Annual Editions: Education 14/15 / Edition 41

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More About This Textbook

Overview

The Annual Editions series is designed to provide convenient, inexpensive access to a wide range of current articles from some of the most respected magazines, newspapers, and journals published today. Annual Editions are updated on a regular basis through a continuous monitoring of over 300 periodical sources. The articles selected are authored by prominent scholars, researchers, and commentators writing for a general audience. Each Annual Editions volume has a number of features designed to make them especially valuable for classroom use: an annotated Table of Contents, a Topic Guide, an annotated listing of supporting websites, Learning Outcomes and a brief overview for each unit, and Critical Thinking questions at the end of each article. Go to the McGraw-Hill Create™ Annual Editions Article Collection at www.mcgrawhillcreate.com/annualeditions to browse the entire collection. Select individual Annual Editions articles to enhance your course, or access and select the entire Evers: Annual Editions: Education, 41/e ExpressBook for an easy, pre-built teaching resource by clicking here. An online Instructor’s Resource Guide with testing material is available for each Annual Editions volume. Using Annual Editions in the Classroom is also an excellent instructor resource. Visit the Create Central Online Learning Center at www.mhhe.com/createcentral for more details.

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Product Details

  • ISBN-13: 9780078136221
  • Publisher: McGraw-Hill Higher Education
  • Publication date: 11/1/2013
  • Series: Annual Editions Series
  • Edition description: New Edition
  • Edition number: 41
  • Pages: 216
  • Sales rank: 78,243
  • Product dimensions: 8.40 (w) x 10.70 (h) x 0.60 (d)

