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Annual Editions is a series of over 65 volumes, each designed to provide convenient, inexpensive access to a wide range of current articles from some of the most respected magazines, newspapers, and journals published today. Annual Editions are updated on a regular basis through a continuous monitoring of over 300 periodical sources. The articles selected are authored by prominent scholars, researchers, and commentators writing for a general audience. The Annual Editions volumes have a number of common organizational features designed to make them particularly useful in the classroom: a general introduction; an annotated table of contents; a topic guide; an annotated listing of selected World Wide Web sites; and a brief overview for each section. Each volume also offers an online Instructor's Resource Guide with testing materials. Using Annual Editions in the Classroom is the general instructor's guide for our popular Annual Editions series and is available in print (0073301906) or online. Visit www.mhcls.com for more details.

Annual Editions is a series of over 65 volumes, each designed to provide convenient, inexpensive access to a wide range of current articles from some of the most respected magazines, newspapers, and journals published today. Annual Editions are updated on a regular basis through a continuous monitoring of over 300 periodical sources. The articles selected are authored by prominent scholars, researchers, and commentators writing for a general audience. The Annual Editions volumes have a number of common organizational features designed to make them particularly useful in the classroom: a general introduction; an annotated table of contents; a topic guide; an annotated listing of selected World Wide Web sites; and a brief overview for each section. Each volume also offers an online Instructor's Resource Guide with testing materials. Using Annual Editions in the Classroom is the general instructor's guide for our popular Annual Editions series and is available in print (0073301906) or online. Visit www.mhcls.com for more details.

Tartalomjegyzék:

AE Educational Psychology, 09/10

Preface

Correlation Guide

Topic Guide

Internet References

Unit 1: Perspectives on Teaching

Unit Overview

1.Character and Academics: What Good Schools Do, Jacques S. Benninga et al., Phi Delta Kappan, February 2006

The authors present a strong argument that well-defined character education programs should exist alongside traditional academic programs in schools. Students need to learn about values such as respect for people, civility, honor, perseverance, and others.

2.Memories from the ?Other': Lessons in Connecting with Students, Thomas David Knestrict, Phi Delta Kappan, June 2005

Mr. Knestrict reflects on his time as K-12 student and vividly shows how he beat the odds to become an assistant professor of education. He shows how important it is that effective teachers build a human connection with each student, making each feel lovable and capable.

3.A National Tragedy: Helping Children Cope, National Association of School Psychologists, 2002

This pertinent article, provided by the National Association of School Psychologists, discusses the range of reactions that children and adolescents display in response to a national tragedy and suggests ways to teachers and parents to help them cope.

UNIT 2: Development

Unit Overview

Part A. Childhood

4.Play: Ten Power Boosts for Children's Early Learning, Alice Sterling Honig, Young Children, September 2007

Ms. Honig discusses the benefits of play for the physical, social, and cognitive development of young children.

5.Sustaining Resilient Families for Children in Primary Grades, Janice Patterson and Lynn Kirkland, Childhood Education, Fall 2007

Janice Patterson and Lynn Kirkland show how parents and teachers can create resilient families so that children can weather the tough times successfully. It discusses the importance of communication, routines, and children's literature as ways to support the resilience of children and their families.

6.The Curriculum Superhighway, Thomas Armstrong, Educational Leadership, May 2007

The author argues that in our attempts to focus on academic achievement, educators may be ignoring important developmental needs of students—not only in elementary grades—but in middle and high school as well. He reminds readers of the important developmental milestones associated with each grade range and suggests ways to approach curriculum that is sensitive to meeting these needs.

Part B. Adolescence

7.The Under-Appreciated Role of Humiliation in the Middle School, Nancy Frey and Douglas Fisher, The Middle East Journal, January 2008

The authors explain that students feel humiliated in school because of bullying, placement in remedial classes, and embarrassment by teachers. They explain the effects of humiliation on adolescent development and offer suggestions for reducing humiliation in schools.

8.Risk Taking in Adolescence: New Perspectives from Brain and Behavioral Science, Laurence Steinberg, Current Directions in Psychological Science, April 2007

Laurence Steinberg argues that adolescents take more risks than younger children because brain development has a different rate for the cognitive control system and socioemotional network. He discusses the role of peers in adolescent risk-taking.

