WorldCat Identities

Novick, Rebecca McClen

Overview
Works: 32 works in 64 publications in 3 languages and 1,434 library holdings
Genres: Biography  Portraits  Quotations  Interviews  Commentaries  Personal narratives  History  Documentary films  Abstracts 
Roles: Author, Editor
Publication Timeline
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Most widely held works by Rebecca McClen Novick
Fundamentals of Tibetan Buddhism by Rebecca McClen Novick( Book )

5 editions published in 1999 in English and held by 355 WorldCat member libraries worldwide

In Tibetan, the word for Buddhist means "insider"'someone who looks not to the world but to themselves for peace and happiness. The basic premise of Buddhism is that all suffering, however real it may seem, is the product of our own minds. Rebecca Novick's concise history of Buddhism and her explanations of the Four Noble Truths, Wheel of Life, Karma, the path of the Bodhisattva, and the four schools help us understand Tibetan Buddhism as a religion or philosophy, and more important, as a way of experiencing the world. From the Trade Paperback edition
Portraits of Tibetan Buddhist masters by Don Farber( Book )

3 editions published in 2005 in English and held by 243 WorldCat member libraries worldwide

Renowned photographer Don Farber, one of the most important chroniclers of Buddhism today, brings the face and the spirit of contemporary Tibetan Buddhism alive with this remarkable book. Portraits of Tibetan Buddhist Masters---a collection of superb color photographs presented with brief biographies and teachings from each master---is a vibrant work, a testament to the compassion and wisdom that lies at the heart of the Tibetan Buddhist tradition. Farber felt compelled to record the last of the living Buddhist masters who received their training in Tibet and then fled the country following the invasion by China, as well as other masters who survived many years of imprisonment during the Cultural Revolution. He has worked with a sense of urgency to photograph and interview these extraordinary beings who have been the custodians of this endangered Buddhist tradition. His collection of portraits also includes some of the bright lights of Tibetan Buddhism, the younger masters who will carry the tradition into the future. As a photographic archive of Tibetan Buddhist masters, this book plays an important role in preserving Tibetan culture, in all its richness and complexity, through the words and faces of its esteemed masters
Family involvement & beyond : school-based child and family support programs by Rebecca McClen Novick( Book )

2 editions published in 1999 in English and held by 101 WorldCat member libraries worldwide

Teachers often spend much time attending to the needs of children who are unable to focus attention, get along with other children, control their emotions and behavior, and lack persistence and motivation. During the last few years, many schools and families have begun to move beyond the finger-pointing stage and are developing partnerships to promote the optimal development of all children, creating school communities that foster positive relationships among all members. In this report, research on resiliency, culturally responsive teaching, school reform, and characteristics of school-based child and family support programs in elementary schools are discussed, and promising practices based on research are highlighted. Following a literature review, the report describes four Northwest schools (Helen Baller Elementary School, Camas, Washington; Cherry Valley Elementary School, Polson, Montana; Mary Harrison Elementary School, Toledo, Oregon; and Richmond Elementary School, Salem, Oregon) that have integrated effective school-based child and family support into their school programs. In these schools, emotional development is enhanced through supportive relationships with teachers, child and family mentors, family advocates, and other staff members who provide opportunities for children to learn how: to recognize and manage emotions, to understand how others think and feel; and to learn collaborative approaches to resolving conflicts. The report finds that educational practices that create the conditions that foster resiliency for all include: culturally responsive teaching; a curriculum that enhances children's inherent curiosity and builds upon personal interests; staff development that emphasizes reflective study of teaching practices; and family involvement and support. Throughout the report are references to materials suitable for handouts in workshops. (Contains 123 references.) (Bt)
Learning to read and write : a place to start by Rebecca McClen Novick( Book )

3 editions published between 1976 and 1998 in English and held by 99 WorldCat member libraries worldwide

