Hickman, Janet

Children's literature in the elementary school by Jean Little Collection( Book )

2 editions published between 1993 and 2004 in English and held by 269 WorldCat member libraries worldwide

Accompanying CD-ROM contains: McGraw-Hill children's literature database; a student study guide; and practical resources

The valley of the shadow by Janet Hickman( Book )

1 edition published in 1974 in English and held by 209 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

Charlotte Huck's children's literature by Barbara Zulandt Kiefer( Book )

3 editions published in 2007 in English and held by 162 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

In Jericho by Janet Hickman( Book )

2 editions published in 1997 in German and Undetermined and held by 8 WorldCat member libraries worldwide

Angela verbringt die Ferien - nicht ganz freiwillig - zusammen mit ihrer Familie in Urgrossmutters Haus. Diese ist so hinfällig geworden, dass ihre Pflege Grossmutters Kräfte zu übersteigen droht. Die bange Frage, wie es weitergehen soll, beschäftigt alle

Response to literature in a school environment, grades K-5 by Janet Hickman( )

5 editions published in 1979 in English and held by 8 WorldCat member libraries worldwide

Jerico by Janet Hickman( Book )

1 edition published in 1994 in English and held by 3 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

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

Findings showed story experience was supportive to client literacy acquisition. Reading and writing projects evidenced gains in confidence, selection strategies, familiarity with children's books as a resource for family literacy and read-aloud practices with children

Extending the Dimensions of Research in Response to Literature Response in an Elementary School Setting by Janet Hickman( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

An ethnographic study of children's response to literature at a range of developmental levels and in a variety of natural classroom contexts involved comprehensive classroom observations of 90 children aged five to eleven years representing a range of abilities. Data were collected during a four-month period on daily log sheets, then later classified into (1) listening behaviors, (2) contact with books, (3) acting on the impulse to share, (4) oral responses, (5) actions and drama, (6) making things, and (7) writing. Examples of students' responses were compared according to age level differences, and teacher strategies of manipulating contextual settings were categorized. Among the connections identified from the data were that the direct accessibility of a book seemed to be of primary importance in children's willingness to express any response to it at all, and that the most powerful feature of classroom contexts was their manipulation by teachers. (AEA)

Inventing American girlhood : gendered pedagogies in women's memoirs, 1950-1999 by Elizabeth Marshall( )

1 edition published in 2001 in English and held by 2 WorldCat member libraries worldwide

In & ldquo;Inventing Gendered Childhoods & rdquo; 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 & ldquo;pedagogy & rdquo; 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

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 2 WorldCat member libraries 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