Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
What is included with this book?
Annual Editions: Evers
1. Keeping the Public in Public Schools, Phil Boyle and Del Burns, America School Board Journal, June 2012
2. Balance Trust and Accountability, Ben Levin, Kappan, September 2012
3. Warning: The Common Core Standards May Be Harmful to Children, Joanne Yatvin, Kappan, March 2013
4. Challenged to the Core, Julie Davis Bell and Daniel Thatcher, Education, September 2012
5. The International Experience Carlos X Lastra-Anadon and Paul E. Peterson, Education Next, Winter 2012
6. Who Are America's Poor Children?: The Official Story, Vanessa R. Wight, Michelle Chau, and Yumike 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 43, 2012
8. Homelessness Comes to School: How Homeless Children and Youths Can Succeed, Joseph E. Murphy and Kerri J, Tobin, Phi Delta Kappan , November , 2010
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), 2012n
10. Principles of Instruction: Research-Based Strategies That All Teachers Should Know, Barak Rosenshine, American Educator, Spring 2012
11. Putting Rural Readers on the Map: Strategies for Rural Literacy, Laura Lester, The Reading Teacher, 65(6), 2012
12. If the Book Fits: Selecting Appropriate Texts for Adolescents With Learning Disabilities, Melinda Leko, Charlotte Mundy, Hyun-Ju Kang, and Sujata Datar, Intervention in School and Clinic, 48(5), 2013
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), 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
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 give 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
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 is to begin early and continue these discussions as the students moved through their P-12 education.
18. Life Skills Yield Stronger Academic Performance, Tommie Lindsey Jr. and Benjamin Mable, Kappan, 93(3), 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
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
22. Get Organized Around Assets, Larry Ferlazzo, Educational Leadership, (69)6, March 2012
23. Using Guided Notes to Enhance Instruction for All Students, Moira Konrad, Laurice M. Joseph, and Madoka Itoi, Intervention in School and Clinic, 46(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. Exploring Use of the iPad for Literacy Learning, Amy Hutchinson, Beth Beschorner, and Denise Schmidt-Crawford, The Reading Teacher, 66(1), 2012
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: What Special Educations Need to Know, CEC Today Council for Exceptional Children, September 2010
27. Flipping the Classroom: Homework in class, Lessons at Home, Brenda Alvarez, Ed Digest, April 2012
28. I Want That . . . Flipping the Classroom, Sheila Cohen and Kristy Brugar, Middle Ground, April, 2013
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), 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), 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 Behavior Interventions for Children with Challenging Behaviors, Ju Hee Park, Sheila R. Alber-Morgan, and Courtney Fleming, TEACHING Exceptional Children, 43(3), 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, Lauren Nelson, Michelle Birkett, Jerel Calzo, and Behtany Evertt, American Journal of Public Health, 103(2), 2013
36. LGBT Students Want Educators to Speak Up for Them, Abe Louise Young, Kappan, 93(2), 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), 2013
Milwaukee's Alliance School is one of the only gay-friendly public schools in the United States. Aside from being gay-friendly this schools ignores several public school taboos, such as no bells to signal class changes, allowing student use of cell phones, and students may 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 programs for this student population.
41. Why Our Approach to Bullying is Bad for Kids, Susan Porter, Independent School, (72)2, 2013