753 Article Review
Gogold 
JournalArticles11.docxJournal Articles
The questions below are designed to guide your reading of each article listed below.
1. What is the basic theme of the article? Try to state it in just one sentence.
2. Did the article present a good support base? Theoretical framework?
3. Do you need additional information areas to evaluate the article findings/conclusions?
4. Summarize the findings/conclusions. Were the findings substantively important?
5. What additional questions are suggested by the article's conclusions?
6. How can you apply what you’ve learned to your future classroom?
Chapter 1: Getting Ready for the Classroom Chapter 2: Teaching Diverse Students Chapter 3: Engaging and Motivating Students Chapter 4: Using Classroom Technology Chapter 5: Managing the Classroom Environment Chapter 6: Planning and Organizing Instruction Chapter 7: Developing Unit and Daily Lesson Plans Chapter 8: Evaluating and Measuring Learning Chapter 9: Constructing and Grading Tests Chapter 10: Using Direct Teaching Methods Chapter 11: Using Authentic Teaching Methods Chapter 12: Using Integrated Teaching Methods Chapter 13: Teaching Effective Thinking Strategies Chapter 1: Getting Ready for the Classroom
Darling-Hammond, L. (2010). Teacher Education and the American Future. Journal of Teacher Education, 61(1-2), 35-47. http://jte.sagepub.com
Abstract
For teacher education, this is perhaps the best of times and the worst of times. It may be the best of times because so much hard work has been done by many teacher educators over the past two decades to develop more successful program models and because voters have just elected a president of the United States who has a strong commitment to the improvement of teaching. It may be the worst of times because there are so many forces in the environment that conspire to undermine these efforts. In this article, the author discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States.
Grant, C.A., & Gillette, M. (2006). A Candid Talk to Teacher Educators about Effectively Preparing Teachers Who Can Teach Everyone's Children. Journal of Teacher Education, 57 (3), 292-299. http://jte.sagepub.com Abstract This article focuses on characteristics necessary to be an effective teacher for all children, regardless of their academic ability, ethnicity, socioeconomic status, family structure, sexual orientation, and ability to speak English. The article gives attention to the issues of equity and social justice as it addresses the knowledge and skill base of effective teachers.
Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing Teachers to Learn from Teaching. Journal of Teacher Education, 58 (1), 47 - 61. http://jte.sagepub.com Abstract The authors propose a framework for teacher preparation programs that aims to help prospective teachers learn how to teach from studying teaching. The framework is motivated by their interest in defining a set of competencies that provide a deliberate, systematic path to becoming an effective teacher over time. The framework is composed of four skills, rooted in the daily activity of teaching, that when deployed deliberately and systematically, constitute a process of creating and testing hypotheses about cause-effect relationships between teaching and learning during classroom lessons. In spite of the challenges of acquiring these skills, the authors argue that the framework outlines a more realistic and more promising set of beginning teacher competencies than those of traditional programs designed to produce graduates with expert teaching strategies.
Talbert-Johnson, C. (2006). Preparing Highly Qualified Teacher Candidates for Urban Schools: The Importance of Dispositions. Education and Urban Society, 39 (1), 147 - 160. http://eus.sagepub.com Abstract Teacher education programs are at a critical link for the preparation of teachers who possess an ethical stance regarding the knowledge, skills, and dispositions required to intervene effectively with all students. Therefore, teacher education is taking center stage in the discussion relevant to teacher quality and its effectiveness on the achievement of diverse students in urban settings. Learning climates and expectations must be created where self-reflection and critical cultural consciousness are part of the routine, normative demands of teacher education if systemic change is to occur. The author contends that it is essential that candidates possess more than pedagogical knowledge but also the essential dispositions to affirm and embrace all students. Therefore, agendas should be espoused that promote educational equity for all students, while ensuring that indeed no child is left behind.
Good, T.L., McCaslin, M., Tsang, H.Y., Zhang, J., Wiley, C.R.H., Rabidue Bozack, A., & Hester, W. (2006). How Well Do 1st-Year Teachers Teach: Does Type of Preparation Make a Difference? Journal of Teacher Education, 57, 410 - 430. http://jte.sagepub.com Abstract The authors present a program of research on the teaching practices of 1st-year teachers that has evolved within a partnership between and among a university and area school districts. The research links observed 1st-year teaching practices with school level (elementary, middle, high school) and type of teacher preparation (traditional bachelor's degree or nontraditional master's degree or postbaccalaureate certification). This study was conducted during 3 consecutive years, and results suggest that 1st-year teachers, as a group, performed adequately. School-level analyses reveal higher quality classroom management practices at the elementary level. Type of preparation analyses reveal higher quality management practices among teachers who attended traditional programs. The potential interaction between school level and type of preparation was not definitive but suggests further research is needed on the match between type of preparation and school level as expressed in quality of teaching practices.
Harris, K., & Graham, S. (1994). Constructivism: Principles, paradigms, and integration. The Journal of Special Education, Fall 1994; vol. 28, 3:pp. 233-247. http://sed.sagepub.com
Abstract
The purpose of this special issue of The Journal of Special Education is to bring together thoughtful considerations of the strengths, potential limitations, and issues represented by the constructivist approach for students with disabilities and those at risk for school failure. In this article, we present major principles of constructivism for teaching and learning. Three idealized constructivist paradigms—endogenous constructivism, exogenous constructivism, and dialectical constructivism—are described. Finally, major issues related to constructivism are explored, including the possibility of integrative stances.
Hutchings, P., & Taylor Huber, M. (2008). Placing theory in the scholarship of teaching and learning . Arts and Humanities in Higher Education, 7. 229-244. http://ahh.sagepub.com
Abstract
As the scholarship of teaching and learning matures as a field, the place of theory has garnered growing attention. Educational research and the learning sciences can certainly contribute, but professors who view their classrooms as sites for inquiry draw from a wide range and variety of theoretical foundations. With their diverse efforts in view, we ask: Which (and whose) theories are most relevant? What is the role of theory in different (disciplinary and other) contexts? How can scholarship of teaching and learning both build on and contribute to theory that improves classroom practice and student learning? Our argument is that theoretical pluralism can help keep the scholarship of teaching and learning movement vital and open.
Chapter 2: Teaching Diverse Students
Villegas, A.M., & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53, 20 - 32. http://jte.sagepub.com
Abstract
To successfully move the field of teacher education beyond the fragmented and superficial treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting point for conversations among teacher educators in this process. In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.
Briggs, C., Reis, S., & Sullivan, E. (2008). A national view of promising programs and practices for culturally, linguistically, and ethnically diverse gifted and talented students. Gifted Child Quarterly, 52, 131-145. http://gcq.sagepub.com
Abstract
The low representation of culturally, linguistically, and ethnically diverse (CLED) and high-poverty students in gifted and talented programs has long been an area of concern. This qualitative study investigated methods to increase successful participation of CLED students in gifted programs across the nation. Twenty-five programs were selected for inclusion in the study. Of those, 7 programs were selected for in-depth site visits that included interviews with administrators and teachers, as well as observations. Data suggested five categories that contributed to the successful identification and participation of CLED students in gifted programs. These categories included modified identification procedures; program support systems, such as front-loading (identifying high-potential children and providing opportunities for advanced work prior to formal identification); selecting curriculum/instructional designs that enable CLED students to succeed; building parent/home connections; and using program evaluation practices designed to highlight avenues to CLED students' success.
