Fourth grade in Fort Worth, Texas may not be as bad as Nora Jean expects. Something is always happening in Mrs. Carter's class. Skinny Nora Jean, chubby Rosalie, the oh-so-perfect Thomasina, Chip, Rex, and the dreaded Jimmy Lee keep on their toes with a snake in the girls' bathroom, the fall spook house, and a pizza party in the library. Feisty Nora Jean throws herself wholeheartedly into each adventure. Now back in print, this popular award-winning book has been revised and updated and will enchant today's readers. AWARDS - Minnesota Maud Hart Lovelace Award Winner - South Dakota Prairie Pasque Awards Nominee - Wyoming Indian Paintbrush Master List REVIEWS "Kerby has a keenly observant eye, and her characters have a Cleary-like veracity. A first-rate school story." ALA Booklist "The children are believable, their lives brimming with details that ground them in reality. Vigorous and funny, with the Texas flavor providing an added treat." Kirkus Reviews

Series covers individuals ranging from established award winners to authors and illustrators who are just beginning their careers. Entries cover: personal life, career, writings and works in progress, adaptations, additional sources, and photographs.

This volume presents a mix of translations of classical and modern papers from the German Didaktik tradition, newly prepared essays by German scholars and practitioners writing from within the tradition, and interpretive essays by U.S. scholars. It brings this tradition, which virtually dominated German curricular thought and teacher education until the 1960s when American curriculum theory entered Germany--and which is now experiencing a renaissance--to the English-speaking world, where it has been essentially unknown. The intent is to capture in one volume the core (at least) of the tradition of Didaktik and to communicate its potential relevance to English-language curricularists and teacher educators. It introduces a theoretical tradition which, although very different in almost every respect from those we know, offers a set of approaches that suggest ways of thinking about problems of reflection on curricular and teaching praxis (the core focus of the tradition) which the editors believe are accessible to North American readers--with appropriate "translation." These ways of thinking and related praxis are very relevant to notions such as reflective teaching and the discourse on teachers as professionals. By raising the possibility that the "new" tradition of Didaktik can be highly suggestive for thinking through issues related to a number of central ideas within contemporary discourse--and for exploring the implications of these ideas for both teacher education and for a curriculum theory appropriate to these new contexts for theorizing, this book opens up a gold mine of theoretical and practical possibilities.