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681.

Understanding Violence [electronic resource]

This program defines the types of violence affecting young men and women today. Teenagers from a variety of cultural and ethnic backgrounds openly tell their stories of how violence has impacted and reshaped their lives. Each narrative is complemented by commentary from experts who explain the roots of violent behavior - and advise on how to detect the warning signs.
Online
1999
682.

Taking Action Against Violence [electronic resource]

In this program, young men and women from a variety of cultural and ethnic backgrounds reveal their experiences of violence, analyze their responses to those experiences, and come to grips with the choices they made. Experts also discuss appropriate ways of dealing with both the perpetrators and the victims of youth violence.
Online
1999
683.

Preventing Violence [electronic resource]

This program focuses on the prevention of youth violence. Expert commentary offers teenagers solid advice on recognizing the warning signs of violence, protecting themselves, and finding alternatives to violent lifestyles. In addition, stories of teen experiences supply a peer perspective on the effectiveness of violence prevention-and a forum for introspection on the lessons of violent living.
Online
1999
684.

Bullying and Suicide [electronic resource]: Think About It

Bullying is not "just a rite of passage." In actuality, says the National Crime Prevention Council, it's a leading factor in suicide among kids 11 to 16 years of age. And although bullying is only one of a number of suicide-related risk factors impacting tweens and teens, the fact that the term "bullycide" has entered the lexicon is a telling sign of how closely linked bullying and suicide are perceived to be. Structured around two scenarios in which a boy and a girl commit suicide after repeatedly being bullied, this video offers valuable insights into bully and victim psychology, types of bullying, and anti-bullying behavior through penetrating commentary by Erica Perlow, of the Chatham County North Carolina Bullying Prevention Task Force, and psychologist April Harris-Britt. In ad [...]
Online
2014
685.

Calculating Change [electronic resource]

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This documentary by Steven Fischler and Joel Sucher is an examination of the campaign to overhaul math and science education in the US.
Online
1993
686.

Sharing the Text [electronic resource]

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BJ Namba's third-grade class works in book groups to connect with characters and perspectives offered by texts that portray unfamiliar situations. Ms. Namba interacts with the groups, demonstrating when to step in to the conversation and when to stand back and observe the group's work. Texts include "The Pinballs" by Betsy Byars, "Just Juice" by Karen Hesse, "The Great Gilly Hopkins" by Katherine Paterson, "War With Grandpa" by Robert Kimmel Smith, and "Maniac Magee" by Jerry Spinelli.
Online
2003
687.

Leadership Team [electronic resource]

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Three administrators provide instructional leadership and solve daily challenges at arts-based schools serving diverse student populations. In Brooklyn, principal Martha Rodriguez-Torres describes her role as "politician, social worker, parent, and police officer, " and says that her primary responsibility is to "provide teachers the resources they need to fulfill the program." In Georgia, principal Sandra McGary-Ervin encourages use of the Arts to achieve the school's priority goal of literacy. In Denver, assistant principal, Rory Pullens, uses his own arts background to ensure that the arts play a prominent role in daily learning.
Online
2003
688.

Mike [electronic resource]

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Follows seventh grade teacher Mike as he works to involve girls in science and improve their scientific understanding. Covers the teacher's background, the problem he has chosen to address, his approach and implementation, and the outcome with assessment by the teacher and his advisor.
Online
1997
689.

Rethinking [electronic resource]

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Demonstrates an important vantage point that competent readers adopt: that of stepping outside the text and using what they find there to rethink what they know. As they discuss Shakespeare's Hamlet, the group plumbs the familial relationships included in the text to find points of congruence between the text and their own lives, and lessons they can take away from this examination. Dr. Langer stresses that, while not all texts speak explicitly to readers in this way, seeking the places where one's life intersects with the lessons of literature is important for all readers.
Online
2002
690.

Who Owns the Novel? [electronic resource]

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Probes the living nature of the novel by illustrating how each reader makes a novel his or her own. Illustrates how interpretation of a novel can change depending on the reader's culture, class, generation, sex and personality.
Online
2000
691.

What's the Story? [electronic resource]

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Explores how an author spins a story and why the plot is the most important aspect of the novel. Participants examine the importance of the reasons behind events in a novel and consider various ways into difficult novels.
Online
2000
692.

Are Novels Real? [electronic resource]

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Teachers, students and novelists explore the origins of stories and consider the question, "Must a novel's setting and characters, their motivation and stories, bear some likeness to reality?"
Online
2000
693.

What's in It for Me? [electronic resource]

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Teachers discuss ways to help students respond to novels on deeply personal levels. Explores how a novel can transport readers to other places and times, real or imaginary, allowing them to meet people and experience life in many different ways..
Online
2000
694.

Who Am I in This Story? [electronic resource]

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Examines the complex ways readers may identify with characters in a novel and take on a number of imaginary roles such as protagonist, narrator, author, or another character.
Online
2000
695.

Moving Through [electronic resource]

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The community of readers shows how they create an envisionment as they are in and moving through a text, a time of great personal involvement in the action and character motivation. The group works with two texts, Cathy Song's poem "Lost Sister" and Stephen Dixon's short story "All Gone," building on their initial impressions to examine motives, feelings, causes, interrelationships, and interactions as they create a more complete envisionment of these texts. At this point in their reading, the community steps inside each text virtually, living through it as it unfolds.
Online
2002
696.

Am I Getting Through? [electronic resource]

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A summary by the teachers, who examine their effectiveness in helping students comprehend and appreciate novels and become lifelong readers. Methods of evaluation are discussed and demonstrated.
Online
2000
697.

Why Do I Have to Read This Book? [electronic resource]

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The series' ten novels are examined to see why they appear on recommended reading lists and have earned numerous awards. A consideration of the essential elements of good writing and storytelling becomes an exploration of the reasons for reading and a consideration of the ways novels are challenged by students and communities.
Online
2000