Annual Editions: Education 10/11
UNIT 1: Assessment and Research: Do They Inform Our Teaching Practices? Unit Overview
1. Where Have All the Strong Poets Gone?, Alan C. Jones, Phi Delta Kappan, April 2007
The author makes a telling metaphorical point regarding where we are in the current debate about the restructuring or renewal of American schooling. We stand on the shoulders of intellectual giants. Where have they gone? What have we forgotten?
2. Proficiency for All?, Dave Moscinski, American School Board Journal, November 2007
A school superintendent suggests ten strategies for living with and using the No Child Left Behind Act to improve the educational opportunities for all students in all grades.
3. Bridging the Gap between Research and Practice: What's Good, What's Bad, and How Can One Be Sure?, Stephen H. Davis, Phi Delta Kappan, April 2007
This is an insightful introduction for teachers as to what is "good" for the students' learning in schools. The author attempts to bridge the gap between educational theory and practice. The language clarity gap between academic scholars in education and classroom teachers in schools is well described.
4. Learning to Love Assessment, Carol Ann Tomlinson, Educational Leadership, December 2008
As a novice teacher, the author was apprehensive about how to assess her students. She describes her journey from fearing assessment to using informative assessment to improve her teaching and student learning.
5. The Case for and against Homework, Robert J. Marzano and Debra J. Pickering, Educational Leadership, March 2007
The value of homework has been a perennial topic for teachers, administrators, and parents. The authors urge readers to reconsider the importance of homework as a powerful instructional tool when used correctly. They offer suggestions for using homework as a positive tool for all involved.UNIT 2: Reformatting Our SchoolsUnit Overview
6. Assessing Applied Skills, Joe DiMartino and Andrea Castaneda, Educational Leadership, April 2007
The authors discuss the use of applied skills in school learning. They advocate very useful skill development courses/technics for students that will improve their performance in schools. They describe examples of how authentic, individualized "project" approaches to schooling can optimize student learning and performance.
7. From the Mouths of Middle-Schoolers: Important Changes for High School and College, William J. Bushaw, Phi Delta Kappan, November 2007
As politicians and educators debated about the educational system, one voice was missing—the students' voice. This report supplies that missing voice, as middle-schoolers tell us what they think about schools and the training they receive.
8. Industrial Arts: Call It What You Want, the Need Still Exists, James Howlett, Phi Delta Kappan, March 2008
Who will fill the industrial jobs in the 21st century? The author is concerned that schools are not graduating enough skilled students for the jobs that will be left vacant when the baby-boomers leave the workforce. This may cause a serious issue for our manufacturing industry, as well the for the service and construction industries.
9. High Schools Have Got It Bad for Higher Ed—And That Ain't Good, Rona Wilensky, Phi Delta Kappan, December 2007
In this article the author discusses the skewing of high school courses toward the college-bound students. She explains how this creates a watered-down curriculum for the non-college-bound students. Finally, she offers a discussion of what should be the focus of high school in the 21st century.
10. All Our Students Thinking, Nel Noddings, Educational Leadership, February 2008
This is a thoughtful piece about teaching our students to think at all levels rather than merely making them memorize facts. As our world is changing, all citizens, whether employed in blue, pink, or white collar jobs, must be life-long learners who can think independently and solve problems effectively.UNIT 3: Addressing Diversity in Your SchoolUnit Overview
11. As Diversity Grows, So Must We, Gary R. Howard, Educational Leadership, March 2007
The author addresses the issue of cultural diversity in schools with good insight and understanding of the demographic changes in schools. He suggests five phases of professional development to educators for assisting students to adjust to the changing social phenomenon.
12. African American Parents: Improving Connections with Their Child's Educational Environment, Regina R. Brandon, Intervention in School and Clinic, November 2007
In this article, the author explains why parents don't interact with their child's school. The author offers suggestions for improving the rate of parental interaction with schools. These suggestions may also be used to improve interaction among parents from different cultures.
13. The Myth of the "Culture of Poverty", Paul Gorski, Educational Leadership, April 2008
Gorski explains how we came to believe that a culture of poverty exists. He examines a set of false stereotypes that recent research has proven to be false. Another point is that teachers who believe in the stereotypes are in danger of engaging in classism. The author finishes with a list of actions teachers to promote equality and equity in their schools.
14. Becoming Adept at Code-Switching, Rebecca S. Wheeler, Educational Leadership, April 2008
Students who do not hear or speak Standard English in their community need a teacher who understands the need to teach code-switching. The author offers suggestions with examples to teachers who teach students from diverse cultural and linguistic backgrounds.
15. Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages: I'm Choosing to Learn!, Janet Caraisco, The Clearing House, July/August 2007
The author suggests the use of contract activity packages, which target learning preferences. Her research suggests a significant improvement in positive attitude for learning science. Sufficient information is given in this article for teachers to reproduce these results.
16. Mother Goose Teaches on the Wild Side: Motivating At-Risk Mexican and Chicano Youngsters via a Multicultural Curriculum, Martha Casas, Multicultural Review, Winter 2006
This article is about a teacher who became a college professor and returned to the middle school where she once taught to research a multicultural curriculum to students enrolled in the alternative education program. She presents research-based teaching methods with a "wild side" to students who were hard to reach.
17. Celebrating Diversity through Explorations of Arab Children's Literature, Tami Al-Hazza and Bob Lucking, Childhood Education, Spring 2007
According to these authors, recent national and global events have dramatically changed global perceptions of Arab culture and religious practices with negative stereotypes. They wish to help teachers and families find literature that will accurately depict the cultural norms of the Arab world.
18. Books That Portray Characters with Disabilities: A Top 25 List for Children and Young Adults, Mary Anne Prater and Tina Taylor Dyches, Teaching Exceptional Children, March/April 2008
Teachers and parents will find this list of books very helpful in teaching children about their siblings or classmates with disabilities. Further, the books also offer role models for all children. Be sure to review the authors' guidelines for book selection to help you find additional books.UNIT 4: Preparing Teachers to Teach All Students in All SchoolsUnit Overview
19. Reluctant Teachers, Reluctant Learners, Julie Landsman, Tiffany Moore, and Robert Simmons, Educational Leadership, March 2008
These authors suggested a primary reason for reluctant students is teachers who are reluctant to authentically engage with students who do not look, act, or talk like the teacher. They discuss how and why this happens. Finally, they offer suggestions that teachers can use immediately to prevent or change the possibly that their actions are affecting student learning and behavior.
20. Musing: A Way to Inform and Inspire Pedagogy through Self-Reflection, Jane Moore and Vickie Fields Whitfield, Reading Teacher, April 2008
In order to deal with the social and educational issues facing teachers, these authors suggest that teachers engage in self-reflection. Musing allows teachers to grow and defend their teaching practices. After explaining the reasons to reflect and three levels of reflection, they offer questions to guide personal musings.
21. Why Teacher Networks (Can) Work, Tricia Niesz, Phi Delta Kappan, April 2007
The author discusses the concept of teacher networks and how they work. "Communities of practice" where teachers form communities or networks to engage in learning from shared dialogue about professional practice is endorsed. Teacher candidates and novice teachers will find the suggestions helpful as they begin their own careers.UNIT 5: Cornerstones to Learning: Reading and MathUnit Overview
22. Response to Intervention (RTI): What Teachers of Reading Need to Know, Eric M. Mesmer and Heidi Anne E. Mesmer, The Reading Teacher, December 2008/January 2009
Educational law, Individuals with Disabilities Education Act, introduced Response to Intervention (RTI) as a method for establishing eligibility for special education services. These authors explain the five-step process. A vignette of a real student provides an example of teacher duties and responsibilities when implementing RTI.
23. You Should Read This Book!, Jennifer Hartley, Educational Leadership, March 2008
The previous article suggests that we drop everything and just read, but how do we do that? The author of this article, a teacher, shares her multi-trial process to developing a sustained silent reading program in her classroom. Teachers and parents will be able to use her information to support students.
24. Getting Children In2Books: Engagement in Authentic Reading, Writing, and Thinking, William H. Teale et al., Phi Delta Kappan, March 2007
Combining reading, writing, and thinking, the authors suggest a program to motivate students to generalize and use authentic high order thinking, and composing and comprehension skills across the curriculum. In other words, they encourage the students to use the skills that are considered vital for adulthood.
25. Using Literature Circles with English Language Learners at the Middle Level, Pamela J. Farris, Pamela A. Nelson, and Susan L'Ailler, Middle School Journal, March 2007
Reading activities in classrooms can be a bewildering experience for students who are ELL. These authors explain how they encouraged reading in students with literature circles. These methods are also well suited to be used by students with exceptional needs.
26. Losing the Fear of Sharing Control: Starting a Reading Workshop, Lesley Roessing, Middle School Journal, January 2007
Does a teacher's need to control the classroom discourage student learning? As one teacher answered that question, she explained how she traded total control for student's choice. Using shared readings, book club communities, individual reading workshops, and written student responses, this teacher makes a change in her classes from hating to read to loving to read.