Unit 3: Individual Differences among Learners

Unit Overview

Part A. Exceptional Learning Needs

9.Thinking Positively: How Some Characteristics of ADHD Can Be Adaptive and Accepted in the Classroom, Jody Sherman, Carmen Rasmussen, and Lola Baydala, Childhood Education, Summer 2006

The authors note that many gifted individuals, such as Mozart and Einstein, had the characteristics of ADHD. They describe the positive traits as energetic, creative, good brainstormer, and "poly-active, " meaning that these students can work on numerous tasks. They suggest instructional strategies to support these strengths and facilitate the inclusion of students with ADHD in typical classrooms.

10.Universal Design in Elementary and Middle School, Margaret M. Flores, Childhood Education, Summer 2008

One important way to meet the needs of learners with special needs in an inclusive classroom is to provide appropriate accommodations to instruction. The principles of universal design, explained here, can help general education teachers design educational environments that ensure that all students have access to instruction.

Part B. Gifted and Talented

11.Recognizing Gifted Students: A Practical Guide for Teachers, Sandra Manning, Kappa Delta Pi Record, Winter 2006

Sandra Manning provides numerous characteristics of gifted students, including classroom behaviors that may be challenging.

Part C. Cultural Diversity

12.Mélange Cities, Blair A. Ruble, Wilson Quarterly, Summer 2006

The author discusses the phenomenon of immigration into major North American cities. He argues that new immigrants are frequently a great benefit to the American society and quotes Montreal, Canada as an example. The author views immigration from an international perspective and argues that it can be a positive force in urban development, which ultimately impacts the schools.

13.Nine Powerful Practices: Nine Strategies Help Raise the Achievement of Students Living in Poverty, Ruby Payne, Educational Leadership, April 2008

Multi-cultural education includes effectively teaching at-risk students. Ruby Payne describes nine interventions that can help raise the achievement of low-income students.

14.Becoming Adept at Code-Switching, Rebecca S. Wheeler, Educational Leadership, April 2008

One of the challenges for teachers in multi-cultural settings is that many students in dialectically diverse classrooms struggle to read and write. Rebecca Wheeler argues that teaching students about code-switching and reflecting on their language can help them become successful.

15.Boys and Girls Together: A Case for Creating Gender-Friendly Middle School Classrooms, David Kommer, The Clearing House, July/August 2006

Mr. Kommer examines gender differences in classroom performance, brain functioning, and social development. He proposes using multiple instructional strategies that meet the needs of both boys and girls.

Unit 4: Learning and Instruction

Unit Overview

Part A. Learning and Cognition

16.Differentiating for Tweens, Rick Wormeli, Educational Leadership, April 2006

In this article, strategies for differentiating instruction for middle school are presented that emphasize focusing on the developmental needs of this particular age group.

17.Critical Thinking: Why Is It So Hard to Teach?, Daniel T. Willingham, American Educator, Summer 2007

The author reviews the nature of critical thinking and explains why it is so hard to teach students to think critically. He argues that it is not a set of skills that can be taught, but a type of thought that is domain specific and must be practiced. Scientific thinking is used as a backdrop to illustrate his assertions.

18.Constructing Learning: Using Technology to Support Teaching for Understanding, Thomas M. Sherman and Barbara L. Kurshan, Learning & Leading with Technology, February 2005

The authors show how depth of understanding is enhanced by integrating technology with constructivist learning theory and metacognition. Students are able to self-select and self-assess, which help them take more responsibility for learning.

19.Successful Teachers Develop Academic Momentum with Reluctant Students, David Strahan, Middle School Journal, May 2008

David Strahan argues that to learn new concepts, students need to have both the "will to understand the information and the skill to know how best to invest their energies. " He presents a model to help struggling students develop academic momentum to promote academic growth that can be b
eneficial to all students. The model is grounded in research on self-efficacy and self-regulation and involves a sequence of five stages of development. He concludes the article by providing an example of the model in action with a case study of two teachers and the development of academic momentum of one student in their class.

Part B. Instructional Strategies

20.Teaching for Deep Learning, Tracy Wilson Smith and Susan A. Colby, The Clearing House, May/June 2007

The authors define the differences between surface and deep learning and describe a framework (SOLO-Structure of the Observed Learning Outcome) that can serve as a taxonomy for evaluating instruction and assessing student learning.

21.Improve Your Verbal Questioning, Kenneth E. Vogler, The Clearing House, November/December 2005

In this article, the author discusses the importance of verbal questioning during instruction, by identifying different levels of questions using Bloom's Taxonomy and highlighting different types of questioning sequences and patterns that have been shown to effectively engage students.

