The Notebook Girls
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The Notebook Girls
Author: Julia Baskin
language: en
Publisher: Grand Central Publishing
Release Date: 2008-11-15
We're just a group of normal girls with normal lives. Our notebook is meant to make you laugh—and make you remember. Everyone likes to think they started the notebook. Sophie claims she stole the idea from two girls in her math class. Courtney still has a death grip on the theory that the notebook was her invention. Lindsey doesn't really care; she's just along for the ride. And Julia never knows what's going on anyway. What we do know is that we started the notebook in freshman year at Stuyvesant High School as a way to keep in contact when our conflicting schedules denied us one another's company. It allowed us to express ourselves and our views of the world in a tone of complete sarcasm, obscenity, and blind honesty. We've spent a significant portion of our adolescence trying to figure out who we are. The notebook is the closest we've come.
Cases on Emotionally Responsive Teaching and Mentoring
Educators who work with pre-service teachers understand the significant role they play in mentoring the next generation of teachers. Those who have "walked the talk" and been classroom teachers themselves, working with students daily over the course of a school year, can share powerful stories on transformative teaching. To fully prepare tomorrow's teachers, educators need to mix theory about best practice with the reality of teaching in classrooms. Cases on Emotionally Responsive Teaching and Mentoring provides a collection of case studies from former classroom teachers who now work with pre-service teachers to provide an understanding of the expectations and outcomes of teaching through actual K-12 teaching experiences. Featuring coverage on a broad range of topics such as cultural identity, teacher development, and learner diversity, this book is ideally designed for pre-service teachers, mentors, educators, administrators, professors, academicians, and students seeking current research on the diverse nature of schools, children, and learning and applying concepts to best suit the profession.
Reading Like a Girl
Author: Sara K. Day
language: en
Publisher: Univ. Press of Mississippi
Release Date: 2013-06-03
By examining the novels of critically and commercially successful authors such as Sarah Dessen (Someone Like You), Stephenie Meyer (the Twilight series), and Laurie Halse Anderson (Speak), Reading Like a Girl: Narrative Intimacy in Contemporary American Young Adult Literature explores the use of narrative intimacy as a means of reflecting and reinforcing larger, often contradictory, cultural expectations regarding adolescent women, interpersonal relationships, and intimacy. Reading Like a Girl explains the construction of narrator-reader relationships in recent American novels written about adolescent women and marketed to adolescent women. Sara K. Day explains, though, that such levels of imagined friendship lead to contradictory cultural expectations for the young women so deeply obsessed with reading these novels. Day coins the term “narrative intimacy” to refer to the implicit relationship between narrator and reader that depends on an imaginary disclosure and trust between the story's narrator and the reader. Through critical examination, the inherent contradictions between this enclosed, imagined relationship and the real expectations for adolescent women's relations prove to be problematic. In many novels for young women, adolescent female narrators construct conceptions of the adolescent woman reader, constructions that allow the narrator to understand the reader as a confidant, a safe and appropriate location for disclosure. At the same time, such novels offer frequent warnings against the sort of unfettered confession the narrators perform. Friendships are marked as potential sites of betrayal and rejection. Romantic relationships are presented as inherently threatening to physical and emotional health. And so, the narrator turns to the reader for an ally who cannot judge. The reader, in turn, may come to depend upon narrative intimacy in order to vicariously explore her own understanding of human expression and bonds.