Hoover, J.J., & Patton, J.R. (2004). Differentiating Standards-Based Education for Students with Diverse Needs. Remedial and Special Education, 25 (2), 74-78. http://rse.sagepub.com
Abstract
The need to differentiate or adapt curriculum and instruction to meet special needs continues to challenge educators of students with high-incidence disabilities. The current emphasis on teaching and assessing standards requires knowledge and skills to differentiate standards-based education to successfully meet diverse needs in the classroom.
Abedi, J. (2004). The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues Educational Researcher, 33 (1), 4-14. http://edr.sagepub.com/
Abstract
There are major issues involved with the disaggregated No Child Left Behind (NCLB) Act in terms of its adequate yearly progress reporting for students with limited English proficiency (LEP). Inconsistent LEP classification, as well as the sparse population of LEP students in many states, threatens the validity of adequate yearly progress reporting. The LEP subgroup's lack of stability also threatens accountability, since students attaining English proficiency move out of the subgroup. The linguistic complexity of assessment tools may lower LEP student performance in areas with greater language demand. Finally, schools with larger numbers of LEP students with lower baselines may require greater gains. Thus, NCLB's mandates may unintentionally place undue pressure on schools with high numbers of LEP students. Continuing efforts to remedy these issues should bring more fair assessment and accountability
Chamberlain, S. (2005). Recognizing and responding to cultural differences in the education of culturally and linguistically diverse learners. Intervention in School and Clinic, 40, 195-211. http://isc.sagepub.com
Abstract
Cultural differences between educators and culturally and linguistically diverse (CLD) students can have negative effects on the education of CLD learners. Much of the special education literature pertaining to the education of CLD learners has focused on biased assessment practices that lead to overrepresentation. It is important to consider that overrepresentation is also a function of inappropriate referrals from general education teachers. Understanding how cultural differences can influence the teaching/learning process is paramount if educators are to provide culturally responsive instruction. This article describes a variety of ways that culture influences teacher— student and teacher—parent interactions and provides recommendations to help educators respond to the educational needs of CLD students with and without disabilities.
Brown, S.W., Renzulli, J.S., Gubbins, E.J., Siegle, D., Zhang, W., & Chen, C-H. (2005). Assumptions Underlying the Identification of Gifted and Talented Students. Gifted Child Quarterly, 49 (1), 68-79. http://gcq.sagepub.com
Abstract
This study examined a national sample of classroom teachers, teachers of the gifted, administrators, and consultants from rural, suburban, and urban areas regarding their assumptions about the gifted identification process. Respondents indicated the degree to which they agreed or disagreed with 20 items that reflected guidelines for a comprehensive identification system. Five factors were derived from 20 items. Respondents favored the use of individual expression criteria, ongoing assessment, multiple criteria for identification, and consideration of contextual factors. Teachers of the gifted and respondents from urban areas were more likely to favor these strategies. The sample opposed restricting identification to the sole use of achievement or IQ scores.
Graffam, B. (2006). A case study of teachers of gifted learners: Moving from prescribed practice to described practitioners. Gifted Child Quarterly, 50. 119-131. http://gcq.sagepub.com
Abstract
Two exemplary teachers of gifted learners were studied in order to get a better understanding of both teacher practices and teacher thoughts about those practices. Through extensive observation and in-depth interviews, these teachers demonstrated and discussed the qualities they felt to be essential for educating gifted learners. Though each teacher leads a different kind of classroom experience, both assert that (a) teaching gifted learners requires the framing of individualized and whole-group learning simultaneously, and (b) that the path a person takes to become a teacher of gifted learners is important. Equally significant is the way each of these teachers assimilates and combines some of the canonical ideas of gifted education. This kind of study is rare in our literature, but may be invaluable for teachers—pre-service teachers or those already working—who want to hone their skills in working with gifted learners.
Guthrie, J., McRae, A, Coddington, C., Lutz K., Wigfield, A., & Barbosa, P (2009). Impacts of comprehensive reading instruction on diverse outcomes of low- and high-achieving readers. Journal of Learning Disabilties, 43,195-214. http://ldx.sagepub.com
Abstract
Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the effects of Concept-Oriented Reading Instruction (CORI) with traditional instruction (TI) on several outcomes in a 12-week intervention for low achievers and high achievers. Low achievers in the CORI group were afforded explicit instruction, leveled texts, and motivation support. Compared with TI students, CORI students scored higher on posttest measures of word recognition speed, reading comprehension on the Gates-MacGinitie Reading Test, and ecological knowledge. CORI was equally effective for lower achievers and higher achievers. Explicitly supporting multiple aspects of reading simultaneously appeared to benefit diverse learners on a range of reading outcomes.
Lock, R., & Kingsley, K. (2007). Empower diverse learners with educational technology and digital media. Intervention in School and Clinic, 43, 52-56. http://isc.sagepub.com
Abstract No abstract available
Lucas, T., Villegas, A.M., & Freedson-Gonzalez, M. (2008). Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners. Journal of Teacher Education, 59 (4), 361-373. http://jte.sagepub.com/
Abstract
Students who speak languages other than English are a growing presence in U.S. schools. As a result, many mainstream classroom teachers are finding that they have English language learners in their classes. Unfortunately, most mainstream classroom teachers have had little or no preparation for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English. In this article, the authors identify a small set of principles that can serve as the linguistic foundation for the teaching of English language learners in mainstream classes. The authors then outline linguistically responsive pedagogical practices that flow directly from those principles. They conclude with concrete suggestions for how teacher education programs can incorporate the knowledge and skills that will prepare all preservice teachers to be linguistically responsive.
Chapter 3: Engaging and Motivating Students
McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D., & Shreiner, M. (2008). Learning to Listen: Teaching an Active Listening Strategy to Preservice Education Professionals. Topics in Early Childhood Special Education, 27, 223-231. http://tec.sagepub.com
Abstract
The importance of parent–teacher communication has been widely recognized; however, there is only limited research on teaching effective listening skills to education professionals. In this study, a pretest–posttest control group design was used to examine the effect of instruction on the active listening skills of preservice education professionals. Instruction resulted in statistically significant improvement for targeted active listening skills. As a measure of social validity, parents of preschool and school-age children viewed pre- and postinstruction videotapes of preservice education professionals in role-play conversations. The parents judged the postinstruction performances of the preservice education professionals to be better examples of effective communication than the preinstruction performances of the preservice education professionals.
Clark, T. (1999). Sharing the Importance of Attentive Listening Skills. Journal of Management Education, 23 (2), 216-223. http://jme.sagepub.com
Abstract
This article describes a first-day, in-class exercise that has worked to elevate student awareness of the importance of attentive listening to achieving interpersonal success. Small groups of students answer one of six questions about the impact of the listener's behavior on speakers, and class discussion revolves around their answers. Students learn how important it is to consciously manage listening behavior. This exercise is also an outstanding springboard for introducing topics the professor will discuss later in the semester, including supporting, coaching, disciplining, interviewing, and team building.
Swain, K.D., Friehe, M., & Harrington, J.M. (2004). Teaching Listening Strategies in the Inclusive Classroom. Intervention in School and Clinic, 40 (1), 48-54. http://isc.sagepub.com
Abstract
Many students who are at risk and those with disabilities struggle with listening. Too often, teacher training programs and basal reading series do not emphasize the importance of listening for learning and literacy. This article discusses the relationship between listening and literacy and offers listening activities that complement an existing elementary reading curriculum.