22.Designing Learning through Learning to Design, Punya Mishra and Mark Girod, The High School Journal, October/November 2006

In this article, the authors present a discussion of the implementation of a design-based learning unit in high school science. The high school teacher summarizes the experiences in the class while a university researcher discusses theory and research on design activities. Both practical and research-based perspectives are presented in a way that is useful to teachers interested in implementing project-based learning activities in their classrooms.

23.Using Engagement Strategies to Facilitate Children's Learning and Success, Judy R. Jablon and Michael Wilkinson, Young Children, March 2006

In this article, the authors define student engagement and present strategies for engaging elementary students in the classroom, along with explanations of why these strategies are effective.

24.Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards, Holli M. Levy, The Clearing House, March/April 2008

In this article, Ms. Levy provides practical examples of differentiated instruction strategies. She suggests flexibility with regard to content, process of learning, and products to demonstrate that learning can be realized through the use of assessment as a tool and not just as a measure of what students have learned, and by grouping students for instruction.

25.What's Right about Looking at What's Wrong?, Deborah Schifter, Educational Leadership, November 2007

This article examines the importance of examining the reasoning behind students' incorrect answers to the development of conceptual understanding in mathematics. The author suggests that teachers are being asked to challenge their beliefs that mathematics is a set of facts, procedures, and definitions to be learned and provides an example of a lesson from a fifth-grade class that focuses on examining the mistakes students made as a way to develop mathematical reasoning skills.

Unit 5: Motivation and Classroom Management

Unit Overview

Part A. Motivation

26.Convincing Students They Can Learn to Read: Crafting Self-Efficacy Prompts, Patrick P. McCabe, The Clearing House, July/August 2006

The author discusses the importance of self-efficacy in developing young students' reading abilities from a Bandura's social cognitive perspective. He also presents several different examples of verbal feedback that can promote a sense of self-efficacy that can be adapted across content areas and age/grade levels.

27.Why We Can't Always Get What We Want, Barbara Bartholomew, Phi Delta Kappan, April 2007

In this article, Ms. Bartholomew uses personal experiences to illustrate the importance of motivation as a precondition to learning that teachers need to foster. She focuses on intrinsic motivation and identifies several things for teachers to consider that will foster a classroom environment that is supportive of student motivation.

28.How to Produce a High-Achieving Child, Deanna Kuhn, Phi Delta Kappan, June 2007

The author argues that while as educators we continue to focus more and more on what students "bring with them to school " in terms of abilities, experiences, support, and resources; we are missing an important piece of the puzzle. She suggests that to foster success, educators should focus on ways to engage students in meaningful experiences that encourage students to value the intellectual activities they engage in and the skills they acquire.

29.How Can Students Be Motivated: A Misplaced Question?, Richard F. Bowman Jr., The Clearing House, November/December 2007

In this article, Mr. Bowman suggests that traditionally educators have asked "How can students be motivated? " leading teachers to focus on what they do to provide motivation. He argues that focus, coupled with accountability and high-stakes testing movement has lead to a reliance on extrinsic rewards and incentives in classrooms that may ultimately decrease student motivation. He discusses a number of strategies that incorporate both intrinsic and extrinsic rewards in thoughtful ways that complement each other to stimulate and sustain students' talents, passions, and natural curiosities.

30.The Perils and Promises of Praise, Carol S. Dweck, Educational Leadership, October 2007

In this article, Carol Dweck, well-known for her work on the impact of praise on students, summarizes research that examines the relationships among intelligence, student effort, teacher praise, and student motivation. She suggests that educators should move away from the belief that intellectual ability is fixed and adopt a "growth mind-set. " Students also need to learn that intellectual development involves forming new connections through effort and learning. The article reports results of an investigation in which students were taught to think about their "brains as muscles that needed exercising, " in addition to study skills, time management techniques, and memory strategies.

31.Should Learning Be Its Own Reward?, Daniel T. Willingham, American Educator, Winter 2007–2008

The author uses recent initiatives by several schools in several states to pay students for performance on high-stakes standardized tests as a way to examine the use of and impact of rewards on student learning. He summarizes the arguments against the use of rewards into three categories and then suggests ways teachers can appropriately use rewards while avoiding their potentially detrimental effects.

Part B. Classroom Management

32.Strategies for Effective Classroom Management in the Secondary Setting, Paul Pedota, The Clearing House, March/April 2007

The author reviews basic classroom management strategies that focus on the physical arrangement of the classroom, setting standards for student work and behavior, and communicating with students geared toward secondary classrooms.

