Sato, M., Wei, R., & Darling-Hammond, L. (2008). Improving teachers’ assessment practices through professional development: The case of National Board Certification. American Educational Research Journal, 45(3), 669-700.
A classroom with a view: Teachers, multimodality, and new literacies
Albers, P., & Vasquez, V., & Harste, J. (2008). A classroom with a view: Teachers, multimodality, and new literacies. Talking Points, 19(2), 3-13.
How the Accelerated Reader program can become counterproductive for high school students
Thompson, G., & Madhuri, M., & Taylor, D. (2008). How the Accelerated Reader program can become counterproductive for high school students. Journal of Adolescent and Adult Literacy, 51(7), 550-560.
Advancing educational policy by advancing research on instruction
Raudenbush, S.W. (2008). Advancing educational policy by advancing research on instruction. American Educational Research Journal, 45(1), 206-230.
Pearl and Ronda: Revaluing mothers’ literate lives to imagine new relationships between homes and elementary schools
Whitmore, K. & Norton-Meier, L. (2008. Pearl and Ronda: Revaluing mothers’ literate lives to imagine new relationships between homes and elementary schools. Journal of Adolescent and Adult Literacy, 51(6), 450-461.
What works? Issues in synthesizing educational program evaluations
Slavin, R. (2008). What works? Issues in synthesizing educational program evaluations. Educational Researcher, 37(1), 5-14.
Social contracts for writing: Negotiating shared understanding about text in the preschool years
Rowe, Deborah Wells. (2008). Social contracts for writing: Negotiating shared understanding about text in the preschool years. Reading Research Quarterly,43(1), 66-95.
“Things get glossed over”; Rearticulating the silencing power of whiteness in education.
Haviland, V.S. (2008). “Things get glossed over”; Rearticulating the silencing power of whiteness in education. Journal of Teacher Education, 59(1), 40-54.
Really reading: What does Accelerated Reader teach adults and children?
Schmidt, R. (2008). Really reading: What does Accelerated Reader teach adults and children? Language Arts,85(3), 202-211.
Holding the words in our mouths: Responses to dialect variations in oral reading
Van Duinen, Deborah Vriend, & Wilson, Marilyn J. (2008). Holding the words in our mouths: Responses to dialect variations in oral reading. English Journal,97(3), 31-37.
Making the very most of classroom read-alouds to promote comprehension and vocabulary
Santoro, L. E., Chard, D. J., Howard, L., & Baker, S. H. (2008). Making the very most of classroom read-alouds to promote comprehension and vocabulary. The Reading Teacher, 61(5), 396-408.
Learning to read the numbers: A critical orientation toward statistics
Whitin, P., & Whitin, D. J. (2008). Learning to read the numbers: A critical orientation toward statistics. Language Arts, 85(6), 432-441.
Strategies for Internet reading with different purposes: A descriptive study of twelve good Internet readers
Zhang, S., & Duke, N. K. (2008). Strategies for Internet reading with different purposes: A descriptive study of twelve good Internet readers. Journal of Literacy Research, 40(1), 128-162.
The effects of hands-on experience on students’ preferences for assessment methods
Stuyven, K., Docky, F., & Janssens, S. (2008). The effects of hands-on experience on students’ preferences for assessment methods. Journal of Teacher Education, 59(1), 69-88.
Holding the words in our mouths: Responses to dialect variations in oral reading
Van Duinen, D. V. & Wilson, M. J. (2008). Holding the words in our mouths: Responses to dialect variations in oral reading. English Journal, 97(3), 31-37.
Phonemes in use: Multiple activities for a critical process
Manyak, P.C. (2008). Phonemes in use: Multiple activities for a critical process. The Reading Teacher, 61(8), 659-662.
The five-paragraph essay and the deficit model of education
Brannon, Lil, Courtney, Jennifer Pooler, Urbanski, Cynthia P., Woodward, Shana V., Reynolds, Jeanie Marklin, Iannone, Anthony E., Haag, Karen D., Mach, Karen, Manship, Lacy Arnold, & Kendrick, Mary. (2008). The five-paragraph essay and the deficit model of education. English Journal, 98(2), 16-21.