Palardy, J.M. (1999). Some Strategies for Motivating Students. NASSP Bulletin, 83, 116-121. http://bul.sagepub.com
Abstract
No abstract available
Anderson, M.H. (2007). "Why Are There So Many Theories?" a Classroom Exercise To Help Students Appreciate the Need for Multiple Theories of a Management Domain. Journal of Management Education, 31 (6), 757-776. http://jme.sagepub.com
Abstract
Management educators teaching topics such as motivation and leadership face the challenge of clearly explaining why so many diverse theories exist and why each represents a useful tool worth learning. The large number of "core" theories in these and other management domains often frustrates students, who see the lack of a single, comprehensive theory as indicating that academics do not truly understand the topic. Because students generally evaluate theories according to whether the theories match their personal experience, they may appreciate only one or two as being "correct" or "useful" and dismiss the others as invalid. Building on a "conceptual toolbox" metaphor of education, this article presents a classroom exercise that vividly illustrates why each of the many theories in a management domain is valuable and worth learning. The exercise involves the specific topic of work motivation but can be adapted to any domain involving a large number of core theories.
McCombs, B.L., & Barton, M.L. (1998). Motivating Secondary School Students To Read Their Textbooks. NASSP Bulletin, 82, 24-33. http://bul.sagepub.com
Abstract
No abstract available
Entwisle, D.R., Alexander, K.L., & Steffel Olson, L. (2005). Urban Teenagers: Work and Dropout. Youth & Society, 37 (1), 3-32. http://yas.sagepub.com
Abstract
This article explores how employment affects the likelihood of dropout among high school students in Baltimore, a high-poverty city with a high dropout rate. Among 15-year-olds, those with teen jobs (e.g., lawn mowing, babysitting, etc.) were less than one third as likely to drop out as those who took adult-type jobs (manufacturing or business). This pattern reversed at age 16, however, because, at that age, holding an adult-type job as compared to a teen job reduced dropout risk. Patterns of work, for those older than ages 15 and 16, also affected dropout risk. Students who had been retained, but who made an orderly transition into work, were less likely to drop out than retained students who made a disorderly transition.
Chapter 4: Using Classroom Technology
Quinn, D.M. (2003). Legal Issues in Educational Technology: Implications for School Leaders EducationalAdministration Quarterly, 39 (2), 187-207 http://eaq.sagepub.com
Abstract
New technologies have the potential to revolutionize the educational system. Advancements in educational technology are taking place so swiftly that statutory and case law are continually developing and striving to keep the pace. Repercussions for school leaders are significant and include technology-related issues involving freedom of speech, harassment, privacy, special education, plagiarism, and copyright concerns. School leaders need to be mindful of these emerging legal conditions and understand the importance of professional development training for educators on technology and the law. With this in mind, the school law researcher and professor’s role should be to communicate frequently with educators about new statutes and how to apply legal concepts and frameworks to these developing situations.
Bridges, D.L., & Lache DeVaull, F. (1999). Now That We Have It, What Do We Do with It?: Using the Web in the Classroom. Intervention in School and Clinic, 34, 181-187. http://isc.sagepub.com No abstract available
Harrison, T.M. & Barthel, B. (2009). Wielding New Media in Web 2.0: Exploring the History of Engagement with the Collaborative Construction of media products. New Media & Society, 11(1-2), 155-178. http://nms.sagepub.com/ Abstract
This article explores what is new about Web 2.0, the contemporary cutting-edge platform for web development, differentiating between what is celebrated in the discourse of Web 2.0 and what is genuinely novel about this phenomenon, which is users' propensity to construct content in the form of information and media products for the web environment. It argues that, from the perspective of theoretical treatments of the 'active audience', audiences or media users have created media content on a long-term and consistent historical basis for purposes related to radical and community movements. The article further considers expressive and aesthetic dimensions of Web 2.0 content construction through a discussion of three historical case studies of 'participatory public art' which, it is suggested, constitute a useful analogy for understanding similarly oriented Web 2.0 content construction. Finally, it proposes topics and questions that should figure prominently in research agendas addressing Web 2.0 phenomena in the future.
Greenhow, C., Robelia, B., & Hughes, J.E. (2009). Learning, Teaching, and Scholarship in a Digital Age: Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, 38(4), 246-259. http://edr.sagepub.com
Abstract
Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction, and paths for future research. This article discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s, describes the contextual conditions in which students use the Web today, and examines how Web 2.0’s unique capabilities and youth’s proclivities in using it influence learning and teaching. Two important themes, learner participation and creativity and online identity formation, emerged from this analysis and support a new wave of research questions. A stronger research focus on students’ everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed. Finally, insights on how educational scholarship might be transformed with Web 2.0 in light of these themes are discussed.
Vandebosch, H., & Van Cleemput, K. (2009). Cyberbullying Among Youngsters: Profiles of Bullies and Victims. New Media & Society, 11(8), 1349-1371. http://nms.sagepub.com
Abstract
A survey among 2052 primary and secondary school children reveals that cyberbullying among youngsters is not a marginal problem. However, there are discrepancies between the prevalence figures based on direct measurement versus indirect measurement of cyberbullying. Youngsters who have bullied someone via the internet or mobile phone during the last three months are younger, and are more often victims and bystanders of bullying via the internet or mobile phone, and are more often the perpetrators of traditional bullying. Youngsters who have been bullied via the internet or mobile phone during the last three months are more dependent upon the internet, feel less popular, take more internet-related risks, are more often a bystander and perpetrator of internet and mobile phone bullying, and are less often a perpetrator and more often a victim of traditional bullying. The implications for future research into cyberbullying and for cyberbullying prevention strategies are discussed.
Patchin , J.W., & Hinduja , S. (2010). Trends in Online Social Networking: Adolescent Use of MySpace Over Time . New Media & Society, 12(2), 197-216.
Abstract
MySpace has received a significant amount of negative attention from the media and many concerned adults, who point to several isolated incidents where predators have contacted, become involved with and even assaulted adolescents whom they met through the popular social networking web site. Furthermore, concerned parents have expressed discontent with the amount and type of personal and private information youth seem to reveal on their profile pages. In 2006, the authors performed an extensive content analysis of approximately 2423 randomly sampled adolescent MySpace profiles, and found that the vast majority of youth were making responsible choices with the information they shared online. In this follow-up study, the authors revisited the profiles one year later to examine the extent to which the content had changed. Though exceptions occur, youth are increasingly exercising discretion in posting personal information on MySpace and more youth are limiting access to their profile. Moreover, a significant number of youth appear to be abandoning their profiles or MySpace altogether.
Chapter 5: Managing the Classroom Environment
Gable, R., Hester, P., Rock, M., & Hughes, K. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44, 195-205. http://isc.sagepub.com
Abstract
Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom management, a review of past-to-present literature was conducted to determine whether it is time to alter the thinking about one or more of these basic behavioral strategies. The research conducted over the years supports the basic tenets of these strategies, but with some important caveats. Finally, there are several newer strategies that warrant attention.
Midthassel, U.V. (2006). Creating a shared understanding of classroom management. Educational Management Administration Leadership, 34, 365-383. http://ema.sagepub.com
Abstract
This article draws on a Norwegian project—in one primary and one lower secondary school—that had the aim of creating a shared understanding of classroom management and that resulted in a handbook on classroom management at each of these schools. Teacher reflection and teacher sharing were vital in this project initiated from the outside yet relying on bottom-up strategies. Three topics are studied: procedures of the projects, teacher experiences with procedures and teachers’ perceptions of learning opportunities in the project. Data was collected using interviews, questionnaire and log from the process. Results show that, although the main project work was carried out by the teachers the role of the principal was vital during the whole process. Furthermore, the findings of the project suggest organised work needs to continue after the project has ended.
