Instructor S Resource Guide

Instructor’s Resource Guide: Annual Editions: Education 09/10 (Online) Thirty-Sixth Edition

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To learn more about our series and view a complete listing of our titles, please visit the McGraw-Hill Contemporary Learning Series website (www.mhcls.com). #1. WHERE HAVE ALL THE STRONG POETS GONE? ALAN C. JONES

ARTICLE SUMMARY

The author makes a telling metaphorical point regarding where we are in current debate as to the restructuring or renewal of American schooling. We stand on the shoulders of intellectual giants. Where have they gone? What have we forgotten?

KEY TERMS AND TOPICS

STRONG POET -- a term used to describe individuals who possess the imagination to create a new story about what teaching and learning should look like in urban schools and who have the courage to develop an oppositional vocabulary that critiques the motives and the consequences of wealth and power.

WEB QUIZ QUESTIONS

1. Students in rural and urban areas, as described in “Where Have All the Strong Poets Gone?”, are too often subjected to a school curriculum that resembles a: *a. boot camp. b. factory assembly line. c. fast-food menu. d. exercise video.

2. As put forth in “Where Have All the Strong Poets Gone?”, suburban parents, who have the political and economic power to call attention to the poor conditions of urban schools, generally remain silent because they: a. are unaware of the extent of the problem. b. do not know who to appeal to. c. do not have the necessary time and energy. *d. already have the schools they want and do not want to share their funding.

3. State and national policy makers, as explained in “Where Have All the Strong Poets Gone?”, have adopted a vocabulary and an ideology designed to mask the gross inequalities in U.S. public schools. (T)

CRITICAL ANALYSIS Multiple-Choice Questions

4. Factors that must be addressed before the promises of “no child left behind” become achievable, as maintained in “Where Have All the Strong Poets Gone?”, include all of the following EXCEPT: a. equal-funding formulas. b. universal healthcare. *c. finer-tuned testing approaches. d. a high-quality child-care system. 5. Much of the destructiveness of current “comprehensive reform proposals,” as asserted in “Where Have All the Strong Poets Gone?”, occurs because there is no one in a leadership capacity to: a. honestly address the funding requirements of new proposals. *b. mediate the effects of pure theory on actual students in the classroom. c. follow the successes and failures of new strategies for the long term. d. communicate the scientific basis of new theories to the general public.

True/False Question

6. It is dishonest, as stated in “Where Have All the Strong Poets Gone?”, for school administrators to portray themselves as helpless against powerful political interests as they will always have control over important educational factors such as allocation of time and resources. (T)

GENERAL QUESTIONS

7. Describe some of the features of the “test-preparation boot camp” that many urban and rural students are subjected to, as explained in “Where Have All the Strong Poets Gone?”

(students in these boot camps are expected to listen to scripted lessons, complete practice test-preparation exercises, and take an endless stream of tests; in addition, students may be sitting in classrooms without windows, using bathrooms that do not function, and working in labs without chemicals or specimens)

8. What are some of the steps Strong Poets in the academy should be taking to address the injustices of the U.S. educational system, as outlined in “Where Have All the Strong Poets Gone?”

(these Strong Poets should be using their classrooms, the educational media, and their research interests to identify and provide a rationale for curricular approaches and pedagogical techniques that are not harmful to urban young people and that expose the inequities of the public school system; they must also refocus the public’s attention on the real causes of poor achievement in urban school systems, including racism and poverty)

#2. PROFICIENCY FOR ALL? DAVE MOSCINSKI

ARTICLE SUMMARY

Dave Moscinski suggests that the basic goal of the No Child Left Behind law is the laudable aim of proficiency for all and that this goal can be attained by adopting the recommendations he has made based on experience in a Wisconsin school district. He challenges teachers to consider weaknesses in their curriculum, teaching methods, and expectations when assessing poor performance of students.

MAPS -- Measure of Academic Progress. WKCE -- Wisconsin Knowledge and Concepts Examination.

WEB QUIZ QUESTIONS

1. In describing the Shiocton School District, the author of “Proficiency for All?” notes that it: a. receives federal funding for a large portion of its budget. *b. receives more state aid than other districts in the area. c. was performing in the bottom half of the state when it instituted changes. d. is located within the inner city of Green Bay.

2. As pointed out in “Proficiency for All?”, the Measures of Academic Progress assessment: a. was developed by the federal Department of Education. b. is administered to students once per year every other year. *c. is a computerized adaptive assessment. d. is of most value at the district level.

3. As stated in “Proficiency for All?”, the fatal flaw of the No Child Left Behind law is that it encourages teachers to teach to the test. (F)

4. As identified in “Proficiency for All?”, the most important recommendation the author makes is: a. use an assessment tool that matches your students. b. reward teachers when their students succeed. *c. provide marginal students with direct instruction targeted at achieving proficiency. d. use a carefully validated set of criteria when establishing student exemptions.

True/False Question

5. According to “Proficiency for All?”, the basic tenet of No Child Left Behind is proficiency for all. (T)

GENERAL QUESTIONS

6. As discussed in “Proficiency for All?”, why is labeling some classes as “good” an example of defeatist thinking? (because it sets up the excuse that less-than-proficient performance in other classes is somehow the students’ fault and not the result of an inappropriate curriculum, poor instructional methods, or low teacher expectations)

7. As described in “Proficiency for All?”, what are three concepts of the educational Pygmalion effect? (we form certain expectations of people or events, we communicate these expectations with various cues, children tend to respond by adjusting their behavior to match the cues)

#3. BRIDGING THE GAP BETWEEN RESEARCH AND PRACTICE, STEPHEN H. DAVIS

ARTICLE SUMMARY

This is an insightful introduction for teachers as to what is “good” for students’ learning in schools. The author attempts to bridge the gap between educational theory and practice. The language-clarity gap between academic scholars in education and classroom teachers in the schools is well described.

Mental Model -- an individual’s world view, assumptions, beliefs, and core values that are used to construct small-scale models of reality in order to anticipate events.

WEB QUIZ QUESTIONS

1. For decades, as described in “Bridging the Gap Between Research and Practice,” U.S. public schools have been beset by reform efforts comprised of a blend of all the following influences EXCEPT: a. empirical research studies. b. politically formulated mandates. c. locally derived best-practice initiatives. *d. business-oriented programs and policies.

2. The narrow focus of much academic education research, as maintained in “Bridging the Gap Between Research and Practice,” can result in practitioners: *a. becoming suspicious of the researchers’ motives. b. overlooking subtle results observed in the research. c. feeling disappointed that the results cannot be implemented quickly. d. dismissing the research as superfluous.

