Hickman, Janet
Overview
| Works: | 34 works in 97 publications in 2 languages and 5,678 library holdings |
|---|---|
| Genres: | Fiction Juvenile works Fantasy fiction Time-travel fiction History Academic theses Criticism, interpretation, etc Book reviews Case studies |
| Roles: | Author |
| Classifications: | LB1575.5.U5, 372.64 |
Publication Timeline
.
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 2004 in English and held by 1,298 WorldCat member libraries worldwide
Accompanying CD-ROM contains: McGraw-Hill children's literature database; a student study guide; and practical resources
24 editions published between 1968 and 2004 in English and held by 1,298 WorldCat member libraries worldwide
Accompanying CD-ROM contains: McGraw-Hill children's literature database; a student study guide; and practical resources
Jericho : a novel by
Janet Hickman(
Book
)
8 editions published between 1994 and 1997 in 3 languages and held by 865 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
8 editions published between 1994 and 1997 in 3 languages and held by 865 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
)
8 editions published between 1989 and 1994 in English and held by 748 WorldCat member libraries worldwide
Grade level: 1, 2, 3, 4, 5, 6, 7, e, p, i, t
8 editions published between 1989 and 1994 in English and held by 748 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 530 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
2 editions published in 2007 in English and held by 530 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
)
8 editions published between 1998 and 2001 in English and held by 455 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
8 editions published between 1998 and 2001 in English and held by 455 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
)
2 editions published in 2002 in English and held by 374 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
2 editions published in 2002 in English and held by 374 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
)
4 editions published between 1981 and 1988 in English and Undetermined and held by 327 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
4 editions published between 1981 and 1988 in English and Undetermined and held by 327 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
)
4 editions published in 1976 in English and Undetermined and held by 302 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
4 editions published in 1976 in English and Undetermined and held by 302 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
)
4 editions published between 1978 and 1998 in English and held by 282 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
4 editions published between 1978 and 1998 in English and held by 282 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 213 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
1 edition published in 1974 in English and held by 213 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
)
2 editions published in 2007 in English and held by 166 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
2 editions published in 2007 in English and held by 166 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
Response to literature in a school environment, grades K-5 by
Janet Hickman(
)
5 editions published in 1979 in English and held by 7 WorldCat member libraries worldwide
5 editions published in 1979 in English and held by 7 WorldCat member libraries worldwide
The Best of the Web, 1976-1982(
Book
)
1 edition published in 1982 in English and held by 3 WorldCat member libraries worldwide
1 edition published in 1982 in English and held by 3 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
Adults who have little experience with mainstream literacy practices may be at a disadvantage in the effort to achieve schooled literacy for themselves and for their children. Research indicates that children who are read to before they begin formal schooling have better access to school achievement. Mainstream family literacy practices include reading aloud regularly to children, selecting books appropriate to early childhood development, offering a range of literacy materials and experiences to children, talking with children about books in particular ways and making connections between texts, life as it is lived in the family and literacy practices
2 editions published in 1989 in English and held by 3 WorldCat member libraries worldwide
Adults who have little experience with mainstream literacy practices may be at a disadvantage in the effort to achieve schooled literacy for themselves and for their children. Research indicates that children who are read to before they begin formal schooling have better access to school achievement. Mainstream family literacy practices include reading aloud regularly to children, selecting books appropriate to early childhood development, offering a range of literacy materials and experiences to children, talking with children about books in particular ways and making connections between texts, life as it is lived in the family and literacy practices
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
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
Susannah by
Janet Hickman(
Recording
)
2 editions published between 2000 and 2012 in English and held by 2 WorldCat member libraries worldwide
Fourteen-year-old Susannah and her widowed father have joined a Shaker frontier settlement, where children are kept separate from adults. Susannah finds her new life oppressive and befriends young Mary, whose outsider mother aims to remove her daughter from the community. Both girls hope for rescue. Grades 5-8. 1998
2 editions published between 2000 and 2012 in English and held by 2 WorldCat member libraries worldwide
Fourteen-year-old Susannah and her widowed father have joined a Shaker frontier settlement, where children are kept separate from adults. Susannah finds her new life oppressive and befriends young Mary, whose outsider mother aims to remove her daughter from the community. Both girls hope for rescue. Grades 5-8. 1998
Children's literature by
Charlotte S Huck(
Book
)
2 editions published between 1982 and 1997 in English and held by 2 WorldCat member libraries worldwide
The articles in this special journal issue focusing on children's literature were drawn from papers presented at the Conference on Children's Literature held in 1982 at The Ohio State University. The first section contains articles that address the question "What makes a good children's book?" The question is approached from a historical perspective by a librarian and scholar, from a critic's standpoint, and from an editor's point of view. The section concludes with four brief position papers on the subject prepared by an author of children's books, two editors, and a librarian. Articles in the second section of the journal deal with the question "What is the child's view of a good book?" Contributors to this section present a theoretical perspective on the relation between reader and text, an account of ethnographic studies of children's books in the classroom, and suggestions for a theory of children's literature that would include not only what is known about literature but what is known about children and learning to read. Articles in the third section discuss the relationship between literature and literacy and explore how an insight about children and literature can be used to form classroom instruction. The journal concludes with personal accounts by authors and illustrators. (Fl)
2 editions published between 1982 and 1997 in English and held by 2 WorldCat member libraries worldwide
The articles in this special journal issue focusing on children's literature were drawn from papers presented at the Conference on Children's Literature held in 1982 at The Ohio State University. The first section contains articles that address the question "What makes a good children's book?" The question is approached from a historical perspective by a librarian and scholar, from a critic's standpoint, and from an editor's point of view. The section concludes with four brief position papers on the subject prepared by an author of children's books, two editors, and a librarian. Articles in the second section of the journal deal with the question "What is the child's view of a good book?" Contributors to this section present a theoretical perspective on the relation between reader and text, an account of ethnographic studies of children's books in the classroom, and suggestions for a theory of children's literature that would include not only what is known about literature but what is known about children and learning to read. Articles in the third section discuss the relationship between literature and literacy and explore how an insight about children and literature can be used to form classroom instruction. The journal concludes with personal accounts by authors and illustrators. (Fl)
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)
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 1 WorldCat member library 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
1 edition published in 2001 in English and held by 1 WorldCat member library 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
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
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
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Related Identities
Associated Subjects
American Civil War (1861-1865) Artists Authors Children Children's literature Children's literature--Study and teaching Children's literature--Study and teaching (Elementary) Children's literature--Study and teaching (Higher) Children's literature--Study and teaching (Primary) Children--Books and reading Children--Language Cleary, Beverly Decision making Decision making in adolescence Dogs Families Fathers and daughters Girls--Psychology Gnadenhutten Massacre (Ohio : 1782) Great-grandmothers Huck, Charlotte S Kidd, Chip Language arts (Primary) Larson, Gary Literature--Psychology Literature--Study and teaching Literature--Study and teaching (Elementary) Literature--Study and teaching (Primary) Literature teachers--Training of Marshall, Penny McNally, Terrence Michaels, Lorne, Moravian Indians Ohio Ohio--Gnadenhutten Reading (Elementary) Reading (Primary) Reading comprehension Saul, John School children Self-perception Shakers Social conditions Society of Separatists of Zoar Space and time Takahashi, Rumiko, Talking books for children United States World War (1939-1945) Young adult literature