Milner, H. R., & Tenore, F. B. (2010). Classroom management in diverse classrooms . Urban Education, 45, 560-603. http://uex.sagepub.com
Abstract
Classroom management continues to be a serious concern for teachers and especially in urban and diverse learning environments. The authors present the culturally responsive classroom management practices of two teachers from an urban and diverse middle school to extend the construct, culturally responsive classroom management. The principles that emerged in this study included the importance and centrality of teachers’ (a) understanding equity and equality, (b) understanding power structures among students, (c) immersion into students’ life worlds, (d) understanding the Self in relation to Others, (e) granting students entry into their worlds, and (f) conceiving school as a community with family members. The authors conclude the discussion with implications for teachers and researchers.
Fuhr, D. (1993). Effective Classroom Discipline: Advice for Educators. NASSP Bulletin, 77 (549), 82-86. http://bul.sagepub.com
Abstract
Top performing teachers understand and practice effective discipline. They search for what is "right" in a student's behavior, and build on that strength.
Weinstein, C.S., Tomlinson-Clarke, S., & Curran, M. (2004). Toward a Conception of Culturally Responsive Classroom Management. Journal of Teacher Education, 55 (1), 25-38. http://jte.sagepub.com
Abstract
Given the increasing diversity of our classrooms, a lack of multicultural competence can exacerbate the difficulties that novice teachers have with classroom management. Definitions and expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur when teachers and students come from different cultural backgrounds. The purpose of this article is to stimulate discussion of culturally responsive classroom management (CRCM). We propose a conception of CRCM that includes five essential components: (a) recognition of one's own ethnocentrism; (b) knowledge of students' cultural backgrounds; (c) understanding of the broader social, economic, and political context; (d) ability and willingness to use culturally appropriate management strategies; and (e) commitment to building caring classrooms. In the final section of the article, we suggest questions and issues for future research.
Babyak, A.E., Luze, G.J., & Kamps, D.M. (2000). The Good Student Game: Behavior Management for Diverse Classrooms. Intervention in School and Clinic, 35 (4), 216-223. http://isc.sagepub.com
Abstract
The Good Student Game is an effective classroom management tool appropriate for meeting the diverse needs of today's classroom teachers. Based on empirically validated procedures, such as the Good Behavior Game and self-monitoring strategies, the Good Student Game is an easy-to-implement intervention designed to help elementary students stay on task. This article provides a description of the game, recommendations for playing the game, and results from three classrooms demonstrating the effectiveness of the game. Suggestions stress the importance of teaching students to identify and evaluate good student behaviors, as well as the need for teachers to provide students with supportive feedback.
White, R., Algozzine, B., Audette, R., Marr, M.B., & Ellis Jr., E.D. (2001). Unified Discipline: A School-Wide Approach for Managing Problem Behavior. Intervention in School and Clinic, 37 (1), 3-8. http://isc.sagepub.com
Abstract
Teachers are concerned about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the increasing level of diversity common in America's schools. Proactive, school-wide approaches are considered best practice in addressing the challenge of maintaining discipline. Unified Discipline is a promising schoolwide intervention designed to support administrators, teachers, and other school personnel in meeting these needs by establishing unified attitudes, expectations, correction procedures, and team roles. This article explains how to implement Unified Discipline as a school-wide approach to managing problem behavior.
Chapter 6: Planning and Organizing for Teaching
Applebee, A., Adler, M., & Flihan, S. (2007). Interdisciplinary curricula in middle and high school classrooms: Case studies of approaches to curriculum and instruction. American Educational Research Journal, 44 (4),1002-1039. http://aer.sagepub.com
Abstract
This study examines 11 interdisciplinary teams involving 30 teachers and 542 students in New York and California. The teams represented an array of approaches to interdisciplinary curricula, ranging from simple correlation to major reconstrual of the contributing disciplines. Teams that engaged in the most reconstrual of traditional content also tended to use instructional approaches that emphasized cognitively engaging instruction, including an emphasis on envisionment-building activities and extended discussion of significant ideas, but individual members of teaching teams still varied considerably in teaching style. The study concludes that interdisciplinary coursework is neither a problem nor a solution in efforts to increase student achievement; rather, it involves a number of tradeoffs that need to be considered at the school site.
Koppang, A. (2004). Curriculum mapping: Building collaboration and communication. Intervention in School and Clinic, 39 (3), 154-161. http://isc.sagepub.com
Abstract
This article explores the application and use of curriculum mapping as a tool to assist teachers in communicating the content, skills, and assessments used in their classrooms. The process of curriculum mapping is explained, and the adaptation of the process for special education teachers is detailed. Finally, examples are given of how curriculum mapping can assist both special and general education teachers in meeting the needs of students in the classroom. Although this article will apply the use of curriculum mapping data at the middle school level, the process of mapping is equally effective at the elementary and high school levels.
Stanford, P. (2003). Multiple Intelligence for Every Classroom. Intervention in School and Clinic, 39 (2), 80-85. http://isc.sagepub.com
Abstract
This article presents an overview of multiple intelligence (MI) theory along with practical applications of the model. In particular, three basic aspects of the theory (teaching strategies, curricular adaptations, and student assessment) are described relative to the infusion of MI theory in general education classrooms to ensure appropriate inclusion for students with mild to moderate disabilities.
Bordelon, D.E., & Banbury, M.M. (2005). Pursuing the Parameters: Validating The Multiple Intelligences Inventory for Teachers. Assessment for Effective Intervention, 30 (3), 33-51. http://aei.sagepub.com
Abstract
Assessing intelligence can be a perplexing endeavor. How intelligence is defined directly influences the assessment procedures used. Traditionally, intelligence was viewed as a single, static entity. However, reconceptualizations of the nature of intelligence are changing this view. The present study attempted to validate an instrument that teachers may use to assess student abilities in the seven intelligence areas proposed by Howard Gardner (1983).
Dunn, R. (2001). Learning Style Differences of Nonconforming Middle-School Students. NASSP Bulletin, 85 (626), 68-74. http://bul.sagepub.com
Abstract
This article describes and defines the concept of learning style differences. It explains why young adults have, and cause, problems while learning. Suggestions for teaching those students whom teachers often cannot reach are offered.
Hosp, J.L., & Ardoin, S.P. (2008). Assessment for Instructional Planning. Assessment for Effective Intervention, 33 (2), 69-77. http://aei.sagepub.com
Abstract
Assessment is a common task in education that has many varied purposes. One of these is the use of assessment data to make decisions about instructional planning. This article presents a framework for how to use assessment data to plan instruction. It also provides some background on terminology of assessment for instructional planning, considerations for the development or use of assessment measures, and guidance for designing instruction.
Thurlow, M.L. (2002). Positive Educational Results for All Students: The Promise of Standards-Based Reform. Remedial and Special Education, 23 (4), 195-202. http://rse.sagepub.com
Abstract
Standards-based reform has swept the nation, carrying with it many promises, including obtaining a more accurate picture of education overall and when comparing schools and districts, providing benefits for students with disabilities who take part in state and district assessments, decreasing the number of inappropriate referrals to special education, and promoting high expectations for many students who have not before been held to high standards. These potential benefits for students with disabilities are supported by federal laws (e.g., Title I, IDEA) that require access to the general education curriculum and the participation of students with disabilities in state and district assessments. Attaining the goals of standards-based education for students with disabilities, however, remains a challenge in three ways: reaching agreement that content and performance standards should apply to all students, including students with disabilities; determining how to extend existing assessment systems to students who may need accommodations or other modifications; and translating assessment results into instructional changes and interventions. The author proposes several ways to address each of these challenges so that students with disabilities achieve positive educational results as part of current standards-based reforms.