3. Over the past decades of reform initiatives, as pointed out in “Bridging the Gap Between Research and Practice,” the fundamental tenets of effective educational practice have changed dramatically. (F)

CRITICAL ANALYSIS Multiple-Choice Questions 4. According to “Bridging the Gap Between Research and Practice,” a good example of how research myths can permeate the collective mentality of educators is the emergent theory that: a. there are a series of multiple intelligences that must all be developed in students. *b. large comprehensive high schools are no longer the best means of educating teens. c. the most successful student outcomes require a student body of widely diverse backgrounds. d. young children work best if they are able to collaborate in small groups.

5. Until recently, as described in “Bridging the Gap Between Research and Practice,” qualitative research in the field of education was considered suspect because it was believed that such “soft” research was: a. never of practical application in average schools. b. conducted only to appeal to other researchers. *c. frequently subject to researcher bias. d. only focused on very narrow aspects of education.

6. Gurus, as put forth in “Bridging the Gap Between Research and Practice,” become gurus most often because they: a. challenge people to see the world in entirely new ways. b. offer a charismatic persona. *c. confirm the existing views of their followers. d. are able to capture widespread media attention.

True/False Question

7. Most school administrators and teachers, as explained in “Bridging the Gap Between Research and Practice,” are highly skilled consumers of educational research. (F)

GENERAL QUESTIONS

8. What are some of the reasons why educators should not always believe what they are told by academic researchers, as set forth in “Bridging the Gap Between Research and Practice”?

(many academics have lost touch with the day-to-day complexity of human interactions in schools; academics often write for other academics, rather than practitioners; academics frequently use “hit and run” tactics; academics are often arrogant; not all research is of high quality)

9. Explain the standards for scientific education research offered under the No Child Left Behind Act, as presented in “Bridging the Gap Between Research and Practice.”

(the research must involve the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge; the research employs empirical methods that draw on observation or experiment; the research employs rigorous data analyses adequate to test stated hypotheses and justify general conclusions; the research problems and data are evaluated using experimental or quasi- experimental methods)

#4. LEARNING TO LOVE ASSESSMENT, CAROL ANN TOMLINSON

ARTICLE SUMMARY

Carol Ann Tomlinson describes the metamorphosis of her attitudes about assessment over the course of her long teaching career. Although she began thinking of assessment tools as methods for judging students and moved through thinking of them as informing her teaching, she eventually realized that realistic assessment is in fact informative learning. Here she offers suggestions for making assessment a valuable part of the teaching and learning process.

WEB QUIZ QUESTIONS

1. According to “Learning to Love Assessment,” the shift away from stress on filling a grade book came with a shift to thinking of assessment as a: *a. way of guiding students. b. learning process in and of itself. c. path to rewards. d. way of judging students.

2. As stated in “Learning to Love Assessment,” the correct correlation between curriculum and assessment is: a. assessment should dictate curriculum. b. curriculum should dictate assessment. c. curriculum and assessment should remain independent. *d. assessment should be part of curriculum design.

3. As reported in “Learning to Love Assessment,” the author had a lifelong desire to be a teacher. (F)

4. As noted in “Learning to Love Assessment,” the greatest power of assessment information is in its capacity to: a. challenge students. b. establish intrinsic student motivation. *c. help the teacher know how to be better. d. satisfy all education participants.

5. As a result of her final understanding, the author of “Learning to Love Assessment” saw that: a. all students can learn. b. assessment is necessary in every classroom. c. accurate assessment is very challenging. *d. teaching requires a plural pronoun.

True/False Question

6. As observed in “Learning to Love Assessment,” good teachers teach with both singular and group needs in mind. (T)

GENERAL QUESTIONS

7. As discussed in “Learning to Love Assessment,” give two of the four examples of behavior changes the author made in recognition of the fact that assessment is not always formal. (she began to talk in more purposeful ways with students, began to carry around a clipboard on which to take notes about students, developed a filing system to store and retrieve information about students as individuals and learners, became more focused on moving around the room to spot-check student work in progress)

8. As explained in “Learning to Love Assessment,” overall, how did the author’s view of assessment change? (she began by seeing assessment as judging performance, then as informing teaching, and finally as being informative learning)

#5. THE CASE FOR AND AGAINST HOMEWORK, ROBERT J. MARZANO AND DEBRA J. PICKERING

ARTICLE SUMMARY

Homework causes much angst for students, families, and teachers. Marzano and Pickering provide pro and con points for homework and its effectiveness for improving academic achievement. Research-based practices on homework are included to assist teachers in developing a homework policy.

HOMEWORK -- tasks assigned to students by school teachers that are meant to be carried out during non-school hours.

10-MINUTE RULE -- informal rule that states that all daily homework assignments combined should take about as long to complete as 10 minutes multiplied by the student’s grade level.

WEB QUIZ QUESTIONS 1. As stated in “The Case For and Against Homework,” perhaps the most important advantage of homework is that it: a. keeps students occupied after regular school hours. b. is much less expensive than formal after-school programs. *c. can enhance achievement by extending learning beyond the school day. d. involves parents with their children’s schoolwork.

2. As summarized in “The Case For and Against Homework,” opponents of homework use all of the following arguments to support their position except that homework: a. contributes to a corporate-style, competitive U.S. culture. *b. is illegal because it takes place outside of school. c. harms economically disadvantaged students whose environments make studying at home almost impossible. d. in excess harms students’ health and family time.

3. As presented in “The Case For and Against Homework,” U.S. students spend much more time studying core academic subjects than students in Japan, Germany, and France. (F)

4. As given in “The Case For and Against Homework,” opponents of homework often call for, as an alternative: a. more organized sports at schools. *b. an extended school day. c. a 12-month school year. d. religious instruction to follow the regular school day.

5. As reported in “The Case For and Against Homework,” much research shows that the positive effects of homework relate to the amount of: a. required reading. b. time spent on homework. c. homework actually assigned. *d. homework that the student completes.