27. Nine Ways to Catch Kids Up, Marilyn Burns, Educational Leadership, November 2007
Burns asks and answers the question of how to help floundering students with nine intervention strategies. Then she describes three times when intervention can be valuable for students; while the class is learning, before the class has learned, and after the class has learned.
28. The Classroom That Math Built: Encouraging Young Mathematicians to Pose Problems, Ann H. Wallace, Deborah Abbott, and Renee McAlhaney Blary, Young Children, September 2007
Giving students the freedom to pose their own math problems is the primary focus of this article. The example of a practicing teacher and her methods for engaging students in posing math problems will allow readers to understand how to implement these teaching methods in their own classes.UNIT 6: Rethinking Behavior Management: Getting the Behavior You Want and Need to Teach EffectivelyUnit Overview
29. Tackling a Problematic Behavior Management Issue: Teachers' Intervention in Childhood Bullying Problems, Laura M. Crothers and Jered B. Kolbert, Intervention in School and Clinic, January 2008
The issue of bullying has been highlighted by the recent violent events caused by persons who were bullied by their peers. These authors suggest that bullying is a classroom management issue and offer eight strategies to address bullying behaviors. Teachers at all grades levels will find these strategies helpful.
30. The Under-Appreciated Role of Humiliation in the Middle School, Nancy Frey and Douglas Fisher, Middle School Journal, January 2008
Many of us can think back to bad days in middle school; of the humiliation as peers laughed at us or called us names. The authors discuss the long-term effects of humiliation on young adolescents and strategies for reducing that humiliation.
31. The Power of Our Words, Paula Denton, Educational Leadership, September 2008
While bullying by peers can have a negative impact on a person's life so can the words spoken by teachers. Denton uses examples of teacher language that can negatively shape students' thoughts, feelings, and experiences. Finally, Denton suggests five guiding principles for using positive language.
32. Marketing Civility, Michael Stiles and Ben Tyson, American School Board, March 2008
These authors cite data from a study of bullying in a suburban high school that indicate bullying is not just an urban school issue. They suggest six school-wide efforts that can change a school's climate.
33. Classwide Interventions: Effective Instruction Makes a Difference, Maureen A. Conroy et al., Teaching Exceptional Children, June/July 2008
Two case studies, one of a classroom that works and one that has challenges, anchor this article. The authors posit that there are six universal classroom tools for effective instruction that when used will positively and preventively reduce behavior problems.
34. Developing Effective Behavior Intervention Plans: Suggestions for School Personnel, Kim Killu, Intervention in School and Clinic, January 2008
Inclusive classrooms may have students with persistent behavior problems. Also, federal law requires that students in IEPs also be included in Behavior Intervention Plans (BIPs). Teachers will find this article on assessing and planning interventions helpful, as they strive to manage persistent behavior problems that are resistant to typical management strategies.UNIT 7: Creating Caring Communities of LearnersUnit Overview
35. Becoming Citizens of the World, Vivien Stewart, Educational Leadership, April 2007
The author addresses the issue of the vision of American education as she addresses the worldwide vision of what education can become in a multicultural world. She presents the concept of "global competence" and predicts what American high school graduates will be able to do. She argues that all of us must have a vision of what we wish to achieve.
36. Democracy and Education: Empowering Students to Make Sense of Their World, William H. Garrison, Phi Delta Kappan, January 2008
The author makes a case for empowering students with freedom and personal responsibility for their learning. He asserts that democratic social institutions are produced when persons have the freedom to learn from experiences, build on the experiences, and use this knowledge to direct future experiences.
37. Thinking about Patriotism, Joel Westheimer, Educational Leadership, February 2008
Are we teaching our students to be member of a truly democratic society? This author asserts that we are not doing this, but rather teaching disconnected facts that do not help our students to understand the quintessential American experiences of struggle for a better society.
38. What Is Personalization?, James W. Keefe, Phi Delta Kappan, November 2007
Keefe notes that the concept of a personalized education has been around for 40 years, but has never been more important than the present. The discussion offered in this article explains clearly what is meant by personalization and offers examples of how teachers have achieved it.
39. Cultivating Optimism in the Classroom, Richard Sagor, Educational Leadership, March 2008
One reason students drop out of school is that they do not see any reason to invest time and energy in something that does not have meaning for lives. Sagor recommends strategies and actions for educators to use to build student optimism, thereby creating a culture in which they will put forth their best efforts.
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