but not limited to schools. Through memoirs such as Susanna Kaysen's Girl, Interrupted , Dorothy Allison's Two or Three Things I Know For Sure, and bell hooks' Bone Black, women make visible a range of surreptitious cultural lessons and in the process re-read and counter the repressive girl-rearing practices that framed their own coming-of-age. In particular, women memoirists offer alternative pedagogies that blur the line between adulthood and childhood, tutor us about the insufficiency of the time-bound and gendered identities that the school imposes, and finally disperse the work of “pedagogy” throughout the culture. This project contributes to the debates around girls and education by offering an alternative archive for feminist reflections on girls and schools in the form of women's memoir
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Audience level: 0.23 (from 0.14 for Jericho : ... to 0.98 for Truth as p ...)

Jericho : a novel
English (72)

German (1)

Jericho : a novelChildren's literature in the classroom--weaving Charlotte's webChildren's literature and learning : literary study across the curriculumSusannahRavine