True/False Questions

6. A 2006 study by Cooper, Robinson, and Patall, as cited in “The Case For and Against Homework,” found that high school seniors should have at least three hours of homework per night. (F)

GENERAL QUESTIONS

7. As identified in “The Case For and Against Homework,” what guidelines should teachers follow to make sure that homework is appropriate? (assign purposeful homework, which includes introducing new content, practicing a skill or process, elaborating on information addressed in class, and providing opportunities for students to explore topics of their own interest; design homework to maximize the chances that students will complete it; involve parents in appropriate ways; monitor the amount of homework assigned so it is appropriate to students’ age levels and does not take too much time away from other home activities)

8. As outlined in “The Case For and Against Homework,” what does Cooper suggest as the different purposes that homework should have at different grade levels? (earliest grades: should foster positive attitudes, habits, and character traits; should permit appropriate parent involvement; should reinforce learning of simple skills introduced in class; upper elementary grades: should play a more direct role in fostering improved school achievement; 6th grade and beyond: should play an important role in improving standardized test scores and grades)

#6. GEORGE’S COMPLAINT, BRUCE BUXTON

ARTICLE SUMMARY

The author seeks the perilous road toward school reform. He speaks to the rhetoric of school change and improvement. He argues that we are beyond the rhetoric of “slaying dragons” and into a more insightful world of educational critique. It is an incisive analysis of the school reform debate.

SCIENTISM -- an almost mystical confidence in the power of technology to ensure social progress.

WEB QUIZ QUESTIONS

1. The most simplistic of school reforms, as maintained in “George’s Complaint,” are those that: a. assume a one-size-fits-all solution. b. are intended to be implemented in a few quick steps. *c. come from the top down. d. assume that the sole purpose of education is to train future workers.

2. According to “George’s Complaint,” in the legend of St. George, in slaying the dragon, St. George is really defeating: a. his own desires. *b. sin in the world. c. the devil. d. atheists and infidels.

3. Educational reformers, as noted in “George’s Complaint,” are constantly demanding more “research-based” solutions to difficult educational problems. (T)

CRITICAL ANALYSIS Multiple-Choice Question 4. In wondering about the failure of research orthodoxies to suggest solutions to the problems in U.S. schools, as asserted in “George’s Complaint,” reformers should start by examining: a. flaws in methodology. b. the overall level of commitment to true reform. c. the backgrounds and education of successful teachers. *d. historical contexts for these orthodoxies.

True-False Question

5. In the legend of St. George, as described in “George’s Complaint,” St. George requires overly complex methods to confront his problem. (F)

GENERAL QUESTIONS

6. What are some of the most common criticisms of education-reform research, as identified in “George’s Complaint”?

(its methods encourage a narrow and formalized kind of fact gathering and analysis that avoid the carefully controlled experimentation that would justify its pretensions to being scientific; its research products are unconnected to the realities of practice; the research fuels polarized debate; the research substitutes data for judgment)

7. Explain the difference between the language used to present school reform and the actual practice of education in schools, as suggested in “George’s Complaint.”

(education reform is spoken of in moral, evangelical terms and include a focus on social justice; in actual practice, education becomes a sort of triage in which “winners” are sorted from “losers” by testing and scoring; this disconnect makes it impossible to approach school reform with the attitude of trying to perform the actual triage process more sensibly so that large numbers of students are not dismissed or ignored)

#7. ASSESSING APPLIED SKILLS, JOE DIMARTINO & ANDREA CASTANEDA

ARTICLE SUMMARY

The authors discuss applied skills in school learning. They advocate very useful skill development for students that will improve their performance in schools. They describe examples of how authentic individualized “project” approaches to schooling can optimize student learning and performance.

KEY TERMS AND TOPICS AUTHENTIC ASSESSMENTS -- methods of tracking student learning that require students to use prior knowledge, recent learning, and relevant skills to solve realistic, complex problems.

CARNEGIE UNIT -- a standardized system for high-school credits in which one unit of value is assigned to a subject taught for one hour a day, five days a week, for one school year.

WEB QUIZ QUESTIONS

1. Applied skills, as maintained in “Assessing Applied Skills,” are often neglected in public-school education because they: a. require extensive time to develop. *b. cannot be assessed through standardized tests. c. are considered skills that students will develop naturally, on their own. d. cannot be taught through strictly formatted course work.

2. The Carnegie Foundation, as reported in “Assessing Applied Skills,” issued a report a number of years ago declaring that the Carnegie unit was: a. still the best means of assessing student progress. b. ineffectually applied in most educational settings. c. in need of updating. *d. obsolete in today’s world.

3. The Carnegie unit, as noted in “Assessing Applied Skills,” has performed very well in meeting its single aim of standardizing curriculum credit. (T)

4. The MET School in Providence, Rhode Island, as set forth in “Assessing Applied Skills,” has organized its entire curriculum into the following skill sets with the exception of: a. empirical reasoning. b. quantitative reasoning. *c. creative activity. d. personal qualities.

5. The first state to formally eliminate the Carnegie unit, as cited in “Assessing Applied Skills,” is: *a. New Hampshire. b. Massachusetts. c. Washington. d. North Dakota.

True/False Question 6. Even though it educates “hard-to-reach” students, as pointed out in “Assessing Applied Skills,” the MET School has some of the highest student-achievement and college-acceptance scores in Rhode Island. (T)

GENERAL QUESTIONS

7. What are some of the skills new workers most need for success that employers say they frequently lack, as identified in “Assessing Applied Skills”?

(oral and written communication skills; time-management ability; critical thinking and problem-solving skills; personal accountability and the ability to work effectively with others)

8. Describe the elements of the graduation portfolio required of high school seniors at the Federal Hocking School in Stewart, Ohio, as outlined in “Assessing Applied Skills.”

(the assessment includes a career readiness folio with a resume, a college or job application, reference letters, and a personal reflection; the democratic citizenship folio includes evidence of active citizenship in the community as well as a reflection on the student’s readiness to take on the role of citizen; the skills for lifelong learning folio includes examples of the student’s best academic work, a bibliography of books read over the previous four years, and a personal statement on who the student is as a learner)

#8. FROM THE MOUTHS OF MIDDLE SCHOOLERS, WILLIAM J. BUSHAW

ARTICLE SUMMARY

As a result of a discussion among educators and policy makers regarding the needs for reform in American education, it became clear that one voice that was not being heard was that of students themselves. A trio of interested organizations united to begin a poll of middle-school students. Areas of interest for the poll were identified. William J. Bushaw discusses the results of the poll and the implications for education reform.

NASSP -- National Association of Secondary School Principals.

PDK -- Phi Delta Kappa.

WEB QUIZ QUESTIONS 1. As reported in “From the Mouths of Middle Schoolers,” the majority of middle schoolers polled: a. did not feel prepared for high school. b. did not plan to go to college. *c. felt that they would graduate from high school. d. felt that they had a great deal of information about choosing high- school courses.

2. As noted in “From the Mouths of Middle Schoolers,” topic areas for the poll included all of the following except: *a. parents’ roles. b. No Child Left Behind. c. testing. d. current school experiences.

