Books by Cynthia Thompson

Book III carries on from Books I and II, the main character Princess Esmeralda discovering who she is and that her world is full of colour and love not greyness and sadness. In Book Three Esmeralda and Quiro go on a Quest with the enchanted seahorse, who has been beside Esmeralda on her journey of discovery. He guides them on a journey that takes a whole day to reach their destination, to meet an old man who is sitting by his fire. He is a storyteller and the pair sit down to hear a story, as it unfolds they realise it is about them and who they really are.

"Princess Esmeralda" is a magical story of a young girl, with the help of an enchanted seahorse, who finds out who she truly is and discovers her world is full of colour and love. It is a story for adults and parents to share with their children in a space of love and caring, so they may feel Esmeralda's story as their own. It is to let all children know how important it is to believe in who they are, to accept themselves and others, and also to understand that if they take care of their world, then they in turn will have everything they need to nourish and care for them. It is a reminder for all of us to see the world again in awe, through a child's eyes, to see the colour, the magic and the joy. As guardians of this planet we are here to nurture all things with love, especially our children, to ensure our thoughts and actions cannot harm another living thing. Stories through all time have held an energy in the words that are passed down through generations. I want my stories to help both adults and children feel good about who they are and form loving caring beliefs about themselves and one another.

In October 2009, United States Secretary of Education Arne Duncan declared in a speech to Columbia University''s Teachers College that many university teacher preparation programs are outdated and must undergo major reform in order to produce high quality teachers needed to improve academic achievement for all students (U.S. Department of Education, 2009). To improve student success, policy makers must understand the key role well- trained teachers play in achieving this goal. This study examined the specific aspects of an English teacher preparation program that beginning teachers implement and rely on in their classrooms on a consistent basis. The research questions that guided this study are: (1) How do beginning teachers perceive their preparation for teaching in the urban English Language Arts classroom? (2) How do school administrators perceive the teaching ability of graduates? This study provides insight into how to better educate high quality teachers through the examination of an English teacher preparation program''s daily effect and impact on their graduates.