Chapter 7: Developing Unit and Daily Lesson Plans
DeChurch, L., & Haas, C. (2008). Examining team planning through an episodic lens: Effects of deliberate, contingency, and reactive planning on team effectiveness. Small Group Research, 39, (5), 542-568. Journal of Teacher Education, 36(2), 38-43. http://sgr.sagepub.com
Abstract
Three types of team planning processes differing in terms of timing and adaptation capacity are investigated. Deliberate planning and contingency planning occur during team transition phases; deliberate planning specifies a primary course of action whereas contingency planning specifies backup plans. Reactive adjustment is planning that occurs during the action phase when teams adapt plans to account for evolving task conditions. The current study uses data from a scavenger hunt game involving a total of 38 teams randomly assigned to preplanning or control conditions. While instructing teams to plan increased deliberate planning, it does not increase the adaptation-enabling processes of contingency planning and reactive adjustment. Team effectiveness is determined most strongly by reactive adjustment, then by contingency planning, and least so by deliberate planning.
Thomas, C. (2001). What Is Wrong with Block Scheduling? NASSP Bulletin, 85 (628), 74-77. http://bul.sagepub.com
Abstract
Student learning styles and faculty teaching styles may have a greater effect on student achievement than restructuring school schedules. This article discusses the problems identified with block schedules and proposes three key elements for academic success when using block scheduling.
Loughran, J.J. (2002). Effective Reflective Practice: In Search of Meaning in Learning about Teaching. Journal of Teacher Education, 53 (1), 33-43. http://jte.sagepub.com
Abstract
Reflective practice has an allure that is seductive in nature because it rings true for most people as something useful and informing. However, for reflection to genuinely be a lens into the world of practice, it is important that the nature of reflection be identified in such a way as to offer ways of questioning taken-for-granted assumptions and encouraging one to see his or her practice through others ‘eyes. The relationship between time, experience, and expectations of learning through reflection is an important element of reflection, and to teach about reflection requires contextual anchors to make learning episodes meaningful. This article examines the nature of reflection and suggests how it might become effective reflective practice that can be developed and enhanced through teacher preparation programs.
Brown, E.L. (2002). Mrs. Boyd's Fifth-Grade Inclusive Classroom: A Study of Multicultural Teaching Strategies. Urban Education, 37 (1), 126-141. http://uex.sagepub.com
Abstract
Public school students are increasingly heterogeneous in their family structure and the social, cultural, ethnic, and economic diversity they bring to the class-room. Inclusive classrooms broaden this scope to encompass behavioral, intellectual, and physical diversity. Educators who are committed to providing each student with an equal opportunity for success frequently seek and experiment with accommodation methods that use creative management, instruction, and assessment strategies to foster academic proficiency and social responsibility. This case study of one exemplary multicultural fifth-grade classroom teacher provides educators with accommodation activities that support and encourage all students without limiting or impeding their academic or social development.
Lewis, C.W., Dugan, J.J., Winokur, M.A., & Cobb, R.B. (2005). The Effects of Block Scheduling on High School Academic Achievement. NASSP Bulletin, 89 (645), 72-87. http://bul.sagepub.com
Abstract
The effect of block scheduling on high school student achievement in mathematics and reading was investigated in this study through the use of an ex postfacto, longitudinal research design. Specifically, student scores from 9thand 11th-grade standardized tests were matched and sorted by junior high and high school attended. Outcome measures consisted of Levels tests and ACT exams in mathematics and reading. Statistical analyses of student gain scores included main effects of scheduling type, gender, and ethnicity as well as interaction effects for these independent variables. Results indicate that students in 4 X 4 block scheduling had greater gain scores in reading and mathematics than did students in both traditional scheduling and A/B block scheduling.
Chapter 8: Evaluating and Measuring Learning
Leonhardt, A.(2005). Using rubrics as an assessment tool in your classroom. General Music Today, 19, 10-16. http://gmt.sagepub.com
Abstract
No abstract available
Walther-Thomas, C., & Brownell, M.T. (2001). Bonnie Jones: Using Student Portfolios Effectively. Intervention in School and Clinic, 36 (4), 225-229. http://isc.sagepub.com
Abstract
No abstract available
Anagnostopoulos, D. (2003). The New Accountability, Student Failure, and Teachers' Work in Urban High Schools. Educational Policy, 17 (3), 291-316. http://epx.sagepub.com
Abstract
This study uses Lipsky's concept of the street-level bureaucrat to identify how English teachers in two Chicago public high schools respond to student failure within the context of a district accountability agenda. Analyses of interview and classroom observation data indicate that teachers' responses to district policies related to the degree to which teachers perceived the policies as threats to their professional autonomy. Teachers responded to testing policies by allocating significant classroom time to "teaching to the tests" but employed several defensive strategies in response to policies aimed at lowering course failure rates. These strategies may have reduced failure rates but did not remedy student failure.
Miller, D.M., & Linn, R.L. (2000). Validation of Performance-Based Assessments. Applied Psychological Measurement, 24 (4), 367-378. http://apm.sagepub.com
Abstract
Using Messick's (1995, 1996) framework for validity, six aspects of construct validation are outlined to guide the validation of performance-based assessments: content, substantive, structural, generalizability, external, and consequential. Each aspect is discussed, with the focus on studies that could be conducted within the context of a large-scale educational assessment. Also discussed are the issues that affect construct validation within that context, and recommendations for future areas of study are outlined.
Hackmann, D.G. (1996). Student-Led Conferences at the Middle Level: Promoting Student Responsibility. NASSP Bulletin, 80 (578), 31-36. http://bul.sagepub.com
Abstract
Although students generally feel a desire for greater independence in the middle level years, and are expected to assume increasing responsibility for their academic progress, they are usually excluded from parent-teacher conferences. Might including students in these conferences have a positive effect on both student achievement and home-school relations?
Condemn G., Ian, P.A., & Hatcher, R.E. (2000). Student-Led Conferences in Inclusive Settings. Intervention in School and Clinic, 36 (1), 22-26. http://isc.sagepub.com
Abstract
Student-led conferences offer many advantages for students with and without disabilities and their families. When student-led conferences are coupled with the use of portfolios, students assume more responsibility for their learning and see connections among and between their learning in and outside of school. This article describes the steps and results from one school district that has adopted the student-led conference approach for all students.
Lawson, M.A. (2003). School-Family Relations In Context: Parent and Teacher Perceptions of Parent Involvement. Urban Education, 38 (1), 77-133. http://uex.sagepub.com
Abstract
This study addressed teachers' and parents' perceptions of the meanings and functions of parent involvement. Twelve teachers and 13 parents participated in semi-structured ethnographic interviews. All actors were either employed by or involved in an ethnically concentrated elementary school in a low-income, culturally diverse, urban community. Analyses revealed that teachers and parents have different perceptions of parent involvement. These different perceptions implicate diverse epistemologies, differential power, and some competing purposes. On the other hand, teachers and parents both claim that firm, mutually beneficial partnerships (or collaboration) between them are essential to children's learning, healthy development, and success in school. Perceived barriers need to be addressed for these partnerships to eventuate.