3. As stated in “From the Mouths of Middle Schoolers,” the ninth grade represents a particularly weak link in the chain of schooling. (T)

4. According to “From the Mouths of Middle Schoolers,” middle-school students predicted that the best way to fit in while attending high school was: a. to have a strong support network. *b. good behavior. c. good reading skills. d. to perform well on standardized tests.

5. As stated in “From the Mouths of Middle Schoolers,” the traditional mission of high school is to: a. prepare students for all careers. b. prepare all students for college. c. ground students in academic basics. *d. sort and select students based on performance.

True/False Question

6. As pointed out in “From the Mouths of Middle Schoolers,” prior to this study, many polls about schooling had been conducted among 12 and 13 year olds. (F)

GENERAL QUESTIONS

7. As identified in “From the Mouths of Middle Schoolers,” what were at least two of the goals of the poll? (to bring the voice of middle-level students to the forefront of the national dialogue on school reform; to draw the attention of policy makers and the public to the importance of effective schooling for students in the middle grades; to inform educators about the strengths and weaknesses of middle-level schooling as seen through the eyes of students; to provide a roadmap for the changes needed to improve middle-level schooling) 8. As described in “From the Mouths of Middle Schoolers,” what are two of the recommendations made for policy makers regarding college funding? (increase the amount of need-based funding; support greater access to low-interest student loans, and evaluate the cost-effectiveness and academic soundness of such ways of delivering post-secondary education as aligning community-college curricula with university requirements so that students can complete their freshman and sophomore years in a lower-cost setting before transferring to a four-year campus)

#9. CHARTING A NEW COURSE FOR SCHOOLS, MARC TUCKER

ARTICLE SUMMARY

The author argues for a “new course” in the direction of American schools. The author describes a vision of what would be possible for the academic achievement of American high-school graduates. Issues relating to teacher education and recruitment are addressed.

TOUGH CHOICES OR TOUGH TIMES -- a report from the New Commission on the Skills of the American Workforce, calling attention to the steady loss of low-skill jobs to countries that can offer cheaper labor than the United States.

WEB QUIZ QUESTIONS

1. The report “Tough Choices or Tough Times,” as described in “Charting a New Course for Schools,” proposes raising education standards so that U.S. workers can: a. more easily change jobs throughout their working lives. b. become better innovators and entrepreneurs. *c. migrate to work requiring higher-level skills. d. manage teams of lower-paid workers overseas.

2. Allowing students to graduate from high school as young as 16 if they were able to pass rigorous examinations, as explained in “Charting a New Course for Schools,” would have the immediate effect of: *a. saving a great deal of money. b. increasing the labor force. c. reducing class size. d. adding to tax revenues.

3. The United States, as reported in “Charting a New Course for Schools,” ranks last among developed nations in education spending. (F)

CRITICAL ANALYSIS Multiple-Choice Questions 4. The money saved from a policy of enabling qualified high school students to graduate early, as put forth in “Charting a New Course for Schools,” could be used for all of the following EXCEPT: a. building a high-quality early education system. *b. providing healthcare for uninsured children. c. recruiting, training, and deploying a high-quality teaching force. d. providing additional resources to disadvantaged students.

5. According to “Charting a New Course for Schools,” students will need to be able to do all of the following in order to score well on rigorous examinations such as advanced-placement tests or the International Baccalaureate EXCEPT: *a. engage in rigorous test-preparation courses. b. read and write well across content areas. c. demonstrate a sound grasp of the concepts on which a discipline is based. d. exhibit called-for performances in areas such as music or art.

True/False Question

6. Under the plan proposed in “Charting a New Course for Schools,” school districts would have a stronger role in the daily operation of public schools. (F)

GENERAL QUESTIONS

7. What are some of the factors that must be in place in order for early-childhood education to lead to improved outcomes for children, as identified in “Charting a New Course for Schools”?

(services must be available equitably across states; states would need to create an infrastructure that would establish and monitor standards for children’s learning and program quality, provide enriched professional development and adequate compensation, establish governance systems to promote the efficient use of resources, establish links among schools and other institutions that promote children’s healthy development, and provide parents and policy makers with evaluative data to inform decision making)

8. Explain some of the conclusions from the report “Tough Choices or Tough Times,” as presented in “Charting a New Course for Schools.”

(the United States will have to be number one or two in technology leadership in every industry in which it expects to be a major competitor; Americans are not likely to succeed unless many more citizens than at present understand a good deal about the other peoples of the world; history, music, drawing and painting, and economics will give American students an edge just as surely as math and science will; the United States currently has an educational system that could not have been better designed to deprive the vast majority of students of a reason to take tough courses or study hard)

#10. A CHOICE THAT WORKS, LLOYD D. JACKSON ARTICLE SUMMARY

Faced with declining school populations and deteriorating academic performance, schools in the Hot Springs district in Arkansas chose to switch over to an all-magnet-schools approach. The nature of their program and the results that have been seen are discussed here. Although the Hot Springs district is small, their program can offer recommendations for other systems interested in the magnet-school approach.

WEB QUIZ QUESTIONS

1. According to “A Choice That Works,” before turning to an all-magnet- schools approach, conditions in the Hot Springs district included: a. no choice for parents. b. overcrowded classrooms. c. increasing state funding. *d. population erosion.

2. As reported in “A Choice That Works,” students from 12 other school districts can enroll in the Hot Springs program if: a. they want a particular educational track. *b. transfer will improve racial isolation. c. they desire to do so. d. their home schools are overcrowded.

3. As pointed out in “A Choice That Works,” the Hot Springs system offers all magnet choices strictly on a first come basis. (F)

4. As noted in “A Choice That Works,” the career academies in the Hot Springs district’s only high school include all of the following except: a. creative and performing arts. *b. sports and sports science. c. health sciences and human services. d. business and technology.

True/False Question

5. As observed in “A Choice That Works,” the majority of students get their first choice of magnet school in Hot Springs. (T)

GENERAL QUESTIONS

6. As related in “A Choice That Works,” what does former superintendent Roy Rowe identify as the key to a successful magnet program and why? (the key is keeping the focus of the theme alive because once the theme of the school is lost, the magnet concept dies) 8. As described in “A Choice That Works,” what improvements have been seen in academic performance in Hot Springs? (test scores have improved across the district, especially in sixth and eighth grade math; minority students made greater gains than non- minority students over a two-year period in four of five subjects tested)

#11. FIVE TRENDS FOR SCHOOLS, SHELLY LAPKOFF & ROSE MARIA LI

ARTICLE SUMMARY

The authors describe the dramatic demographic population shifts that are challenging America’s schools. Five trends in American population development are noted. Issues related to immigration, both legal and illegal, are discussed. They offer an optimistic perspective on all of these developments.