Table of Contents

Annual Editions: Evers

UNIT 1: School Reform in the Twenty-first Century

1. Keeping the Public in Public Schools, Phil Boyle and Del Burns, American School Board Journal, June 2012
In this article Boyle and Burns address the importance of ensuring our children are learning the moral, ethical, and political obligations of living in a free society. They lay this responsibility not only on educational leaders but also on the population as a whole
2. Balance Trust and Accountability, Ben Levin, Kappan, September 2012
Levin addresses the delicate balance between trust and regulation in school policy. Citing a conference of 17 countries in Jerusalem with a theme of “Trust and Regulation” Levine compared the educational policy of various countries in order to investigate how much is too much regulation in the school system
3. Warning: The Common Core Standards May Be Harmful to Children, Joanne Yatvin, Kappan, March 2013
With the Common Core being adopted by most states, Yatvin, an experienced elementary teacher and principle, analyzes the English/language arts K-5th grade standards. Citing eight standards and giving classroom scenarios, Yatvin argues that the new standards are too demanding which could hurt student’s educational experience.
4. Challenged to the Core, Julie Davis Bell and Daniel Thatcher, Education, September 2012
While the Common Core is enjoying bipartisan support there are still many out there that have apprehensions about how the new standards will be introduced. Concerns include a potentially stronger federal government influence, developing new assessments, proper teacher training and where the money will come from to in order to make these changes.
5. The International Experience Carlos X Lastra-Anadón and Paul E. Peterson, Education Next, Winter 2012
Researchers, Lastra-Anadon and Peterson, discuss the practices from other countries that may or may not work for American schools. The topics discussed include teachers and teaching, choice and autonomy, state standards and accountability, and digital learning.
UNIT 2: Understanding Poverty
6. Who Are America's Poor Children?: The Official Story, Vanessa R. Wight, Michelle Chau, and Yumiko Aratani, National Center for Children in Poverty, March 2011
This article will set the stage for the remaining articles in this section. Here you will learn who is "living in poverty" and what that may mean for their daily living and learning experiences.
7. Struggling in Suburbia, David McKay Wilson, Teaching Tolerance, Issue 42,Fall 2012
In this article Wilson addresses the rising homeless population that no longer only affects inner-city schools, but also schools in suburbia that aren’t accustomed or prepared for such students. He describes who the new suburban poor students are, where they came from, how it is affecting the schools and how educators can help their less affluent students.
8. Homelessness Comes to School: How Homeless Children and Youths Can Succeed, Joseph E. Murphy and Kerri J, Tobin, Phi Delta Kappan , November , 2010
Homeless families are a growing national problem that will affect as many as one in every 50 children each year. Murphy and Tobin offer information about the negative impact of homelessness and suggest seven actions and strategies for giving care to homeless students.
9. Poverty-Stricken Schools: What We Can Learn from the Rest of the World and from Successful Schools in Economically Disadvantaged Areas in the US, Hani Morgan, Education, 133(2), 2012
By exploring successful school systems from around the world, this author discusses ways to fix the inequalities of the American school system. The inequalities focused on in this article include poor teachers and lack of educational resources for students of low economic status when compared to students in wealthier districts.
10. Principles of Instruction: Research-Based Strategies That All Teachers Should Know, Barak Rosenshine, American Educator, Spring 2012
Using research on cognitive science, master teachers, and cognitive supports, Rosenshine developed 10 principles of instruction that he feels teachers should implement in the classroom. Using these three different bodies of research provides a validity of these beneficial principles making them valuable tools for teachers of all ages and subjects.
UNIT 3: Literacy Is the Cornerstone of Learning
11. Putting Rural Readers on the Map: Strategies for Rural Literacy, Laura Lester, The Reading Teacher, 65(6), 2012
In this article Lester discusses the importance of designing a curriculum so that rural students become lifelong learners and readers. Through techniques such as Place-Based education and virtual fieldtrips, Lester argues that students from rural areas can have the benefits of being raised in a rural community while also having similar experiences otherwise unavailable.
12. If the Book Fits: Selecting Appropriate Texts for Adolescents with Learning Disabilities, Melinda M. Leko, et al Intervention in School and Clinic, 48(5), 2013
Research presented in this article suggests the importance of using texts that match both the interest and reading level of students with learning disabilities. Practical suggestions and resources are provided to help with the selection of independent reading materials for students with learning disabilities.
13. Using Family Message Journals to Improve Student Writing and Strengthen the School-Home Partnership. Lynda M. Valerie and Sheila Foss-Swanson, Teaching Exceptional Children, 44(3), January/February 2012
Valerie and Foss-Swanson make a compelling case for using Family Message Journals to develop literacy and move writing to front and center of the daily curriculum routine rather than an add-on activity when there is time. The article includes a discussion of why we should use FMJs and how-to-do-it examples.
14. Go Figure: Math and the Common Core, Marilyn Burns, Educational Leadership, December 2012/January 2013