This book discusses research on learning to talk, read, and write and explores activities to support the development of these crucial competencies. The book's discussion of research is divided into two chapters: "Supporting Early Literacy: The Preschool Years" and "Supporting Early Literacy: The Primary Years." Following the two chapters on literacy development are profiles of five northwest schools, chosen because they demonstrate innovative and culturally responsive educational practices. Next, a section has materials suitable for handouts in workshops for both parents and teachers. These materials are intended to encourage those involved in designing and implementing literacy strategies and activities to engage in dialogue and reflection, activities essential for learning and teaching for understanding. Contains an approximately 250-item bibliography. (CR)
Actual schools, possible practices : new directions in professional development by Rebecca McClen Novick( Book )

3 editions published in 1999 in English and held by 90 WorldCat member libraries worldwide

This publication examines the literature on promising practices in professional development, focusing on the role of effective inservice professional development in successful elementary school reform, promising practices, and results of a survey of educators from the northwest United States. After an introduction, Section 1 discusses "Learning in Our Nation's Schools: Simple-Minded or Muddle-Headed?" Section 2 focuses on "Teaching for Understanding." Section 3 examines "Barriers to Effective Professional Development and School Reform." Section 4 discusses "Inquiry-Based Professional Development." Section 5 focuses on "Collaboration with Children, Families, and Colleagues." Section 6 looks at "Cherry Valley Elementary School, Polson, Montana." The report concludes that effective professional development: is moving away from the model in which an expert transmits knowledge to teachers; is grounded in the questions and concerns of those who work closely with children; views teachers as intellectuals, leaders, peer coaches, and researchers; and allows ample opportunities for teachers and principals to engage in reflective study of teaching practices, experimentation, collaborative problem solving, and peer mentoring in a supportive climate. Two appendixes include the District Staff Development Activities Survey and data on how often teachers are included in several district-provided staff development activities. (Contains 107 references.) (SM)
The Unity Project : creating a circle of awareness by Rebecca McClen Novick( Book )

3 editions published in 2000 in English and held by 89 WorldCat member libraries worldwide

Research on school restructuring reveals the commitments and competencies that lead to improved outcomes for children, including careful attention to students' emotional development, professional development that emphasizing the reflective study of teaching, culturally responsive and inclusive teaching, and a focus on early language and literacy instruction. Chapter 1, "Introduction," presents data on school children in Washington and describes the Unity Project's attempts to facilitate strong family-school-community partnerships to improve the performance of historically underachieving students. Chapter 2, "A Caring Community of Learners: Creating a Protective Shield," contrasts schools organized as caring communities to the factory-model school. In a caring community, supportive teachers, mentors, and advocates nurture the emotional and intellectual development of children. The importance of positive expectations and opportunities for meaningful participation is explored in a Whittier (CA) elementary school case study. Chapter 3, "Professional Development Through Collaborative Inquiry," describes what works, and what does not work, in professional development, and examines supportive organizational structures. Chapter 4, "'She Was Just as Smart Being Huy-Yon, But Her Grades Went Up When She Became Shirley," explores the impact of cultural influences one thinking, the important role of reflective self-analysis, development of cultural competence, and the creation of a culturally responsive school environment. Research on English as a second language, the structure of the language-learning environment, styles of discourse, and literacy are applied in a case study of the Port Gamble S'Klallam Tribe. Chapter 5, "Learning to Read and Write," explores the barriers to literacy in poorer communities and offers several activities, programs, and strategies promoting literacy. Chapter 6, "Family/School/Community Partnerships: An Interest That Comes From the Heart," describes the common aspirations of children, the process of building effective partnerships, and school-based child and family support programs that foster resiliency and emotional intelligence. Appendix A provides a detailed assessment of the current situation of Washington's children. Appendix B lists statistical indicators of child welfare for 26 Washington schools, disaggregated by race and ethnicity. Appendix C provides a brief history of major ethnic groups. Appendix D offers a list of contact information for multicultural literature, resources, and authors for children. (Contains 250+ references.) (TEJ)
Developmentally appropriate and culturally responsive education : theory in practice by Rebecca McClen Novick( Book )