WEB QUIZ QUESTIONS

1. Compared to 50 years ago, as reported in “Five Trends for Schools,” all of the following apply to the U.S. population today except that the people are: a. more diverse. b. more educated. *c. less religious. d. growing older.

2. Children born in the year of the fewest U.S. births in recent years, as explained in “Five Trends for Schools,” are now in: a. preschool. *b. fourth grade. c. high school. d. college.

3. Although the United States has less than five percent of the world’s population, as noted in “Five Trends for Schools,” it is the third most populous country in the world. (T)

4. After the United States, as described in “Five Trends for Schools,” the country with the next highest net migration is: a. Singapore. b. France. c. Sweden. *d. Afghanistan. 5. Family characteristics that most strongly influence a child’s material situation in the United States, as put forth in “Five Trends for Schools,” include all of the following except: *a. age of the parents. b. presence of married parents in the home. c. poverty. d. secure parental employment.

True/False Question

6. Most of the children who speak a language other than English in the home, as pointed out in “Five Trends for Schools,” were born in a country other than the United States. (F)

GENERAL QUESTIONS

7. Explain why having both parents employed full-time can be a mixed blessing with regard to their children, as set forth in “Five Trends for Schools.”

(when both parents work full-time, the family has greater economic resources, and parents may share child-care responsibilities; however, the family’s schedule may be more stressful, and parents may be less nurturing, less emotionally available, and less likely to set limits for their children)

8. What are some of the challenges, as well as potential benefits, to schools from the aging of the U.S. population, as suggested in “Five Trends for Schools”?

(as the overall population ages, districts may lose a large proportion of their most experienced teachers and administrators; as a result, some colleges and states are developing new programs to encourage second careers in teaching; an aging population could diminish school funding because older and childless voters are generally less supportive of public school funding than are voters with school-age children; however, retired baby boomers could serve as volunteers in local communities or embark on second careers as teachers and administrators, especially if they are offered part-time or creative job situations)

#12. AS DIVERSITY GROWS, SO MUST WE, GARY R. HOWARD

ARTICLE SUMMARY

Gary R. Howard argues that all educators who teach in America’s increasingly culturally diverse classrooms must be willing to appreciate the cultural values their students bring to the education process. He suggests that all teachers need to grow in their cultural knowledge and sensitivity and gives suggestions for accomplishing such growth. KEY TERMS AND TOPICS

CRT -- Culturally Responsive Teaching. WEB QUIZ QUESTIONS

1. In discussing the demographic landscape of American education, the author of “As Diversity Grows, So Must We” notes that: a. inequities in schools are a function of discrimination. b. in the majority of schools, racial percentages of teachers mirror those of students. c. white teachers generally have no cultural connections of their own. *d. many white educators do not have background experiences to prepare them for growing student diversity.

2. As reported in “As Diversity Grows, So Must We,” an essential outcome of the initial conversation in the Apple Valley School District was: a. the declaration of a color-blind educational approach. *b. recognition that racial differences make a difference in educational outcomes. c. confirmation that a minority of teachers needed improvement. d. the belief that political correctness establishes a constructive environment for discussion.

3. As pointed out in “As Diversity Grows, So Must We,” diversity- enhanced school districts must establish clear public markers that unambiguously state what they believe. (T)

4. As stated in “As Diversity Grows, So Must We,” researchers have found that factors that have a major effect on students’ motivations and performances include all of the following except their: a. feelings of belonging. b. trust in the people around them. *c. perception of relevancy in the curriculum. d. belief that teachers value their intellectual competence.

5. As suggested in “As Diversity Grows, So Must We,” an important paradigm shift required in Phase 4--transforming instructional policies--is to: a. abandon the assumption that all students are properly placed. *b. stop blaming students and their families for gaps in academic achievement. c. accept that if you care, they will learn. d. realize that standardized tests are meaningless assessments of knowledge.

True/False Questions 6. As maintained in “As Diversity Grows, So Must We,” people who do not speak the language of the dominant group do not have the capacity to discern authenticity. (F)

GENERAL QUESTIONS

7. As described in “As Diversity Grows, So Must We,” what are at least two of the five essential elements of culturally responsive teaching?

(formulating authentic and caring relationships with students; using curriculum that honors each student’s culture and life experience; shifting instructional strategies to meet the diverse learning needs of students; communicating respect for each person’s intelligence; holding consistent and high expectations for all learners)

8. As explained in “As Diversity Grows, So Must We,” what did Aronson and Steele’s work on stereotype threat demonstrate?

(that intellectual performance, rather than being a fixed and constant quality, is quite fragile and can vary greatly depending on the social and interpersonal context of learning)

#13. MELANGE CITIES, BLAIR A. RUBLE

ARTICLE SUMMARY

Blair A. Ruble's essay on the expansion of ethnically pluralistic cities documents the significant transformation of Montreal, the Washington, D.C., Metropolitan area, Kyiv (Kiev), and other world cities.

MELANGE CITIES -- cities whose inhabitants represent a wide range of nationalities, ethnicities, languages, and races.

SOVEREIGNTISTE MOVEMENT -- the movement by French speakers for the secession of the province of Quebec from Canada.

WEB QUIZ QUESTIONS

1. As mentioned in "Melange Cities," cities that have traditionally been more insular communities but are now becoming more diverse include: a. New York and Los Angeles. b. London and Paris. *c. Washington, D.C., and Montreal. d. Seattle and Lisbon.

2. As described in "Melange Cities," Filipino and Hispanic parents in Quebec trekked through the winter streets to see an object found by a Muslim building manager; the object was a: a. winning lottery ticket. *b. portrait of the Virgin Mary. c. reindeer. d. gold statue of a Buddha.

3. According to the author of "Melange Cities," migration is part and parcel of human existence. (T)

CRITICAL ANALYSIS Multiple Choice Questions

4. As noted in "Melange Cities," the politics of Washington, D.C., after it was granted partial home rule by Congress in the 1970s, were dominated by issues of: a. property taxes. b. family values. c. education. *d. race.

5. As related in "Melange Cities," the city of Los Angeles, for the first time since 1872, recently: *a. elected its first Hispanic mayor. b. saw a significant drop in violent deaths. c. boasted more Hispanic residents than non-Hispanic whites. d. considered a proposal to secede from the state of California.