Murky, E., Hobo, C.M., & Lee, Y. (2000). Equating and Linking of Performance Assessments. Applied Psychological Measurement, 24 (4), 325-337. http://apm.sagepub.com
Abstract
Performance assessments (PA) are used in various contexts of large-scale educational assessment. It is often desirable to compare examinee performance on different forms of an assessment or on the same forms administered at different times. An overview of linking methods applied to PA is presented: major issues and recent developments in linking PAs are discussed, three common linking designs (single group, randomly equivalent groups, and nonequivalent groups with anchor items) are compared, and two major linking methodologies [classical and item response theory (IRT)] are evaluated from the PA perspective. Also described are two classical equating methods (linear and equipercentile) and several IRT equating methods (item response function, vertical, common population, and multiple-group). Areas for future research are identified.
Chapter 9: Constructing and Grading Tests
Martone, A., & Sireci, S. (2009). Evaluating alignment between curriculum, assessment, and instruction. Review of Educational Research,79, 1332-1361. http://rer.sagepub.com
Abstract
The authors (a) discuss the importance of alignment for facilitating proper assessment and instruction, (b) describe the three most common methods for evaluating the alignment between state content standards and assessments, (c) discuss the relative strengths and limitations of these methods, and (d) discuss examples of applications of each method. They conclude that choice of alignment method depends on the specific goals of a state or district and that alignment research is critical for ensuring the standards-assessment-instruction cycle facilitates student learning. Additional potential benefits of alignment research include valuable professional development for teachers and better understanding of the results from standardized assessments.
Rieck, W.A. (1989). Teacher Tests: an Aspect of Evaluation. NASSP Bulletin, 73, 129-132. http://bul.sagepub.com
Abstract
No abstract available
Prestidge, L.K., & Williams Glaser, C.H. (2000). Authentic Assessment: Employing Appropriate Tools for Evaluating Students' Work in 21st-Century Classrooms. Intervention in School and Clinic, 35, 178-182. http://isc.sagepub.com
Abstract
No abstract available
Popham, W.J. (2001). Uses and Misuses of Standardized Tests. NASSP Bulletin, 85 (622), 24-31. http://bul.sagepub.com
Abstract
Examines five tests by three publishers currently used in high schools today, and discusses four appropriate and inappropriate uses of these tests. Asserts that assessment literacy on behalf of educators is essential in order to avoid the misuse of standardized tests.
Moon, T.R., & Callahan, C.M. (2001). Classroom Performance Assessment: What Should It Look Like in a Standards-Based Classroom? NASSP Bulletin, 85 (622), 48-58. http://bul.sagepub.com
Abstract
Content standards and tests aligned to them are the focus of teachers' efforts and often present challenges in meeting varying student interests, readiness levels, and learner profiles. This article describes how performance assessments can enable administrators and teachers not only to address content standards but also to consider the academic diversity in their classrooms.
Carter, K. (1984). Do Teachers Understand Principles for Writing Tests? Journal of Teacher Education, 35 (6), 57-60. http://jte.sagepub.com
Abstract
In this study the author identifies the need for teachers to develop more effective test-making skills. Many preservice and inservice teachers rely on a repertoire of limited and uninformed test construction skills when they create assessment items. Most problematic for teachers are items that test higher-order thinking skills, such as inference and prediction. Carter suggests a reexamination of preservice measurement courses and a more thorough critique of inservice and testing activities at the school district and classroom level.
Johnson, R.L., McDaniel II, F., & Willeke, M.J. (2000). Using Portfolios in Program Evaluation: An Investigation of Interrater Reliability. American Journal of Evaluation, 21 (1), 65-80. http://aje.sagepub.com
Abstract
Portfolios and other open-ended assessments are increasingly incorporated into evaluations and testing programs. However, questions about the reliability of such assessments continue to be raised. After reviewing forces that may be leading to increased interest in and use of portfolio assessment, we investigate the interrater reliability of a portfolio assessment used in a small-scale program evaluation. Three types of portfolio scores were investigated—analytic, combined analytic (formed by summing across analytic scores), and holistic. The interrater reliability coefficient was highest for summed analytic scores (r 5 .86). Results indicate that at least three raters are required to obtain acceptable levels of reliability for holistic and individual analytic scores.
Chapter 10: Using Direct Teaching Methods
Horsch, P., Chen, J., & Wagner, S. (2002). The responsive classroom approach: A caring, respectful school environment as a context for development. Education and Urban Society, 34 (3), 365-383. http://eus.sagepub.com
Abstract
Most classrooms have students with behavioral problems, but such students tend to be more prevalent in low-income urban neighborhoods, and teachers in these schools often do not have adequate training or resources to address the children’s social-emotional needs. During the Schools Project—a partnership between the Erikson Institute and nine public schools in low-income Chicago neighborhoods—some of the partner schools addressed this dilemma by implementing the Responsive Classroom approach, created by the Northeast Foundation for Children to support students’ social-emotional development. No other intervention during the project ended up looking so different from school to school. At one extreme, an entire school community was transformed. At the other extreme, a school came to see the approach as an ivory-tower program unsuited for inner-city children. This article briefly describes the Responsive Classroom approach and conveys the range of implementation experiences in the Schools Project through four case histories.
Ornstein, A.C. (1987). Questioning: The essence of good teaching. NASSP Bulletin, 71 (499), 71-79. http://bul.sagepub.com
Abstract
This article is the first of a two-part series on questioning. It combines theory with practice and examines questioning types and levels. The second article, to be published next fall, will analyze questioning strategies and skills.
Ornstein, A.C. (1988). Questioning: The Essence of Good Teaching—Part II NASSP Bulletin, 72, (505),72-80 http://bul.sagepub.com
Abstract
This article, the second of two by Allan Ornstein on question ing strategies and skills, explores for principals evaluating teaching the characteristics of good questions, the dos and don'ts in questioning, and the research on questioning. The first article was published in the May 1987 NASSP Bulletin.
Sperling, R.A. (2006). Assessing Reading Materials for Students Who Are Learning Disabled. Intervention in School and Clinic, 41 (3), 138-143. http://isc.sagepub.com
Abstract
This article presents a checklist that teachers and other education professionals can use when deciding which instructional materials to include in their content area instruction. The checklist addresses several considerations, such as the learners' prior knowledge, vocabulary levels, and motivation. In addition, characteristics of the text source, such as the inclusion of supplemental instructional materials, readability, and the use of objectives, examples, and analogies, are also addressed.
Budd Rowe, M. (1986). Wait Time: Slowing Down May Be A Way of Speeding Up! Journal of Teacher Education, 37 (1), 43-50. http://jte.sagepub.com
Abstract
The wait time concept has become a significant dimension in the research on teaching. When teachers ask students questions, they typically wait less than one second for a student response. Further, after a student stops speaking, teachers react or respond with another question in less than one second. The concepts of wait time 1 (pausing after asking a question) and wait time 2 (pausing after a student response) are discussed in this article by Rowe. She reviews the literature on wait time and describes the efficacy of different training procedures used to enhance the quality of teacher questioning techniques and teacher responses to students. The appropriateness of using wait time with special needs students, particularly handicapped children, is also discussed.
Farmer, L.S.J. (2007). What Is the Question? IFLA Journal, 33 (1), 41-49. http://ifl.sagepub.com/
Abstract
Asking questions is a vital part of information seeking: it begs an answer, it allows for modification in response to findings, it aids in comprehension, it fosters self-regulation, and it invites conversation. The skill of posing questions throughout the information-seeing process is often under-valued and under-taught. To ask quality, higher-level questions requires explicit instruction. Moreover, such instruction needs to take into account age-appropriate developmental processes. This paper examines the questioning behavior of youth, confronts the issue of question locus of control, and offers guidance in helping youth develop effective question strategies for comprehending information and questioning authority.