Burns explains that her passion for the Common Core State Standards for Mathematical Practice is because new standards will encourage teachers to listen to their students in order to facilitate learning of numerical reasoning and mental math skills. She has developed an inventory that teachers can use in one-on-one interviews with their students.
15. Too Much Too Soon? Common Core Math Standards in the Early Years. Laura Fricke Main, Early Childhood Education Journal, September 2011
In this editorial, Main expresses concern about using the Common Core Math Standard with young learners. A primary concern is that we may not put appropriate emphasis on effective curriculum development and professional development for teachers.
UNIT 4: Improve School Climate to Improve Student Performance
16. Scholars Say Pupils Gain Social Skills in Coed Classes, Sarah D. Sparks, EdWeek, May 7, 2012
Sparks argues that it is the labeling between the sexes that cause boys and girls to mature and learn differently. She contends that through teacher modeling, in a classroom that is free of labels and gender expectations, a more integrated classroom can be developed where social skills and productive relationships are created.
17. Hand to Hand: Teaching Tolerance and Social Justice One Child at a Time, Andrea Zakin, Childhood Education , January/February 2012
Using art projects with pre-school students to engage in discussions and activities that pinpoint tolerance and social justice issues, the researcher wanted to find out if young children could and would explore differences verbally and through art. The hope was to begin early and continue these discussions as the students moved through their K-12 education.
18. Life Skills Yield Stronger Academic Performance, Tommie Lindsey Jr. and Benjamin Mabie, Kappan, 93(3), February 2012
Tommie Lindsey established this class in the high school where he taught. The class of African-American males worked together to establish inclusion, build security, enhance meaning, and engender competence. Lindsey notes this type of class would be useful for any group of students who are at-risk and should not be limited to African-Americans.
19. Lesson of the Heart: An Extra-Credit Assignment, Linda Lehman, Kappan, (93)8, 2012
In this article Lehman argues that while teacher candidates should be highly qualified in their subject area, not enough attention is being given to the importance for the drive to do what is necessary to engage students. Lehman believes it is the enthusiasm for one’s students that produces lifelong learners.
20. She's Strict for a Good Reason: Highly Effective Teachers in Low-Performing Urban Schools, Mary Poplin, et al., Kappan, 92(5) , 2011
Poplin and her colleagues spent four years following 31 highly-effective teachers in nine low-performing schools. These teachers are successful where other teachers are not. Find out what they have in common with other successful teachers.
UNIT 5: Teaching English Language Learners
21. New Talk about ELL Students, Stacey J. Lee, Kappan, (9)8, May 2012
This article calls for a change in the way schools teach students who are ELL. Instead of the responsibility resting on the faculty and staff, there should be a school wide investment in working with immigrant students. Planning programs where native language and background knowledge is used to improve English language skills is encouraged.
22. Get Organized Around Assets, Larry Ferlazzo, Educational Leadership, (69)6, March 2012
In this article Ferlazzo, an experienced ESL teacher, discusses strategies for achieving the best results with English language learners. These strategies include building personal relationships with students, access student’s prior knowledge through stories, help students learn by doing, fostering leadership potential and promoting reflection.
23. Using Guided Notes to Enhance Instruction for All Students, Moira Konrad, Laurice M. Joseph, and Madoka Itoi, Intervention in School and Clinic, 63(3), 2011
Note-taking while listening to a lecture or watching a video is a complex task involving higher-order thinking skills as well as the physical task of writing. Guided Notes are a research-based strategy to support diverse students in middle and secondary classrooms. This article has suggestions for creating and using guided notes.
UNIT 6: Technology Supports Learning
24. Adventures with Cell Phones, Liz Kolb, Educational Leadership , February 2011
Many schools still forbid cell phone use during the school day and strictly enforce the rule by taking away the phone or suspending the user. However some schools are seeing the educational benefits of using cell phones and other hand-held devices to enhance student learning and engagement with learning activities.
25. From the Three Rs to the Four Cs: Radically Redesigning K-12 Education, William Crossman, The Futurist, March/April, 2012
Those tech-savvy kids we have been reading about are here, now. Those digital natives learn and engage with text differently than most of us who are teaching or are about to become teachers. We need to seriously consider how we will keep them engaged and challenged to learn. Crossman has suggestions.
26. Common Core Standards: Transforming Teaching with Collaborative Technology, Catlin Tucker , Teacher Librarian, 39(6),2012
Tucker illustrates how easy and efficient it is to use technology in the classroom to promote collaborative group work. While satisfying requirements of the Common Core using technology can help to ensure that each member of the group is doing their equal share.
27. Flipping the Classroom: Homework in Class, Lessons at Home, Brenda Álvarez, Ed Digest, April 2012
This article is about a high school teacher, with struggling students, who successfully flipped his classroom curriculum. Numerous benefits were discovered helping to transform the entire school to become one with productive and engaged learners.