Response to Intervention (RTI): What teachers of reading need to know.
Mesmer, E.M., & Mesmer, H.A.E. (2008). Response to Intervention (RTI): What teachers of reading need to know. The Reading teacher, 62(4), 280-290.
The influence of reading skills on the missing-letter effect among elementary school students
Saint-Aubin, J., & Klein, R.M. (2008). The influence of reading skills on the missing-letter effect among elementary school students. Reading Research Quarterly, 43(2), 132-145.
Improvised classroom drama in a fictional book company
Gray, E.C. (2008). Improvised classroom drama in a fictional book company. Talking Points, 20(1), 15-23
Does creative drama promote language development in early childhood? A review of the methods and measures employed in the empirical literature
Mages, W.K. (2008). Does creative drama promote language development in early childhood? A review of the methods and measures employed in the empirical literature. Review of educational research, 78(1), 124-152.
On the reasons we want teachers of good disposition and moral character.
Osguthorpe, R.D. (2008). On the reasons we want teachers of good disposition and moral character. Journal of Teacher Education, 59(4), 288-299.
Some good questions are asked about dispositions in teacher education: what we mean by dispositions, why teacher dispositions are important, how "good" a teacher needs to be, and what happens when a teacher's dispositions are "poor." The question of how to assess dispositions is only touched on, not explored fully here. Still, there's lots to think about here.
The article describes a couple of tensions in conversations about teacher dispositions. One tension centers around whether one believes in a relationship between teacher dispositions and student dispositions. If a teacher is seen as the model, then the reason for having a "moral" teacher is that this teaches moral behavior to students, and the teacher must be a near perfect model. If one does not accept this relationship, but rather believes teachers should teach in moral ways (as opposed to teaching morality per se), then that sets up more realistic expectations. Another tension centers around whether the purpose of disposition related policies in teacher education programs is to foster good dispositions in teachers or merely to prevent those with "poor" dispositions from entering teaching ("the disposition police").
As a teacher educator myself, though I believe we can be moral models in the classroom (I prefer to think of it as displaying "integrity"), that isn't the main reason I want to see certain dispositions in teachers. Although the idea of teaching morally is closer to my own views, even that doesn't cover it all. For me there are two other aspects that weren't really explored here. First, I am very concerned that teachers "do no harm" to students, and I do not just mean that in terms of being poor role models--I mean actual harm, psychological and maybe even physical. Unfortunately, examples come all too easily to mind. The author touches on this, but I felt the focus wasn't pragmatic enough. Second, I believe dispositions relate to the ability to flourish as a teacher, and to be the kind of person whose attitudes and behaviors further teaching and learning rather than distracting one's students, colleagues, and other stakeholders from doing the important job we have to do. People who are antisocial, or negative, or lazy, or self-absorbed, distract. Some kinds of people may mean well (e.g., an extreme introvert or extremely sedentary person), but they usually don't flourish and their students cannot maximize learning. Their colleagues end up carrying some of their load. That aspect was not really discussed here. Obviously, there still is much to ponder on this topic.
Some good questions are asked about dispositions in teacher education: what we mean by dispositions, why teacher dispositions are important, how "good" a teacher needs to be, and what happens when a teacher's dispositions are "poor." The question of how to assess dispositions is only touched on, not explored fully here. Still, there's lots to think about here.
The article describes a couple of tensions in conversations about teacher dispositions. One tension centers around whether one believes in a relationship between teacher dispositions and student dispositions. If a teacher is seen as the model, then the reason for having a "moral" teacher is that this teaches moral behavior to students, and the teacher must be a near perfect model. If one does not accept this relationship, but rather believes teachers should teach in moral ways (as opposed to teaching morality per se), then that sets up more realistic expectations. Another tension centers around whether the purpose of disposition related policies in teacher education programs is to foster good dispositions in teachers or merely to prevent those with "poor" dispositions from entering teaching ("the disposition police").