True/False Question

6. As given in "Melange Cities," officials in the Ukrainian capital of Kyiv (Kiev) are considering migration as a long-term answer to the country's economic and demographic decline. (T)

GENERAL QUESTIONS

7. As maintained in "Melange Cities," what effect have immigrants had on the sovereigntiste movement in Quebec, Canada?

(the sovereigntiste movement has lost much of its momentum because of opposition from immigrant groups, which were a component of the narrow majority that defeated the last referendum on Quebec sovereignty; pro-sovereignty politicians have since been looking for ways to court the immigrant vote)

8. As discussed in "Melange Cities," what assumptions did the officials of Hamamatsu, Japan, make in encouraging immigrants from Brazil and Peru, and in what way were these assumptions unfounded?

(the officials of Hamamatsu assumed that by recruiting workers from Brazil and Peru of Japanese ethnicity, these workers would easily fit into local neighborhoods and workplaces; however, the immigrants proved to be more Brazilian and Peruvian in terms of language and culture than they were Japanese, so that the city now boasts Portuguese newspapers, Brazilian and Peruvian schools, and samba nightclubs)

#14. WHAT FAMILIES WANT, DEBORAH WADSWORTH & MICHAEL HAMILL REMALEY

ARTICLE SUMMARY

The authors discuss what families hope for in their students’ schooling. They note that cultural-minority students and parents are more likely to be dissatisfied with their public schools curricula.

WEB QUIZ QUESTIONS

1. Large majorities of young people, as cited in “What Families Want,” believe that a college degree is important for getting a good job as well as: a. finding a life partner. b. pleasing their parents. *c. earning the respect of society. d. becoming a well-rounded individual.

2. Compared to white students, as pointed out in “What Families Want,” African American and Hispanic students have far higher: a. teen pregnancy rates. *b. dropout rates. c. student loan debts. d. rates of drug and alcohol abuse.

3. Changing demographics in the United States, as reported in “What Families Want,” have profoundly altered the public’s expectation of what education can provide for them. (F)

CRITICAL ANALYSIS Multiple-Choice Questions 4. As described in “What Families Want,” far too many black and Hispanic students work in classrooms in which: a. teachers are unqualified. b. large numbers of students are routinely absent. c. a few students are allowed to dominate class discussions. *d. the disruptive bad behavior of a few students is tolerated or ignored by teachers.

5. The vast majority of teachers across the United States, as mentioned in “What Families Want,” say that the top problem in their schools is: a. finding qualified staff. b. administrative incompetence. *c. the lack of money to do their work well. d. indifference to their efforts on the part of parents and other community members.

True/False Question

6. According to “What Families Want,” white students are more likely than African American and Hispanic students to say that there are many ways to succeed in life apart from earning a college degree. (T)

GENERAL QUESTIONS

7. How do African American and Hispanic families rate the standards and curriculum in their local schools, compared to white families, as outlined in “What Families Want”?

(minority students and parents are more likely than white families to be dissatisfied with their local schools’ standards and curriculum; they are also more likely to say that too many students are passed through the system without learning; a high percentage of minority parents believe that students leave middle school without the basic reading and writing skills they need)

8. What are some of the difficulties that African American and Hispanic students cite that could prevent them from attending college if they want to, as identified in “What Families Want”?

(many students worry they will not be able to afford higher education, even if they are qualified; the perception that they will be unable to afford a college degree may have a negative impact on students’ motivation while they are in high school; a high percentage of students believe they lack the skills they need to succeed in college and that their school counselors have not given them advice regarding the courses they should be taking to prepare themselves for success)

#15. AFRICAN AMERICAN PARENTS, REGINA R. BRANDON ARTICLE SUMMARY

Many factors contribute to the lack of participation of some African American parents in their children’s schools. Regina R. Brandon offers ways to ascertain what is limiting parental participation and strategies for improving levels of involvement. Such improvements can lead to improved academic performance, more positive attitudes, and reduced discipline problems for students.

WEB QUIZ QUESTIONS

1. According to “African American Parents,” the only way educators can increase parental involvement is to: a. make participation as pleasant as possible. b. make participation mandatory. *c. proactively engage and communicate with parents. d. communicate through children.

2. As stated in “African American Parents,” lack of participation in school by African American parents is seen as leading to all except: a. high drop-out rate. *b. low rate of placement in special-education programs. c. high rate of student suspension. d. low rate of student motivation.

3. As pointed out in “African American Parents,” educators tend to view low parental participation in school as a lack of interest in a child’s education. (T)

4. In discussing factors that contribute to lack of parental participation in schools, the author of “African American Parents” notes that: *a. parents’ own negative school experiences can have an impact on school participation. b. single parents tend to have higher levels of participation. c. educational level of parents has no demonstrable correlation to school participation. d. socioeconomic status has no correlation to school participation.

5. As reported in “African American Parents,” research shows that overall, parents indicate that they: a. feel their participation in school is unnecessary. b. feel their participation in school is unwanted. *c. want to be involved in their children’s education. d. believe education is solely the responsibility of the school.

True/False Question 6. As observed in “African American Parents,” research suggests that schools should develop structured systems to involve all parties in training in communication skills. (T)

GENERAL QUESTIONS

7. As described in “African American Parents,” give three of the five benefits for students derived from parental involvement in formal education. (higher grades and test scores; positive attitudes and behaviors; successful school programs; higher completion rates; effective schools)

8. What implementation is offered in “African American Parents” for the suggestion that schools solicit from parents the problems they encounter around the issue of school participation? (create a questionnaire that asks about work schedules that conflict with parent conferences, transportation issues, child-care issues, etc.; work within the school setting to address identified issues)

#16. BECOMING ADEPT AT CODE SWITCHING, REBECCA S. WHEELER

ARTICLE SUMMARY

Teachers must realize that students speaking in the vernacular of their communities are not making grammar errors, but rather are using a different grammar. It is not helpful to repeatedly correct such usages. Negative attitudes on the part of the teacher about vernacular are also not helpful. Rebecca S. Wheeler suggests a method derived from linguistics of using code switching to show students how to move from their spoken language to the formal language that is expected in school.

WEB QUIZ QUESTIONS

1. According to “Becoming Adept at Code Switching,” research indicates that: a. traditional corrective methods improve students’ standard English skills. *b. negative teacher attitudes about dialects correlate to lower teacher expectations of students speaking those dialects. c. teacher attitudes about dialects have no correlation to high-school graduation rates. d. there is no correlation between teachers’ attitudes about dialect and student achievement.

