Annual editions: Education 09/10 Education 09/10/ Rebecca B. Evers. editor

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, 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 Schools Unit Overview 6. George's Complaint, Bruce Buxton, Phi Delta Kappan, April 2007 The author seeks the perilous road toward school reform. He speaks of the rhetoric of school change and improvement and he argues that we are beyond the rhetoric of "slaying dragons" and are entering into a more insightful world of educational critique. It is an incisive analysis of the school reform debate. 7. Assessing Applied Skills, Joe DiMartino and Andrea Castenada, 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 which will improve their performance in schools. They describe examples of how authentic, individualized "project" approaches to schooling can optimize student learning and performance. 8. From the Mouths of Middle-Schoolers, 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. 9. Charting a New Course for Schools, Marc Tucker, Educational Leadership, April 2007 The author argues for a new direction in the course of American schools by describing a vision of what would be possible for the academic achievement of American high school graduates. Implications for our teaching practices are also offered. 10. A Choice That Works, Lloyd D. Jackson, American School Board Journal, December 2007 Schools in Hot Springs, Arkansas were experiencing decreased enrollment as families left the district for the suburbs to what they perceived as better schools. Rather than accepting the situation of having to close the schools, the school board took some drastic measures. And there are lessons to be learned from the decisions they took. 11. Five Trends for Schools, Shelley Lapkoff and Rose Maria Li, Educational Leadership, March 2007 The authors describe the dramatic demographic shifts in population that are challenging American schools. Five trends in American population development are noted in this article. Issues related to immigration, both legal and illegal, are also discussed. They offer an optimistic perspective on all these issues. UNIT 3: The Challenges of Diversity and Poverty Unit Overview 12. 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. 13. Melange Cities, Blair A. Ruble, Wilson Quarterly, Summer 2006 The author discusses the phenomenon of immigration into major North American cities. He argues that new immigrants are frequently a great benefit to the American society and quotes Montreal, Canada as an example. The author views immigration from an international perspective and argues that it can be a positive force in urban development. 14. What Families Want, Deborah Wadsworth and Michael Hamill Remaley, Educational Leadership, March 2007 All families have high hopes with respect to their children's schooling. However, as the authors note, a number of cultural minority students and parents are likely to be dissatisfied with the curricula of the public schools. 15. African American Parents, 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. 16. 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. 17. Nine Powerful Practices, Ruby Payne, Educational Leadership, April 2008 Students who live in poverty present many challenges to educators, such as a lack of background knowledge, weak community or family support systems, and underdeveloped language/reading skills. The author recommends nine strategies to raise the achievement level of children living in such conditions. These strategies will also be helpful to the teachers of students with cultural and linguistic differences. UNIT 4: Education That Is Relevant to the Real World Unit Overview 18. The Essential Cognitive Backpack, Mel Levine, Educational Leadership, April 2007 Are students ready for the real world of college and work when they graduate from high school? The author asserts that many have not learned the cognitive thinking skills that are required for success on their journey into adulthood. He provides very specific cognitive skill guidelines for evaluative and analytical thinking that will equip high school graduates with the skills to face the world confidently. 19. 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. 20. 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. 21. Industrial Arts, 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. UNIT 5: Preparing Teachers to Teach All Students in All Schools Unit Overview 22. Teacher Dispositions as Predictors of Good Teaching, Carroll M. Helm, The Clearing House, January/February 2006 The author discusses the suggestion that the teacher's disposition can be a predictor of good teaching. He suggests that the teacher's attitude in the classroom matters very much. 23. "Not Writing It Out But Writing It Off," Jorgelina Abbate-Vaughn, Multicultural Education, Summer 2006 The author discusses the issues involved in preparing multicultural teachers for urban classrooms through four case studies of action research by teacher candidates. Multicultural education is emphasized as a part of the teacher's preparation. 24. 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. 25. Letters to a Young Teacher, Jonathan Kozol, Phi Delta Kappan, September 2007 Through a series of letters, the author encourages a teacher who is just beginning a career. These letters provide insight to the questions and concerns that are often expressed by teachers who want to be the best they can be. The article will be of interest to all teachers, but especially those who are just beginning their careers. 