4 editions published in 1996 in English and held by 88 WorldCat member libraries worldwide

The key to developmentally appropriate practices is to let a child construct his or her own knowledge through interactions with the social and physical environment. Because the child is viewed as intrinsically motivated and self-directed, effective teaching capitalizes on the child's motivation to explore, experiment, and to make sense of his or her experience. This report, which focuses on the above points, attempts to provide a synthesis of the literature relevant to developmentally and culturally appropriate practices. It also discusses future plans of the Child and Family Program of the Northwest Regional Educational Laboratory. This report is divided into ten main topics: (1) Developmentally Appropriate Practices: An Overview; (2) Early Literacy; (3) Integrated Curriculum: Themes, Projects, Webs, and Inquiry; (4) Mathematics: Basket of Facts or Search for Meaning? (5) Coverage, Multiple Intelligences, and Standardized Tests; (6) Multiage Grouping: A Community of Learners; (7) Bringing it All Back Home: Family/School/Community Partnerships; (8) Enhancing Continuity for Children and Families; (9) Culturally Responsive Teaching; and (10) Children with Disabilities. Contains 262 references. (MOK)
Restructuring schools to meet the needs of children and families : school-based early childhood centers by Rebecca McClen Novick( Book )

2 editions published in 1995 in English and held by 88 WorldCat member libraries worldwide

Emphasizing strong partnerships with family and community, the School-Based Early Childhood Centers Project of the Child, Family, and Community Program (cfcp) identifies, develops, and evaluates early childhood partnerships with six Northwest school sites to provide case studies of the restructuring process. This report presents the results of a meeting of representatives of the six schools over the course of 4 years to discuss the early childhood center concept and share their experiences of integrating features of early childhood centers into early elementary classrooms. The report consists of two parts. The first part provides an update of the literature review regarding developmentally appropriate practice, parents as partners, community involvement, and transition services. The second part provides an overview of the early childhood centers project and the 4-year process of implementing the early childhood center concept in the six schools. The findings show that all six sites demonstrated consistent success in implementing developmentally appropriate practices, encouraging family participation in children's schooling, and recruiting community members to the school. The results suggest that successful restructuring efforts must occur simultaneously in a number of components for changes to accumulate into a systematic effort. Two appendices include a self diagnostic survey form and analysis tables of components by site. Contains 96 references. (Ap)
Successful early childhood education in an imperfect world : lessons learned from four Northwest schools by Rebecca McClen Novick( Book )

4 editions published in 1996 in English and held by 83 WorldCat member libraries worldwide

This report describes four innovative and culturally responsive early childhood education programs in Montana, Washington, Alaska, and Oregon. The introduction discusses developmentally appropriate early education and effective teaching practices. The report devotes one chapter to each site, with profiles and "close-ups" of selected classrooms presented from information gained through classroom observation, document review, and interviews with teachers and principals. Program components at the Cherry Valley Elementary School in Polson, Montana include the themes of literacy and caring, using teamwork to move toward developmentally appropriate practices, ongoing staff development, school-wide curricular change, an integrated problem-solving approach to learning, and family-school-community partnerships. The Helen Baller Elementary School in Camas, Washington emphasizes providing a safe, supportive place for children with exceptional needs, focusing on children's strengths, and developing a balanced curriculum. The Harborview/Capital Elementary School in Juneau, Alaska gives equal attention to children's social, emotional, and esthetic development along with logical/mathematical and verbal knowledge, and emphasizes a family-like atmosphere through multiage classrooms, multicultural awareness, and parent partnerships. The Mary Harrison Primary School in Toledo, Oregon uses a constructivist approach to promote literacy and problem solving skills, multiage grouping, and culturally responsive teaching, and uses dialogue to plan curricular changes, inservice training, and assessment procedures. The report's final chapter highlights the effective components of the four programs; examines the connection to current research and theory regarding learning, literacy, teaching, and assessment; and the role of state standards in early childhood education. School philosophies and sample materials are appended. Contains approximately 65 references. (KDFB)
Voices from the edge : conversations with Jerry Garcia, Ram Dass, Annie Sprinkle, Matthew Fox, Jaron Lanier, & others( Book )