2. As related in “Becoming Adept at Code Switching,” in the story of Tamisha, the teacher Joni found that the previous teacher: a. believed the child too stubborn to learn. b. considered Tamisha as an English as second language learner. c. tried everything she knew to teach Tamisha to read. *d. made no real effort to teach Tamisha to read. 3. As stated in “Becoming Adept at Code Switching,” in standardized assessments of language acquisition, teachers routinely underrate the performance of African American students. (T)

4. As reported in “Becoming Adept at Code Switching,” among the informal language patterns the author has found that consistently emerge are all of the following except: a. subject-verb agreement. b. showing past time. *c. use of unnecessary commas. d. showing plurality.

5. As discussed in “Becoming Adept at Code Switching,” the process of code switching as meta cognition: a. encourages children to replace dialect with formal language in all settings. *b. encourages cognitive flexibility. c. is not effective for spoken communication. d. is not effective for written communication.

True/False Question

6. As observed in “Becoming Adept at Code Switching,” using contrasting analysis the teacher builds on what students already know about grammar. (T)

GENERAL QUESTIONS

7. According to “Becoming Adept at Code Switching,” what is the insight from linguistics upon which the author’s program is based? (students using vernacular are not making errors, but instead are speaking or writing correctly following the language patterns of their community)

8. As described in “Becoming Adept at Code Switching,” what are the five steps involved in the scientific-inquiry strategy? (examine sentences, seek patterns, define the patterns, test the hypothesis, and write the informal English pattern)

#17. NINE POWERFUL PRACTICES, RUBY PAYNE ARTICLE SUMMARY

The rules and practices that some students live by outside of school are not always appropriate inside of school. Teachers need to be aware of the spheres in which their students live their daily lives and recognize ways to communicate and function in the classroom that are meaningful to their students. Ruby Payne offers teachers practical advice for reaching students whose experiences are very different from those of their teachers.

MENTAL MODELS -- stories, analogies, or visual representations.

WEB QUIZ QUESTIONS

1. According to “Nine Powerful Practices,” when students feel that they have been shown disrespect by a teacher, they usually identify the disrespect in the form of: *a. nonverbal signals. b. calling them by the wrong name. c. using unfamiliar words. d. being overly familiar.

2. As reported in “Nine Powerful Practices,” the language register in which content should be taught is the: a. intimate. b. casual. c. frozen. *d. formal.

3. As noted in “Nine Powerful Practices,” the amount of time devoted to a content area makes no substantial difference to how well students learn that content. (F)

4. As observed in “Nine Powerful Practices,” mental models are valuable because they: a. put all knowledge in prosaic terms. b. are the common language of understanding of existence. *c. enable the student to connect between something he or she already understands and a representational idea. d. engage the students’ attention.

5. In discussing recommended home visits, the author of “Nine Powerful Practices” suggests that: a. visits should occur after school hours. b. teachers should go alone. c. gifts should not be given. *d. such visits can lessen discipline referrals. True/False Question

6. As stated in “Nine Powerful Practices,” research shows that students who do not know how to ask questions have academic struggles. (T)

GENERAL QUESTIONS

7. As described in “Nine Powerful Practices,” what are emotional resources and how do such resources show themselves? (the ability to control emotional responses, particularly to negative situations, without engaging in self-destructive behavior; shows itself in stamina, perseverance, and good decision-making)

8. How does the author of “Nine Powerful Practices” explain to students why behavior that might be necessary for survival outside of school is not always appropriate in school? (one does not use the same set of rules in basketball that one does in football; in the same way, the rules in school are different from the rules outside of school)

#18. THE ESSENTIAL COGNITIVE BACKPACK, MEL LEVINE

ARTICLE SUMMARY

The author has written an informative, well-prepared basic essay on what cognitive-thinking skills all students should strive to learn on their journey into adulthood. All students need to strive for true comprehension of what they study. He provides very specific cognitive- skill guidelines for evaluative and analytically clear thinking. The author’s proposed cognitive backpack will equip high-school graduates to face the world confidently.

WEB QUIZ QUESTIONS

1. The “Four I’s” of young adult mind-work required for success in college and starting a career, as put forth in “The Essential Cognitive Backpack,” include all of the following EXCEPT: a. interpretation. b. inner direction. *c. inspiration. d. interaction.

2. “Sally,” as described in “The Essential Cognitive Backpack,” struggled in college, although she had excelled in high school, because she equated learning with: a. performing on standardized tests. *b. memorizing information. c. being popular. d. receiving outside praise. 3. In a recent survey of high-school graduates, as reported in “The Essential Cognitive Backpack,” an overwhelming majority said they would change nothing about their high-school experience if they had the chance to do it over again. (F)

4. In adulthood, as explained in “The Essential College Backpack,” productivity has increasingly taken the form of: a. repetitive tasks. b. working independently. c. communicating widely with others at the workplace and beyond. *d. completing multi-step projects.

5. According to “The Essential College Backpack,” a current report finds that the skill most likely to be of growing importance to employers over the next five years is: a. foreign-language ability. b. reading comprehension. *c. critical thinking. d. leadership.

True/False Question

6. Although high-school education should stress methods as well as results, as maintained in “The Essential College Backpack,” students should not be graded on their proposed tactics. (F)

GENERAL QUESTIONS

7. What are some of the skills of interpretation high school students should develop in order to succeed later in life, as identified in “The Essential College Backpack”?

(they should be ale to form, grasp, and apply concepts; use prior knowledge and experience; understand through verbal, nonverbal, and experiential pathways; form multiple vivid mental representations of new knowledge and ideas; monitor their degrees of comprehension; assess opportunities; balance detail with a grasp of the “big picture”)

8. How can high schools help students with career orientation in order to increase their sense of inner direction, as suggested in “The Essential College Backpack”?

(many students graduate from high school with no true sense of the world of work; schools should stress career education, exposing students to the realities of careers, the rewards and setbacks, as too many start-up adults are blindsided in their early twenties because they were never prepared to anticipate the true demands of the vocations they were considering) #19. HIGH SCHOOLS GOT IT BAD FOR HIGHER ED--AND THAT AIN’T GOOD, RENA WILENSKY

ARTICLE SUMMARY

Rena Wilensky contends that higher education is the tail that wags the dog of all formal education in America. An overemphasis on hyper- academic studies in college admissions requirements results in high schools, and then lower schools, stressing hyper-academic subject areas. This is the case because it was the way people have been educated for many years, but this system does not well serve the needs of twenty-first century American culture. Wilensky offers a new approach to the selection of what is taught in America.

WEB QUIZ QUESTIONS

1. According to “High Schools Got It Bad for Higher Ed--and That Ain’t Good,” the damaging influence of colleges and universities on American education: a. is associated with the decline in the quality of education they provide. *b. is due to the hyper-academic nature of college entrance requirements. c. begins on the middle school level. d. relates to the destructive changes that have been made in teacher- education curricula.