33. "No! I Won't! ", Andrea Smith and Elizabeth Bondy, Childhood Education, Spring 2007

Ms. Smith and Ms. Bondy review the definition and characteristics of Oppositional Defiant Disorder (ODD). They suggest creating a psychologically supportive environment, conducting morning meetings, and using positive behavior supports as ways to be proactive with students who display more severe oppositional or disruptive behaviors. Functional behavioral assessment is presented as a way for teachers to develop a better understanding of students' behaviors and provide more appropriate responses.

34.Bullying: Effective Strategies for Its Prevention, Richard T. Scarpaci, Kappa Delta Pi Record, Summer 2006

This article defines bullying, presents common myths and indicators to recognize bullying, and discusses strategies teachers can implement to intervene and prevent bullying in school.

35.Cyberbullying: What School Adminstrators (and Parents) Can Do, Andrew V. Beale and Kimberly R. Hall, The Clearing House, September/October 2007

This article describes forms of cyberbullying. The authors present suggestions of ways schools can educate students, staff, and parents about internet bullying. Also included are recommendations for parent
s regarding monitoring internet use and how they should respond if their child is affected by cyberbullying.

36.IOSIE: A Method for Analyzing Student Behavioral Problems, Richard T. Scarpaci, The Clearing House, January/February 2007

This article proposes a practical approach teachers can use to resolve general classroom management problems that includes identifying the problem, developing objectives, selecting strategies or solutions, implementing strategies, and evaluating outcomes.

37.Middle School Students Talk about Social Forces in the Classroom, Kathleen Cushman and Laura Rogers, Middle School Journal, January 2008

In this article, Ms. Cushman and Ms. Rogers describe how the social world and uncertainty of adolescence affects students' perceptions of their academic abilities and how teachers sometimes unwittingly create conflict for students as they try to navigate their social and academic worlds. The authors use students' responses in small group interviews to illustrate what middle school students care about and their thoughts about what teachers do and do not do that impact their feelings and beliefs about school.

38.An Early Warning System, Ruth Curran Neild, Robert Balfanz, and Liza Herzog, Educational Leadership, October 2007

The authors summarize the research conducted in the Philadelphia schools that examined the types of "early warning distress signals " exhibited by students who might be heading on a path toward dropping out of school. They discuss a number of signals in both middle and high school that teachers and administrators should focus on and also describe interventions at both levels that have been implemented to redirect potential dropouts onto the path toward graduation.

Unit 6: Assessment

Unit Overview

39.Mismatch: When State Standards and Tests Don't Mesh, Schools Are Left Grinding Their Gears, Heidi Glidden and Amy M. Hightower, American Educator, Spring 2007

Ms. Glidden and Ms. Hightower report results of their research examining the strength, clarity, and specificity of content standards of all 50 states. The purpose was to identify whether standards were written in a way that provided enough information about what students should learn to enable teachers to develop a core curriculum and a test developer to create aligned assessments.

40.Assessment through the Students' Eyes, Rick Stiggins, Educational Leadership, May 2007

The author argues that assessment should be used less for "sorting winners and losers " and more for enhancing students' learning.

41.Testing the Joy out of Learning, Sharon L. Nichols and David C. Berliner, Educational Leadership, March 2008

The authors discuss the potential negative impact of school cultures dominated by high-stakes tests. They focus specifically on ways high-stakes testing decreases motivation and marginalizes students, potentially leading to student disengagement, drop out, and increasingly cynical beliefs about schooling. Comments from students to illustrate students' frustrations with the emphasis on high-stakes test results are provided along with suggestions for ways administrators and teachers can minimize the negative impact in an era of accountability.

42.Feedback That Fits, Susan M. Brookhart, Educational Leadership, December 2007/January 2008

Ms. Brookhart reminds us that formative assessment should give students information about "where they are in their learning " and to help them "develop feelings of control over their learning. " She focuses specifically on how teachers can craft, use, and deliver feedback, providing examples of teachers' comments and why they are effective.

43.The Proficiency Illusion, John Cronin et al., American Educator, Winter 2007–2008

In this article, the authors examine differences in proficiency score "cut points " and variations in the difficulty level of high-stakes assessments from different states. Based on their examination, they suggest that states have wide differences in how they define what "proficiency " means. In addition, differences in cut scores at different grade levels may result in school systems where "younger students who might need help do not get resources because they have passed the state tests, while schools serving older students may make drastic changes in their instructional programs to fix deficiencies that do not actually exist. "

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