2 editions published in 1995 in English and held by 62 WorldCat member libraries worldwide

Illuminating the Path to Enlightenment : a commentary on Atisha Dipamkara Shrijnana's A lamp for the Path to Enlightenment and Lama Je Tsong Khapa's Lines of experience by Bstan-ʼdzin-rgya-mtsho( Book )

4 editions published between 2002 and 2005 in English and held by 46 WorldCat member libraries worldwide

Mirror of wisdom : teachings on emptiness by Tsultim Gyeltsen( Book )

3 editions published in 2000 in English and held by 22 WorldCat member libraries worldwide

Strange spirit : one country's occupation( Visual )

3 editions published between 1997 and 1998 in Tibetan and held by 17 WorldCat member libraries worldwide

A documentary film chronicling the Chinese invasion and brutal occupation of Tibet from the first battles in 1950 to the present day. Includes interviews with Tibetan exiles including soldiers who describe the fall of the capital city of Lhasa and how they smuggled the Dalai Lama across the Himalayas into India. Tibet's "warrior nun", Ani Pachen, describes her 21-year imprisonment while other former prisoners describe executions, mass graves and suicides during their years of incarceration. Chinese police footage shows the brutal suppression of Tibetans engaged in pro-independence demonstrations
Many paths to literacy : language, literature, and learning in the primary classroom by Rebecca McClen Novick( Book )

3 editions published in 2002 in English and held by 15 WorldCat member libraries worldwide

A central theme in this book is that there are many paths to literacy. The materials in this guidebook are intended to encourage those involved in teaching reading and writing to engage in dialogue and reflection with colleagues, to know their students well, to examine their own experiences and beliefs, and to generate and seek answers to their own questions by collaborative study of research. The guidebook builds and expands on two earlier Northwest Regional Educational Laboratory (nwrel) publications: "Learning to Read and Write: a Place To Start" and "Building a Knowledge Base in Reading." To make the guidebook a practical resource that will assist preschool and early elementary teachers and others in the education field, the materials provide a strong link between research and promising practices. The materials are organized into these sections: Learning To Read and Write: a Place To Start; Creating a Caring Community of Learners; Sharing Books with Children: The Heart of the Early Elementary Literacy Program; Teacher Demonstrations of Strategies for Decoding and Word Recognition; Storytelling, Story Acting, and Writing: Essential Language Experience for All Children; Nurturing Emotional and Aesthetic Literacy: Learning To Read the Heart; Monitoring Children's Progress; and Conclusion. Includes a handout section. Appended are a discussion of professional learning teams to enhance teaching and learning; an annotated 77-item list of children's picture books; and an annotated 48-item list of suggested professional resources. (Contains 315 references.) (Nka)
Sharing the wisdom of practice : schools that optimize literacy learning for all children by Rebecca McClen Novick( Book )

1 edition published in 2002 in English and held by 8 WorldCat member libraries worldwide

Inquiring minds : learning and literacy in early adolescence by Maureen Sherry Carr( Book )

1 edition published in 2002 in English and held by 6 WorldCat member libraries worldwide

