Annual Editions: Education

Herausgeber: Evers, Rebecca B.

• Broschiertes Buch

Produktbeschreibung

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(TM) 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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Produktdetails

• Annual Editions: Education
• Verlag: Dushkin Publishing
• Seitenzahl: 225
• Erscheinungstermin: 9. Oktober 2013
• Englisch
• Abmessung: 272mm x 216mm x 13mm
• Gewicht: 544g
• ISBN-13: 9780078136221
• ISBN-10: 0078136229
• Artikelnr.: 38021070

Inhaltsangabe

Annual Editions: Evers
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.
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.
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.
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.
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.
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.
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.
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.
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 progra ms 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.