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Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.

OUR good custom, as we deem it, to wish our readers a larger measure of happiness and success than heretofore we repeat for 1947. There are many signs in the libraries to give encouragement to the hope that they, the libraries, are now so well established everywhere that the old evils of complete disregard, penury and restriction will not recur and that, gradually but surely, the aims and the purpose for which we stand will be realized. That they may be so for all readers of The Library World is, we believe, the best possible New Year wish.

This chapter describes the impact of a multicultural curriculum transformation assignment on the consciousness and pedagogy of pre-service and in-service educators preparing to teach and lead within diverse U.S. P-12 schools. Highlighting how two university faculty leveraged a mosaic of critical theories and pedagogies to engage action research exploring the inquiry, How might the application of an assignment grounded in an instructional framework comprised of theories in educational leadership, critical multicultural education, and critical pedagogy inspire and motivate pre- and in-service educators to teach, lead, and serve for social justice beyond their program of study?, It provokes us to consider how best to prepare educators with the knowledge, skill, and will to teach and lead employing a praxis situated in equity and justice. Findings contribute to scholarly conversations and school-based practices focused on culturally responsive teaching and leadership, and prove relevant for P-12 educators, teacher educators, those in educational leadership, and educators advocating equity and justice for historically marginalized and minoritized students attempting to learn in unjust classroom and school spaces.

This case teaches students the importance of maintaining a strong FICO score by illustrating the consequences of paying bills late or not at all. The protagonist is David Molina, a waiter at a struggling Italian restaurant located down the block from where he lives. Money is tight for Molina right now—his limited income means he lives paycheck to paycheck. However, Molina knows things will be looking up for him soon because he recently accepted a job as a bank teller across town—his first desk job.

Molina has been putting off paying two of his bills: a cable bill and his Bank of America credit card bill, both of which are late and have been issued, this time, in the form of threats to impact Molina's credit score if he doesn't pay them. He has just enough money to afford the minimum payments on each overdue bill. But then he receives a phone call from his friend, Jim Lindsey, reminding him about an invitation to go to Myrtle Beach for the upcoming weekend. Molina knows he cannot afford it, but a woman he's attracted to, Jessica, will be there too. Should Molina put off the bills yet again, and if so, how exactly will being late on them hurt his credit score?

Forward-thinking companies are interested in promoting Corporate Social Responsibility (CSR) while remaining profitable. Some critics have raised concerns regarding the motivations of companies that engage in CSR, suggesting that inauthentic efforts are little more than “green-washing.” However, when efforts are integrated into the core values of a company, it is likely that CSR can result in important benefits for companies and communities. In this study, we present a case study of Cotopaxi, an outdoor products company located in Salt Lake City, UT. During the early spring and summer of 2016, Cotopaxi developed a computer coding and filmmaking workshop for refugee youth to assist them in learning marketable skills for future employment. During the course of the workshop, the authors volunteered with individuals from Cotopaxi, Adobe, Goldman Sachs, and local universities to assist in the workshop. We interviewed volunteers to determine what motivated them to participate. By analyzing the interviews, we identified three specific volunteer types: Experienced Volunteers, Kindred Spirit Volunteers, and Emerging Volunteers. We suggest that by understanding these volunteer types, organizations can leverage overlapping values between volunteers and the organization to create more authentic CSR efforts.

The purpose of this paper is to explore the history of Black women as critical civic agents fighting for the recognition of their intersecting identities in multiple iterations of the feminist movement.

Utilizing Black feminism and intersectionality I explore the many ways in which Black women have fought against multiple forms of oppression in the first, second and fourth wave feminist movement and organizations in order to fight for their rights as Black women citizens.

Black women in the past and present have exhibited agency by working within such multiple civil rights movements to change the conditions and carve out inclusive spaces by working across differences and forging multiracial coalitions.

This paper serves as a call to action for social studies classroom teachers and teacher educators to rethink how we remember and teach feminist movements. I also explore how we can use this past to understand and advance the conversation in this present iteration of the women’s movement to work across differences in solidarity toward equal justice for all.

The purpose of this paper is to outline and evaluate the development of a thinking skills programme for adults with learning disabilities at risk of offending.

The programme was evaluated over three years using self-report clinical measures related to treatment targets and feedback from participants.

Results showed a statistically significant improvement in general empathy (t=1.800, df=15, p=<0.05) and perspective taking (t=1.898, df=15, p=<0.05). Improvement in impulsivity and locus of control was not significant. Feedback from service users was positive.

Findings suggest that thinking skills programmes can be of benefit to adults with learning disabilities at risk of offending.

There is a need to provide opportunities for adults with learning disabilities to address generic deficits and factors supporting offending behaviour and to increase readiness for offence-specific treatment.

The old year has gone, leaving its trail of never‐to‐be‐forgotten memories of strife and turbulence, calamity, disaster, and a huge burden of worries for us to face in the New Year. Few if any will not be deeply grateful to see the passing of 1985. Except for the periods of calm there cannot be a year within living memory to equal it in terms of violence, unparalleled in times of “peace”, collosal in terms of soaring social and public expenditure and financial loss, and in disasters in the world beyond the shores of these islands. It would not be an exaggeration to state that the enormous indebtedness which the year has heaped upon the people will never be wiped off, and it has got to be done mainly by those innocent of any misconduct, and their descendants. The unprecedented scale of street and community violence, the looting, thieving and general crime committed behind the screen of it.

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from 1979. A few items from 1978 were included because information about them had not been available in time for the 1978 listing. Some entries were not annotated because the compiler was unable to secure a copy of the item. The bibliography includes publications on user instruction in all types of libraries and for all types of users from children to adults. To facilitate the use of the list, it has been divided into categories by type of library. Even though the library literature includes many citations to items on user instruction in foreign countries, this bibliography includes only publications in the English language.