Current middle-school standards require students to operate at levels of literacy never before expected of 10- to 14-year-olds. This monograph, written for teachers, addresses literacy development in middle-school students, stressing the crucial role of teachers. It suggests that teachers must change the core of educational practice and examine their ideas about knowledge, the role of students and teachers in the educational process, and how their ideas or beliefs about learning are translated into instructional practice. The first chapter, "The Best of Times and the Worst of Times: Early Adolescence in the 21st Century," discusses biological, physical, cognitive, social, and emotional changes that occur during the ages between 10 and 14. The second chapter, "New Learning Paradigms for a New Millennium," provides an overview of learning theories that influence classroom practice, including behavioral theory and cognitive theory. The third chapter, "Creating Optimal Literacy Environments for Young Adolescents," examines how three principles of learning-construction of meaning, active engagement, and meaningful content-can be used to visualize literacy environments for middle-school students that maximize reading and writing achievement. Appendix I, "Suggested Professional Books," and Appendix II, "Suggested Authors and Their Works," are annotated bibliographies. (Contains 100 references.) (WFA)
Pocket guide to Tibetan Buddhism by Rebecca McClen Novick( Book )

1 edition published in 1999 in English and held by 2 WorldCat member libraries worldwide

Sharing the Wisdom of Practice Schools That Optimize Literacy Learning for All Students by Rebecca McClen Novick( Book )

2 editions published in 2002 in English and held by 2 WorldCat member libraries worldwide

The No Child Left Behind Act leaves no doubt about the importance of effective reading instruction, setting a national goal for every child to become a proficient reader by the third grade. With 70% of fourth graders from low income families currently unable to read at even a basic level, teachers face a daunting challenge. The schools described in this book, like many schools across the country, are creatively addressing this challenge. The book states that they were chosen based on recommendations of early childhood specialists and that in these schools, teachers and administrators, together with students, families, and the larger community, continually examine, reflect on, and change educational and family engagement practices to meet the needs of an increasingly culturally and economically diverse community of students. The following schools are described in the book: Helen Gordon Child Development Center in Portland, Oregon; Whittier Elementary in Pasco, Washington; Cherry Valley Elementary in Polson, Montana; and Tulalip Elementary in Marysville, Washington. The High-Performing Learning Communities (HPLC) Project (2001) has developed a framework of principles that may be helpful when looking at the accomplishments of the schools described in the book, including: shared vision; challenging curriculum and engaged student learning; supportive organizational structures; collaborative learning community; and proactive community relations. Following the school stories, the book offers annotated lists of multicultural Web sites, including children's author sites and children's books and other educational resources for teaching children from specific cultures. (Contains 94 references.) (NKA)
The Ecology of the Family. a Background Paper for a Family-Centered Approach to Education and Social Service Delivery by Christie Connard( Book )

1 edition published in 1996 in English and held by 2 WorldCat member libraries worldwide

This paper synthesizes research, theories, and practical knowledge from developmental psychology and sociology to provide a basis for understanding, planning, and implementing effective and supportive partnerships between human-services providers and families. A family-centered approach is a process for delivering services to families, a philosophy based on an ecological model of the family. The ecological model builds and promotes families' existing strengths. Key components of the ecological model include creating partnerships and helping relationships; building the community environment; and linking families and community support. The ecological model borrows from systems theory (the notion that children must be understood in the context of their family relationships) and the"goodness of fit" child-development model (which seeks to improve the match between the needs of families with community resources and support). The paper also presents an overview of how the ecological paradigm has translated into practice--in Head Start programs, early intervention programs, family support programs, and the public schools. (Contains 39 references.) (Lmi)
Naiteki uchū no bōkenshatachi( Book )

2 editions published in 1995 in Japanese and held by 2 WorldCat member libraries worldwide

 
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Fundamentals of Tibetan Buddhism Pocket guide to Tibetan Buddhism
Covers
Portraits of Tibetan Buddhist mastersVoices from the edge : conversations with Jerry Garcia, Ram Dass, Annie Sprinkle, Matthew Fox, Jaron Lanier, & othersPocket guide to Tibetan Buddhism
Alternative Names
MacClen, Rebecca Novick

McClen, Rebecca Novick

Novick, Rebecca McClen

ノビック, レベッカ・マクレン

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