Chapter 11: Using Authentic Teaching Methods
Applebee, A., Langer, J., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685-730. http://aer.sagepub.com
Abstract
This study examines the relationships between student literacy performance and discussion-based approaches to the development of understanding in 64 middle and high school English classrooms. A series of hierarchical linear models indicated that discussion-based approaches were significantly related to spring performance, controlling for fall performance and other background variables. These approaches were effective across a range of situations and for low-achieving as well as high-achieving students, although interpretations are complicated because instruction is unequally distributed across tracks. Overall, the results suggest that students whose classroom literacy experiences emphasize discussion-based approaches in the context of high academic demands internalize the knowledge and skills necessary to engage in challenging literacy tasks on their own.
Hadjioannou, X. (2007). Bringing the background to the foreground: What do classroom environments that support authentic discussions look like? American Educational Research Journal, 44(2), 370-399. http://aer.sagepub.com
Abstract
Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be essential to the presence of authentic discussions: physical environment, curricular demands and enacted curriculum, teacher beliefs, student beliefs about discussions, relationships among members, classroom procedures, and norms of classroom participation.
Klahr, D., & Nigam, M. (2004). The equivalence of learning paths in early science instruction: Effects of direct instruction and discovery learning. Psychological Science, 15 (10), 661-667. http://pss.sagepub.com
Abstract
No abstract available
Xin, Y., Jitendra, A., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39 (3), 181-192. http://sed.sagepub.com
Abstract
This study investigated the differential effects of two problem-solving instructional approaches— schema-based instruction (SBI) and general strategy instruction (GSI)—on the mathematical word problem—solving performance of 22 middle school students who had learning disabilities or were at risk for mathematics failure. Results indicated that the SBI group significantly outperformed the GSI group on immediate and delayed posttests as well as the transfer test. Implications of the study are discussed within the context of the new IDEA amendment and access to the general education curriculum.
Ornstein, A.C. (1995). Teaching Whole-Group Classrooms: What Principals Should Know. NASSP Bulletin, 79 (570), 70-81. http://bul.sagepub.com
Abstract
There are many reasons for teaching to the whole group in the classroom. This synthesis of research explores these reasons and the research reports upon which they are based.
King-Sears, M.E. (2007). Designing and Delivering Learning Center Instruction. Intervention in School and Clinic, 42, 137-147. http://isc.sagepub.com
Abstract
Educators are challenged to provide instruction for learners with diverse needs in general and special education settings. Learning centers are one organizational method that can be used to provide students with small-group instruction, practice and review activities, and increased active engagement in learning. Educators must be organized and focused to implement learning centers. In this article, the author explores basic questions and suggestions about how to design and deliver learning center activities.
Drayton, B., & Falk, J. (2001). Tell-Tale Signs of the Inquiry-Oriented Classroom. NASSPBulletin, 85 (623), 24-34. http://bul.sagepub.com
Abstract
The rapid expansion of knowledge in all science domains, and the provisional nature of much new knowledge, present the science curriculum with several important challenges. The inquiry-based classroom approach is designed to struggle with the difficulties of the subject in a way that reflects best current understanding about teaching and learning. This article describes the features that characterize student and teacher roles and tasks in a classroom that is representative of a culture of inquiry. Suggestions for principals are included.
Lou, Y., Abrami, P.C., & d'Apollonia, S. (2001). Small Group and Individual Learning with Technology: A Meta-Analysis. Review of Educational Research, 71 (3), 449-521. http://rer.sagepub.com/
Abstract
This study quantitatively synthesized the empirical research on the effects of social context (i.e., small group versus individual learning) when students learn using computer technology. In total, 486 independent findings were extracted from 122 studies involving 11,317 learners. The results indicate that, on average, small group learning had significantly more positive effects than individual learning on student individual achievement (mean ES = +0.15), group task performance (mean ES = +0.31), and several process and affective outcomes. However, findings on both individual achievement and group task performance were significantly heterogeneous. Through weighted least squares univariate and multiple regression analyses, we found that variability in each of the two cognitive outcomes could be accounted for by a few technology, task, grouping, and learner characteristics in the studies.
Chapter 12: Using Integrated Teaching Methods
Chiu, M. (2004). Adapting teacher interventions to student needs during cooperative learning: How to improve student problem solving and time on-task. American Educational Research Journal, 41 (2), 365-399. http://aer.sagepub.com
Abstract
This study tested a model of teacher interventions (TIs) conducted during cooperative learning to examine how they affected students’ subsequent time on-task (TOT) and problem solving. TIs involved groups of ninth-grade students working on an algebra problem; videotaped lessons were transcribed and analyzed. Results showed that teachers initiated most TIs and typically did so when students were off-task or showed little progress. After TIs, students’ TOT and problem solving often improved. Teacher evaluations of student actions had the largest positive effects, serving as gatekeepers for other teacher actions. Higher levels of teacher help content tended to reduce post-TI TOT, while teacher commands reduced post-TI TOT only when a group grasped the problem situation. In summary, TIs can increase TOT and problem solving, especially if teachers evaluate students’ work.
Mitchell, S. (2006). Socratic dialogue, the humanities and the art of the question . Arts and Humanities in Higher Education, 5, 181-197. http://ahh.sagepub.com
Abstract
Plato's depiction of Socrates' interrogations in his early dialogues provides an enduring example of the importance of asking questions as an educative method. This article considers the central educational elements of Socratic dialogue and the ways in which these were developed in the 20th century, particularly in ‘The Socratic Method' practised by Leonard Nelson and Gustav Heckmann.The article contends that Socratic principles should be embedded within standard undergraduate modules and programmes in the Humanities. It views the questions a tutor asks in the seminar room as the principal means for establishing this Socratic agenda. The article discusses appropriate strategies for formulating questions within seminars, and concludes by proposing that the aim of such questioning should be more than just the development of students' knowledge of a given subject area and a facility with subject-specific and transferable skills.
Randel, J., Morris, B., Wetzel, C., & Whitehill, B. (1992). The effectiveness of games for educational purposes: A review of recent research. Simulation & Gaming, 23 (3), 261-276. http://sag.sagepub.com
Abstract
This article reviews the literature that compares the instructional effectiveness of games to conventional classroom instruction. Studies dealing with empirical research rather than teachers' judgments are reviewed. Published reviews of research in English dating from 1963 to 1984 were examined and the literature was searched for studies from 1984 to 1991. Of the 67 studies considered over a period of 28 years, 38 show no difference between games and conventional instruction; 22 favor games; 5 favor games, but their controls are questionable; and 3 favor conventional instruction. Results for social sciences, math, language arts, logic physics, biology, retention over time, and interest are examined. Math is the subject area with the greatest percentage of results favoring games, but only eight studies have adequate controls. Thirty-three out of 46 social science games/simulations show no difference between games/simulations and classroom instruction. The authors conclude that subject matter areas where very specific content can be targeted are more likely to show beneficial effects for gaming.
Goodwin, M.W. (1999). Cooperative Learning and Social Skills: What Skills to Teach and How to Teach Them. Intervention in School and Clinic, 35 (1), 29-33. http://isc.sagepub.com
Abstract
Cooperative learning strategies can be successful with students of all ages, learning styles, and ethnic backgrounds. However, students who have never been taught the prerequisite social skills cannot be expected to work together effectively. This article links cooperative learning arrangements with social skills instruction to accelerate student learning and to improve students' social relationships.
