Closing the Gap: English Educators Address the Tensions Between Teacher Preparation and Teaching Writing in Secondary Schools
Securing the interest of energetic, independent middle school students is one of the greatest challenges of school librarians. In this book--the third in the Library Programs That Inspire Series--acclaimed authors Patricia Potter Wilson and Roger Leslie bring you some of the best programming ideas to motivate your middle school patrons and encourage lifelong learning. Examples of successful programs from award-winning Blue Ribbon middle schools across the nation provide the necessary inspiration to create library events that will get the attention of even your least interested students. Find out which programs are most effective, innovative, and entertaining--without draining your resources and energy
Give students exciting learning opportunities across the curriculum while teaching them important information skills This book documents a continuous library center program with a series of mini-lessons that cover topics from bears, books, and dinosaurs to natural resources, rockets, and Victorian holiday traditions. Projects use different types of media (e.g., books, tapes, CD-ROMs, the Internet), giving students a variety of experiences with fiction and nonfiction and allowing them to interact with resources-to find books; use the library catalog, dictionaries, encyclopedias, and CD-ROMs; alphabetize; perform author research, build a bibliography, create a book cover and poster; role play; conduct a video interview; and so on. For each center, the author provides reproducible instruction cards, a list of materials, and suggestions for implementation. Various assessment tools are recommended-observation checklists, coaching and discussion, presentations, celebrations, and formal checklists to be
Humor is a powerful force that can nourish children's growth, development, health, and sense of well-being. This study will inspire adults to lower their threshold for humor -- to let humor enter their professional lives and intertwine their relationships with children.
Examines the significant role that humor plays in meeting children's needs at various stages of development. Children between the ages/stages of preschool to eleven years of age (pre-adolescence) are the focus of this book. Professionals who are creative users of humor, and whose work with humor is exemplary in nurturing children's cognitive, social, and/or emotional development, illustrate how humor played a key role in the relationships they developed with children. Authors, representing a wide range of backgrounds and disciplines, include: a therapist, teacher educator, child development specialist, art/communication multimedia educator, early childhood teacher, Child Life specialist, and therapeutic hospital clowns.
The authors take readers into the different worlds of children, and describe how humor helped children learn, cope, think creatively, develop social skills, gain self-esteem, and experience a sense of well being. The role and significance of comic incongruity is illustrated in the context of play, classroom life, artistic expression, medical treatment, and therapy. A final chapter promotes humor as a subject of inquiry in professional development programs across disciplines.
"Hope or Despair?" asks what promotes and what holds back student learning in Pakistan's government-sponsored primary schools. Using a national sample of schools, students, teachers, and supervisors, it shows how learning is affected by student background, teachers and teaching, school supervision, facilities, and innovation. It is the first book to use achievement tests based on the national curriculum to show influences on learning in the primary schools of an entire developing country. The study also explores why some students complete primary school and others do not.
The overall quality of education in Pakistan's government primary schools is low, but student learning rises with the teacher's formal education and with certain teaching practices. Student social class, a strong influence on learning in the United States, makes little difference in Pakistan. Whether the teacher is male or female has no relationship to learning in science, but it does affect achievement in mathematics. Neither supervision nor school facilities are related to achievement. This unique study will be of great interest to those concerned with schooling effectiveness in developing countries as well as to economists, sociologists, and political scientists interested in human resources in those countries.
One of the foremost authorities on the use of sign language with hearing children provides a guide for teachers and parents who want to introduce signing in hearing children's language development. Marilyn Daniels provides a complete explanation for its use, a short history of sign language and its primary role within the Deaf community, an identification of the steps to reading success delineated with suggestions for incorporating sign language, and finally the results of studies and reactions of children, teachers, and parents. She shows how sign language can be used to improve hearing children's English vocabulary, reading ability, spelling proficiency, self-esteem, and comfort with expressing emotions. Signing also facilitates communication, aids teachers with classroom management, and has been shown to promote a more comfortable learning environment while initiating an interest and enthusiasm for learning on the part of students.
Sign language is shown to be an effective agent to accelerate literacy in hearing children from babyhood through sixth grade. A comprehensive exploration of the physiological rationale for the educational advantage sign carries is presented. Overlapping integrated brain activities are incited by movement, vision, meaning, memory, play and the hand itself when sign language is used. Recent findings clearly indicate this bilingual approach with hearing children activates brain growth and development.
The history of the education of African American children in one Alabama town is reconstructed over a period of 100 years, from the First Reconstruction period to the Second Reconstruction period (Governor George Wallace's stand in the schoolhouse door). Lessons learned from this case study, in addition to 15 years of desegregated education in the community, provides a perspective for educational policymakers to consider, as they attempt to plan effective schools in the 21st century for all children in America.
Many have viewed segregated schools for African American students as dens of educational pathology with poor teachers and administrators, poorly operated academic programs and activities, dilapidated school buildings, and scarce resources. Until the last two decades, little had been written about the internal functioning of these schools or the positive impact of their efforts from the perspective of their students, families, teachers, or administrators. Despite being underfunded, understaffed, and issued second-hand books and equipment, this school and community worked together, as did many other African American schools and communities, to create effective schooling for children.
This study addresses four major questions: (1) What kinds of educational experiences did teachers and principals view as important for the successful education of African American children? (2) How did the school interact with parents and the community? (3) How did the educational environment change when African American children began attending desegregated schools? (4) What can we learn from this successful school for African American children as well as their experiences in the desegregated setting that will provide a perspective for educational policymakers as we plan effective schools for all children in this country? The findings from this case study present a perspective on which educational policymakers can build as we plan caring, nurturing, and equitable learning environments for children in schools in all communities.
This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge:Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials.
The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.