28. I Want That . . . Flipping the Classroom, Sheila Cohen and Kristy Brugar, Middle Ground, April, 2013
Wanting her classroom to be full of engaging conversation, Cohen “flipped” her middle grade math classes using video lectures for the students to watch. Over the two months she collected data, she discovered that her student’s confidence, collaboration and comprehension had improved.
UNIT 7: Collaboration
29. Are We Adequately Preparing Teachers to Partner with Families?, Tamara Sewell, Early Childhood Education Journal, February, 2012
Partnering with families is vital when working with young children, but how do teachers learn to do this effectively? In this literature review, Sewell has concluded that one course in partnering with families is good, but there is more that teacher preparation programs can do.
30. Work Together : But Only If You Want To, Rick DuFour, Kappan, 92(5), February 2011
Most often working in isolation, teachers across America usher children into their classrooms and close the door. DuFour contends that we cannot continue this practice. Teachers must learn to work with families, other teachers, ancillary staff, and community agency personnel.
31. Methods for Addressing Conflict in Cotaught Classrooms, Greg Conderman, Intervention in School and Clinic, 64(4), March 2011
Co-teaching is one way to provide maximum support to all students. Willingness to have another adult in your classroom does not mean co-teaching will go smoothly every day. But when conflict arises, the solutions and strategies suggested here may help.
32. What's Your Style? Donna L. Miller, Kappan, 92(7), April 2011
Most of us have a comfort zone, philosophical stance, or belief system that influences our actions or teaching decisions at a subliminal level. Are you linear, holist, laissez-faire or a critical theorist? Read this article to find out.
33. Collaborating with Parents to Implement Behavioral Interventions for Children with Challenging Behaviors, Ju Hee Park, Sheila R. Alber-Morgan, and Courtney Fleming, Teaching Exceptional Children, 43(3), January/February 2011
Teachers spend about thirty hours per week with their students, but families are together the other 138 hours. To effectively intervene and change a child's behavior, those hours outside of school must be used. This article is a "how-to" for working with families as you develop and implement a Behavior Intervention Plan (BIP).
34. Why Age Matters, Jessica Mulholland, Governing, January 2012
The Foster Grandparents program is about making a difference in the lives of young children and helping older adults find a reason to get up in the morning. A senior citizen is paired with a child who needs one-on-one help with academic skills or just needs a bit of personal attention.
UNIT 8: Sexual Minority Students
35. Eating Disorder Symptoms and Obesity at the Intersections of Gender, Ethnicity, and Sexual Orientation in US High School Students, S.Bryn Austin et.al, American Journal of Public Health, 103(2), February 2013
This article presents a study that examined how gender, ethnicity and sexual orientation were connected to obesity and disordered weight-control behaviors in today’s youths. It was discovered that sexual minority students, especially male and female bisexuals were at a high risk of obesity or eating disorders, which should be brought to the attention of public health professionals and policymakers.
36. LGBT Students Want Educators to Speak Up for Them, Abe Louise Young, Kappan, 93(2), October 2011
At the very least, LGBT students would like for teachers to stop the hurtful speech when it occurs in their classrooms or the hallways. This article uses the words of students who have been victims to explain what they would like teachers to do or say.
37. Preventing Bullying and Harassment of Sexual Minority Students in Schools, Holly N. Bishop and Heather Casida, The Clearing House, 84, 2011
Bishop and Casida define sexual minority students as those students who are LGBT as well as those who are perceived by peers to be gay or as acting gay. Effects of the harassment on students and implications for teachers and school administrators are discussed.
38. Having Allies Makes a Difference, Priscilla Pardini, Kappan, 94(5), February 2013
Milwaukee's Alliance School is one of the only gay-friendly public schools in the United States. Aside from being gay-friendly this school ignores several public school taboos, such as bells to signal class changes, disallowing student use of cell phones, and not allowing students to use teachers' first names.
UNIT 9: Bullying Continues to Be a Serious Problem
39. Hostile Hallways, Christopher Munsey, Monitor on Psychology, February 2012
Sexual harassment and unwanted sexual experiences are not reported as frequently as bullying, nevertheless the long-term harmful effects can be significantly greater. Munsey offers advice and suggests that by-standers can be an important component in stopping harassment.
40. Modifying Anti-Bullying Programs to Include Students with Disabilities, Juliana Raskauskas and Scott Modell, Teaching Exceptional Children, 44(1), 2011
Existing anti-bullying programs often ignore students with moderate to severe intellectual disabilities who are in self-contained classes. These students are more often victims of bullying than students with disabilities who are included in general education classrooms. In this article, you will find ways to modify bullying programs for this student population.
41. Why Our Approach to Bullying Is Bad for Kids, Susan Porter, Independent School, (72)2, Winter 2013
Porter proposes a shift in the definition of bullying because labels used to describe the persons who are associated with bullying inhibit making any permanent or significant change in the occurrence of such incidences. She suggests that behaviors now determined to be bullying may be missteps as students grow to maturity.
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