As a teacher educator myself, though I believe we can be moral models in the classroom (I prefer to think of it as displaying "integrity"), that isn't the main reason I want to see certain dispositions in teachers. Although the idea of teaching morally is closer to my own views, even that doesn't cover it all. For me there are two other aspects that weren't really explored here. First, I am very concerned that teachers "do no harm" to students, and I do not just mean that in terms of being poor role models--I mean actual harm, psychological and maybe even physical. Unfortunately, examples come all too easily to mind. The author touches on this, but I felt the focus wasn't pragmatic enough. Second, I believe dispositions relate to the ability to flourish as a teacher, and to be the kind of person whose attitudes and behaviors further teaching and learning rather than distracting one's students, colleagues, and other stakeholders from doing the important job we have to do. People who are antisocial, or negative, or lazy, or self-absorbed, distract. Some kinds of people may mean well (e.g., an extreme introvert or extremely sedentary person), but they usually don't flourish and their students cannot maximize learning. Their colleagues end up carrying some of their load. That aspect was not really discussed here. Obviously, there still is much to ponder on this topic.
Using the concept attainment strategy to enhance reading comprehension
Boulware, B. J. & Crow, M. L. (2008). Using the concept attainment strategy to enhance reading comprehension. The Reading Teacher, 61(6), 491-495.
Teaching vocabulary expeditiously: Three keys to improvising vocabulary instruction.
Smith, T. B. (2008). Teaching vocabulary expeditiously: Three keys to improving vocabulary instruction. English Journal, 97(4), 20-25
This is one of those short but useful “how-I-did-it-in my classroom” articles from an experienced teacher who has recently made the leap into teacher education. Smith shares a few good activities based upon William E. Nagy’s “three elements that are essential to an effective vocabulary program: integration, meaningful use, and repetition (p. 21).” He described his conversion from traditional vocabulary instruction (long lists of words to be looked up on Mondays, and a quiz on Fridays). Interestingly, he describes how his informal observations of another teacher who used high level vocabulary in authentic situations led to an examination of his own teaching and, subsequently, his “conversion.” This shows a positive teacher disposition; Smith observed other professionals, used the input to reflect rather than becoming jealous, and improved his practice.
I wish this article had gone further, but the few strategies specifically suggested look good, especially the two for which actual examples are provided (Fig.1 & Fig. 2).
This is one of those short but useful “how-I-did-it-in my classroom” articles from an experienced teacher who has recently made the leap into teacher education. Smith shares a few good activities based upon William E. Nagy’s “three elements that are essential to an effective vocabulary program: integration, meaningful use, and repetition (p. 21).” He described his conversion from traditional vocabulary instruction (long lists of words to be looked up on Mondays, and a quiz on Fridays). Interestingly, he describes how his informal observations of another teacher who used high level vocabulary in authentic situations led to an examination of his own teaching and, subsequently, his “conversion.” This shows a positive teacher disposition; Smith observed other professionals, used the input to reflect rather than becoming jealous, and improved his practice.
I wish this article had gone further, but the few strategies specifically suggested look good, especially the two for which actual examples are provided (Fig.1 & Fig. 2).
Synonym success--Thanks to the thesaurus
Mountain, L. (2008). Synonym success—Thanks to the thesaurus. Journal of Adolescent & Adult Literacy, 51(4), 318-324.
Beginning with the students: ownership through reflection and goal setting
Harford, M. (2008). Beginning with the students: ownership through reflection and goal setting. English Journal, 98,(1), 61-65.
Of wondrous places and "benevolent neglect:" An interview with Pam Munoz Ryan
Fabbi, J. & Johnson, A. (2007). Of wondrous places and "benevolent neglect:" An interview with Pam Munoz Ryan. The Journal of Children's Literature, 52-57.