Ruben, B.D. (1999). Simulations, Games, and Experience-Based Learning: The Quest for a New Paradigm for Teaching and Learning. Simulation & Gaming, 30 (4), 498-505. http://sag.sagepub.com
Abstract
This article provides an overview of the evolution of experiential instruction theory and practice from its popular emergence in the late 1960s through the present period. Simulations, games, and other experience-based instructional methods have had a substantial impact on teaching concepts and applications during this period. They have also helped to address many of the limitations of traditional instructional methods, seven of which are discussed in the article. In addition to influencing classroom instruction, experiential methods have come to provide a pervasive and largely taken-for-granted foundation for a wide range of endeavors across many fields. Still, many of the limitations of the classic paradigm continue as vital and largely unresolved challenges today, and there remains much important work to be done to translate insights about experience, teaching, and learning into common practice.
Millians, D. (1999). Simulations and Young People: Developmental Issues and Game Development. Simulation & Gaming, 30 (2), 199-226. http://sag.sagepub.com
Abstract
There is a long tradition of educators using simulation/games in their classrooms, bringing these powerful techniques to bear on the learning of people of all ages. This article first describes the age-related developmental issues that typically confront teachers and writers in developing and implementing educational simulation/games. Factors examined include those that are physical, personal and social, language, and cognitive. The paucity of flexible, meaningful published products leads many educators to attempt to develop their own or to modify those available to them. A range of suggestions for those designing and using these activities follows. The second part of this article examines the steps taken in creating a 16-week simulation for 10-and 11-year-olds. These stages of game development can be adapted easily by teachers with quite different needs. The article ends with a source list of excellent games and reference materials.
Schoeman, S. (1997). Using the Socratic Method in Secondary Teaching. NASSP Bulletin, 81 (587), 19-21. http://bul.sagepub.com
Abstract
There is a place in secondary teaching for the traditional lecture and there is a place for the Socratic Method. Students learn from questions and not only from answers. They learn from being asked to justify their positions, to support their arguments with logic and with evidence.
Ramsay, S.G., & Richards, H.C. (1997). Cooperative Learning Environments: Effects on Academic Attitudes of Gifted Students. Gifted Child Quarterly, 41 (4), 160-168. http://gcq.sagepub.com
Abstract
Te attitudes of academically gifted students and the general cohort toward cooperative learning and academic school subjects were studied. Three hypotheses were tested: (a) in classes where cooperative learning is used, nonidentified children will exhibit more positive attitudes toward cooperative learning methods than their more academically able peers; (b) boys will exhibit more positive attitudes toward cooperative learning than girls; (c) Gifted children, in contrast to non-gifted peers, will exhibit more positive attitudes in settings where cooperative learning is seldom or never used than in settings where such instruction is frequently used. Data obtained from 28 classes of sixth-, seventh-, and eighth-graders in four schools generally supported hypotheses (a) and (b), but not (c). Although not a strong finding, overall attitudes toward school subjects were most positive in classes where cooperative learning was used sparingly as an instructional supplement.
Chapter 13: Teaching Effective Thinking Strategies
Beyer, B.K. (1987). Planning a Thinking-Skills Curriculum—Key Questions For Principals To Consider. NASSP Bulletin, 71 (501), 101-112. http://bul.sagepub.com
Abstract
Administrators interested in exploring the options available to schools organizing for a curriculum in thinking skills will find a discussion in this article of the pros and cons of each option. The writer's aim is to describe, in short, the ingredients of such a curriculum.
Prieto, M.D., Parra, J., Ferrando, M., Ferrandiz, C., Bermejo, M.R., & Sanchez, C. (2006). Creative abilities in early childhood. Journal of Early Childhood Research, 4 (3), 277-290. http://ecr.sagepub.com
Abstract
The aim of this study is to explore creativity in Spanish children during their early years and to explore differences regarding gender and age. We have used a sample of 285 children between five and seven years old. To measure their creativity we used the Torrance Test of Creative Thinking (TTCT). We have used the test of figured expression that is orientated to evaluate the level of imagination in producing pictures. It consists of three subtests: making a picture; finishing a picture; and making different patterns using parallel lines. The abilities that are assessed with this test are: originality, which consists in considering innovative answers, neither familiar nor inappropriate; elaboration, which refers to the amount of detail the child adds to the picture with the aim of enriching it; flexibility, the variety of categories in the answers; and fluency or the number of pictures with titles (Torrance, 1966, 1974). The results show significant evidence of differences relating to gender and age.
Simister, J. (2004). To think or not to think: a preliminary investigation into the effects of teaching thinking. Improving Schools, 7 (3), 243-254. http://imp.sagepub.com
Abstract
Opinion may be unnecessarily divided as to whether it is possible to teach skills such as critical and creative thinking as subjects in their own right or whether students would more usefully develop such skills within the context of their curriculum subjects. A study was undertaken into the effects of teaching a 25-lesson ‘thinking skills' syllabus to a group of Year 5 pupils. The results suggested that pupils' curiosity, inventiveness, discussion skills, ability to think laterally about given situations, and understanding of the decision-making process can all be enhanced through specific skills teaching. This would imply that a longer-term programme could have a significant impact. A two-pronged approach is proposed, where thinking skills - rather like reading and writing - are taught initially in a child friendly, exam-free context and then are integrated throughout the curriculum.
Cheng, P. (1993). Metacognition and giftedness: The state of the relationship. Gifted Child Quarterly, 37 (3), 105-112. http://gcq.sagepub.com
Abstract
This paper offers a critical examination of the relationship between metacognition and giftedness. First, the role of metacognition in giftedness is explored in the context of current conceptions of giftedness proposed by different theorists. Second, in an attempt to search for empirical evidence linking metacognitiori to giftedness, various studies of giftedness are reviewed. It is concluded that theoretical and research support is offered for the important role of metacognition in understanding and explaining giftedness. Finally, rather than arguing that the relationship between metacognition and giftedness is clear-cut and conclusive, unresolved issues are discussed and suggestions for future investigations are made.
Desoete, A., Roeyers, H., & Buysee, A. (2001). Metacognition and mathematical problem solving in grade 3. Journal of Learning Disabilities, 34 (5), 435-447. http://ldx.sagepub.com
Abstract
This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 children with average intelligence in Grade 3 in order to help teachers and therapists gain a better understanding of contributors to successful mathematical performance. Principal components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66% to 67% of the common variance. The findings from these studies support the use of the assessment of off-line metacognition (essentially prediction and evaluation) to differentiate between average and above-average mathematical problem solvers and between students with a severe or moderate specific mathematics learning disability.
Leff, H., & Nevin, A. (1990). Dissolving barriers to teaching creative thinking (and meta-thinking). Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 13 (1), 36-39. http://tes.sagepub.com
Abstract
Barriers to teaching and learning creative thinking and meta-thinking seem to be related to teaching and learning any new concept. Paradoxically, the very thinking processes inhibited by these barriers offer promising pathways to dissolving the barriers themselves. This article outlines both the specific barriers and some directions for solutions.
Udall, A.J., & High, M.H. (1989). What Are They Thinking When We're Teaching Critical Thinking? Gifted Child Quarterly, 33 (4), 156-160. http://gcq.sagepub.com
Abstract
The teaching of critical thinking is an important part of gifted program curricula. This descriptive study addresses the issue of the effectiveness of such teaching by comparing student perceptions of a lesson on critical thinking with teachers' stated objectives. The students' perceptions were compared to their teachers' stated objective obtained in separate interviews. Teacher and student responses were stimulated by videotapes of the lessons. The findings indicate that gifted students are able to identify the teacher's intentions and to articulate their own mental processes as they work through a thinking procedure in a lesson.
