Time For School

Ride along to school with the #1 New York Times best-selling Little Blue Truck and meet Blue's new friend: a bright yellow school bus. Beep-beep! Little Blue Truck and his good friend Toad are excited to meet a bright yellow school bus on the road. They see all the little animals lined up in the school bus's many windows, and Blue wishes he could be a school bus too. What a fun job--but much too big for a little pickup like Blue. Or is it? When somebody misses the bus, it's up to Blue to get his friend to school on time. Beep! Beep! Vroom! Also enjoy Blue's bedtime ride in Good Night, Little Blue Truck and his trip to the city in Little Blue Truck Leads the Way.

Perfectly on-brand for Todd Parr, this full-color activity book includes themes of family, inclusivity, and humor and encourages creativity while reinforcing early-learning skills. Includes a sheet of stickers. Most traditional activity books are organized by skill with an alphabet section followed by a number section, etc. To keep this in the spirit of Todd's brand, this book begins with "all about me" and family, and then moves outward to community, and then even further outward to the world. The skills will be scattered throughout and there will be plenty of room for kids to free draw and be creative. Features: Letters Handwriting Numbers Shapes Colors Emotions All About Me Community

From New York Times­–bestselling author and illustrator Brian Biggs comes the second picture book in the collectible Tinyville Town series. In this next book in the preschool series, Time for School! shows how the whole community comes together for the first day of class. Mr. Meyer picks out his nicest sweater, Dylan ties his favorite shoes—and Mrs. Martinez, the crossing guard, has been waiting for this day all summer long. She joins the bus driver, the school principal, the lunchroom and playground staff, and, of course, all of the teachers, as they welcome the children of Tinyville Town Elementary back to school. And when a new girl shows up, everyone knows just what to do to make her feel right at home. Brian Biggs’ read-aloud Tinyville Town series launched in 2016 with three books: the world-establishing picture book Gets to Work! and two board books, I’m a Veterinarian and I’m a Firefighter. In addition to Time for School!, the series has grown to include two additional board books, I’m a Librarian and I’m a Police Officer. With a nod to the busy world of Richard Scarry and the neighborhood feel of Sesame Street, the Tinyville Town series has become a favorite read for preschoolers. Using bold, comic-influenced art to illustrate a growing, thriving, diverse city full of interesting people, these books are ideal for story time and class discussions about occupations and community helpers.

Billedbog. Late at night in an ocean dark and deep, one Baby Shark would not go to sleep. Sing and dance along with Baby Shark as he gets ready for bed

This book was first published in 1984. The role of time in school learning has long been a topic of interest to educationalists. So much so that in the United States, Carnegie Units (purely time based entities) are used to certify high school graduates and credit hours are the basic unit of college certification. In this book, contributors explore the role of time in school learning. In particular, American research has demonstrated that learning is a function of two time variables; the time actually spent learning, and the time needed to learn. The book presents an integrated synthesis of the developments in the understanding of time in school learning and shows how this can have a dramatic impact on the process of schooling.

This work represents a publishing event in education research. Genuinely groundbreaking, it is the result of longitudinal research from five nations over five years. The authors set themselves an unprecedented task: to analyze how it is that successful school principals sustain positive outcomes over a significant period of time. To find out, they initiated the International Successful School Principal Project (ISSPP) assembling 30 multinational case histories and numerous comparative analyses. In doing so, they recorded fresh perspectives on the influence school principals can have on their schools, the quality of teaching in their classrooms, and student outcomes. Revisiting the subject schools in 2007, they found many principals still in place, having steered their organizations through various minefields of political, governance and educational reform. As the most penetrating longitudinal investigation of the subject, this research has unearthed fascinating new insights into school leadership that add real substance to the sum of our knowledge. It incorporates data from educational systems in Australia, Denmark, Norway, Sweden, England and the USA. One key finding is that while all principals delegate a range of leadership tasks, successful ones distribute responsibility on a case-by-case basis founded on personal assessments of their staff as well as on organizational and policy contexts. The research also demonstrates that successful principals maintain close communication with their staff and the wider school environment, and that they are adaptive, maximizing the opportunities presented by new political contexts and expectations, yet without losing sight of their school’s core moral and ethical principles. The volume’s international thematic analysis has allowed comparative conclusions to be drawn on what the principals do to sustain and foster pedagogical and institutional success.

By becoming practical futurists, school librarians can help their libraries not only to survive sweeping changes in education but to thrive. This book shows how to spot technological trends and use them to your library's advantage. During this time of rapid modernization of technology and educational reform, this book is a must-read for school librarians tasked with ensuring their libraries meet evolving standards. This title provides the research and organizational techniques and skills they need to gain seats at the table of the three power committees: technology, curricula, and strategic planning. School librarians need to collect and publicize national and local school-based evidence that shows the positive correlations between school librarians and student achievement. Craver notes correlative sources and provides ideas to employ them to ensure that school librarians remain indispensable. In addition, acquiring technological skills and becoming expert at their application are paramount for librarians. Even more important is the need for librarians to assume sole responsibility for designing and integrating information literacy and critical thinking skills throughout the curriculum. Craver analyzes studies that show students' inability to discern fact from fiction, ads from news, and information bias in electronic information sources and recommends six actions that school librarians take to ensure that they become active participants in their future rather than its victims.