I love Pam Munoz Ryan's books. She has the ability to take one into a world, into a character, into a book. This interview with Ryan has a pretentious title, but it's really just a quiet, informal chat with Ryan about her life and her craft. It also brought to my attention several more of Ryan's books that I'd like to read; I've already read Esperanza Rising (of course) and Becoming Naomi Leon, which through less celebrated is a stronger book in my view.
One topic that was especially interesting in this interview was the discussion of the differences among writing historical nonfiction, historical fiction, and contemporary fiction. Each of these genres seems to have unique writing challenges. To do it right requires work and dedication. I have always admired young adult authors, and this interview only fed that admiration. It's time to get a few more of Ryan's books and curl up for a good read!
I love Pam Munoz Ryan's books. She has the ability to take one into a world, into a character, into a book. This interview with Ryan has a pretentious title, but it's really just a quiet, informal chat with Ryan about her life and her craft. It also brought to my attention several more of Ryan's books that I'd like to read; I've already read Esperanza Rising (of course) and Becoming Naomi Leon, which through less celebrated is a stronger book in my view.
One topic that was especially interesting in this interview was the discussion of the differences among writing historical nonfiction, historical fiction, and contemporary fiction. Each of these genres seems to have unique writing challenges. To do it right requires work and dedication. I have always admired young adult authors, and this interview only fed that admiration. It's time to get a few more of Ryan's books and curl up for a good read!
Christ and cleavage: Multiculturalism and censorship in a working-class, suburban high school
Gorlewski, Julie. (2008). Christ and cleavage: Multiculturalism and censorship in a working-class, suburban high school. English Journal,97(3), 26-30.
My e Sorts and digital extensions of word study
Zucher, T. A., & Invernizzi, M. (2008). My e Sorts and digital extensions
of word study. The Reading Teacher, 61(8), 654-658.
of word study. The Reading Teacher, 61(8), 654-658.
Gossiping girls, insider boys, A-list achievement: Examining and exposing young adult novels consumed by conspicuous consumption
Glenn, Wendy. (2008). Gossiping girls, insider boys, A-list achievement: Examining and exposing young adult novels consumed by conspicuous consumption. Journal of Adolescent & Adult Literacy, 52(1), 34-42.
2008 notable children's books in the language arts.
Children's Literature Assembly. (2008). 2008 notable children's books in the language arts. Journal of Children's Literature, 34(2), 15-27.
Here's the long-awaited list of books chosen each year by the Children's Literature Assembly as having exceptional merit and potential for teaching language, literature, and literacy. As usual, it's a list of stunningly wonderful books, all of which the reader will immediately want to order and hold in her/his hands.
There are 30 books, each with an annotation that describes and "sells" the book, inviting readers to look further. There are several genres represented: Poetry & Drama, Fiction, Informational, Biography and Memoir, and Picture Books. Each book has a suggested age level and a list of "related literature" in addition to an annotation.
This year, I'm most intrigued by Young Cornrows Callin' Out the Moon (Forman), In Search of Mockingbird (Ellsworth), Dear Deer: A Book of Homophones (Barretta), and The Zoo (Lee). All 30 will make good additions to classroom libraries.
Here's the long-awaited list of books chosen each year by the Children's Literature Assembly as having exceptional merit and potential for teaching language, literature, and literacy. As usual, it's a list of stunningly wonderful books, all of which the reader will immediately want to order and hold in her/his hands.
There are 30 books, each with an annotation that describes and "sells" the book, inviting readers to look further. There are several genres represented: Poetry & Drama, Fiction, Informational, Biography and Memoir, and Picture Books. Each book has a suggested age level and a list of "related literature" in addition to an annotation.
This year, I'm most intrigued by Young Cornrows Callin' Out the Moon (Forman), In Search of Mockingbird (Ellsworth), Dear Deer: A Book of Homophones (Barretta), and The Zoo (Lee). All 30 will make good additions to classroom libraries.
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