26. Uncovering Teacher Leadership, Richard Ackerman and Sarah V. Mackenzie, Educational Leadership, May 2006 The authors note that teacher leaders stay true to their basic educational philosophies and value cooperative and collaborative strategies in educational settings. This essay will be helpful to those who wish to discover and develop their own leadership qualities. Early career teachers will find the discussion about how to share innovative ideas with veteran teachers useful as they learn to be leaders. UNIT 6: Issues in the Inclusive Classroom Unit Overview 27. Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages, 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. 28. Confronting Ableism, Thomas Hehir, Educational Leadership, February 2007 According to the author, Ableism is a pervasive negative attitude still found in U.S. schools. After presenting his case about Ableism, Hehir suggests ways through which teachers and others can support students with disabilities to have full access to the school and curriculum. 29. Books that Portray Characters with Disabilities, 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 7: Cornerstone to Learning: Reading Is Fundamental Unit Overview 30. Drop Everything and Read-But How?, Jan Hasbrouck, American Educator, Summer 2006 The author discusses about the best way to develop reading fluency by citing the shortcomings of certain curriculum strategies used at present in teaching reading and adds her own perspective to the matter. She also introduces and explains the National Assessment of Educational Progress Fluency Scale (NAEPFS) in this article. 31. "You Should Read This Book!", Jennifer Hartley, Educational Leadership, March, 2008 The previous article suggests us to 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. 32. Getting Children In2Books, 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. 33. 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. 34. Losing the Fear of Sharing Control, 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 lying to read. 35. When Mama Can't Read, Kathleen S. Cooter, The Reading Teacher, April 2006 The matter of how to address the problem of intergenerational illiteracy is addressed in this essay with the concept being clearly defined by the author. Also, very specific strategies are presented for advancing the literacy skills of children whose parents are illiterate. UNIT 8: Rethinking Discipline: Getting the Behavior You Want and Need to Teach Effectively Unit Overview 36. Discipline, Doris Walker-Dalhouse, Childhood Education, Fall 2005 The author cites research that reflects the existence of prejudice against African American and Hispanic males with respect to teachers' disciplinary practices in their classrooms. Cultural minority students tend to receive more severe disciplinary actions than their white counterparts. Marva Collins' methods of classroom management are also described here. 37. Dealing with Rumors, Secrets, and Lies, Betsy Lane, Middle School Journal, January 2005 The author discusses, in very interesting detail, how girls and boys use lies and rumors to achieve their personal goals in their social lives, and offers suggestions on how to reach out to such students. 38. Tackling a Problematic Behavior Management Issue, 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. 39. Developing Effective Behavior Intervention Plans, 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. 40. Self-Regulation, Linda Groves Gillespie and Nancy L. Seibel, Young Children, July 2006 The authors discuss the topic of self-regulation as an important dimension of human life. What they have to say on this matter is of great importance to everyone. Self-regulation develops in early childhood and its importance is great even in the last stages of life. The authors describe eight temperament traits in early childhood with respect to the development of self regulation in the later stages. 41. School Resource Officer Programs, Peter Finn, FBI Law Enforcement Bulletin, August 2006 The author describes "School Resource Officer" (SRO) programs in public schools and how they work. This is a private voluntary program to improve school discipline. A rationale is provided as to how SROs can prevent or at least ameliorate disciplinary problems in schools. UNIT 9: Creating Caring Communities of Learners Unit Overview 42. Character and Academics, Jacques S. Benninga et al., Phi Delta Kappan, February 2006 The authors present a strong argument that well-defined character education programs should exist alongside traditional academic programs in schools. Students need to learn about values such as respect for people, civility, honor, perseverance, and others. 43. Promoting Altruism in the Classroom, E. H. Mike Robinson III and Jennifer R. Curry, Childhood Education, Winter 2005/2006 The authors present ideas on how to teach altruism in educational settings, especially in classrooms. They raise the question as to how we can teach students about self-sacrifice that is not contingent on reward. They argue that teachers can be great role models to their students by being caring and compassionate toward others. 44. 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. 45. Democracy and Education, 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. 45. Thinking About Patriotism, Joel Westheimer, Educational Leadership, February 2008 Are we teaching our students to be members 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.

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