2. As reported in “High Schools Got It Bad for Higher Ed--and That Ain’t Good,” characteristics of high quality, advanced high school classes around the country include stress on: a. fluent speaking of a foreign language. b. little use of specific textbooks. *c. memorization of large bodies of knowledge. d. experimentation.

3. As noted in “High Schools Got It Bad for Higher Ed--and That Ain’t Good,” the content of what is taught in college classes is largely determined by university administrators. (F)

4. As suggested in “High Schools Got It Bad for Higher Ed--and That Ain’t Good,” the underlying rationale of current college curriculum is to prepare students: *a. to become college professors and academic researchers. b. for specific careers in business and other professions. c. to succeed in whatever field they have chosen. d. as broadly educated scholars. 5. As discussed in “High Schools Got It Bad for Higher Ed--and That Ain’t Good,” research on the current form of academic tracking in high schools found that: a. the percentage of students with reading proficiency has increased since 1990. *b. most students taking core courses are not prepared for success in college courses. c. courses taken in high school make no difference to college readiness. d. the percentage of students taking courses meant to prepare them for college has decreased.

6. As pointed out in “High Schools Got It Bad for Higher Ed--and That Ain’t Good,” there is an emerging consensus that the new skills set necessary for the twenty-first century includes all of the following except: a. ethics. b. cultural competency. *c. memorization. d. collaboration.

True/False Question

7. As stated in “High Schools Got It Bad for Higher Ed--and That Ain’t Good,” prior to World War II, only a tiny fraction of the population attended college. (T)

GENERAL QUESTIONS

8. How does the author of “High Schools Got It Bad for Higher Ed--and That Ain’t Good” describe the students likely to be successful at the academic tasks valued by the current patterns of schooling? (their pre-kindergarten years followed the pattern typically associated with dominant-culture, middle or upper class values; they work diligently and over many years at all school tasks, despite their level of interest or perception of usefulness; or they “naturally” possess unusually strong verbal and mathematical abilities)

9. As described in “High Schools Got It Bad for Higher Ed--and That Ain’t Good,” what is the obstacle facing those aiming to make the reforms the author recommends? (no such reform will be enacted if it conflicts with the perceived self-interest of powerful parents of academically strong students or if it leads to reduced college acceptance rates for any group of students)

#20. ALL OUR STUDENTS THINKING, NEL NODDINGS

ARTICLE SUMMARY

Nel Noddings contends that the heavy emphasis on academic subjects geared toward college in American schools has resulted in students who memorize facts for tests, quickly forget them, and in the meantime do not learn to think. Looking ahead to the demographics of the future, this kind of education will be ill-suited to prepare citizens for the careers that likely await them. It is important for educators and policy makers to consider the need to encourage analytical thinking when building curriculum.

WEB QUIZ QUESTIONS

1. According to “All Our Students Thinking,” the present system of courses in high school in the United States: a. separates students into thinking or non-thinking classes based on ability. *b. forces almost all students into academic courses. c. stresses vocational and technology careers. d. has led to a shortage of engineers and scientists.

2. As reported in “All Our Students Thinking,” John Dewey contended that: a. some subjects are inherently intellectual. b. abstract concepts are taught in order to create capacity for thinking. c. physical activity does not require thinking. *d. any subject can be intellectual in its function.

3. As stated in “All Our Students Thinking,” there can be intellectual worth in topics such as homemaking and parenting. (T)

4. As noted in “All Our Students Thinking,” the student called Margie: a. did not have the capacity to memorize facts. *b. struggled with courses that discouraged thinking. c. disliked being challenged to think. d. did not do well on tests that required complex thought.

5. In looking to the future, the author of “All Our Students Thinking” contends that: a. everyone will need a college education to succeed. b. there will be an increasingly narrow disciplinary emphasis in education. *c. occupational success will require flexibility. d. any education beyond high school will be largely unnecessary.

True/False Question

6. As pointed out in “All Our Students Thinking,” the abstract nature of algebra and geometry does not encourage genuine thinking. (F)

GENERAL QUESTIONS

7. What does the author of “All Our Students Thinking” consider “thinking” to mean? (the sort of mental activity that uses facts to plan, order, and work toward an end; seeks meaning or an explanation; is self-reflective; and uses reason to question claims and make judgments)

8. As explained in “All Our Students Thinking,” what do critics mean when they say that the curriculum in the United States is a mile wide and an inch deep? (the pressure to cover the large amount of mandated material can lead to hasty and superficial instruction that favors correct responses to multiple-choice questions over thinking)

#21. INDUSTRIAL ARTS, JAMES HOWLETT

ARTICLE SUMMARY

James Howlett refutes the contentions of other writers that the standard approach to skills training in vocational types of courses in high school should be replaced with courses aimed at technology literacy. He argues that traditional types of industrial education that prepare students for entry-level technical positions immediately after high school are very much needed in the United States as we face a shortage of qualified workers in the technical fields.

ITEA -- International Technology Education Association. STEM -- Science, Technology, Engineering, and Math. CITEA -- California Industrial Technology Educators Association.

WEB QUIZ QUESTIONS

1. According to “Industrial Arts,” the essential test of whether or not a course of study is Career-Technical Education is found in: a. the credentials of the person teaching it. b. the use of actual technology in course teaching. *c. whether or not the course provides entry-level preparation for an essentially technical career that does not require a degree. d. how the course is perceived by students.

2. As reported in “Industrial Arts,” the beauty of teaching computer- assisted design is that it: *a. encourages students to apply all their knowledge in new ways. b. fits into an academic track of student learning. c. satisfies modern calls for technology proficiency. d. does not stress skills training. 3. As noted in “Industrial Arts,” the United States lacks adequate numbers of appropriately skilled workers to support high standards in personal or professional services. (T) CRITICAL ANALYSIS Multiple-Choice Questions

4. The author of “Industrial Arts” contends that Len Litowitz and Scott Warner: a. do not believe it is possible to develop all students into technologically literate people. b. advocate a return to traditional industrial arts. *c. have not done the research to justify the changes they propose. d. have not devoted the necessary time and thought to the conceptualization of technology education.

5. As stated in “Industrial Arts,” in the state of California: a. slowdowns in construction are likely to reduce the number of available construction jobs well into the future. *b. students in skills classes are less likely to drop out of school. c. the majority of counselors agree with the emphasis on college preparation courses. d. high school drop out rates have decreased.

True/False Question

6. As observed in “Industrial Arts,” the Carl D. Perkins Career and Technical Improvement Act of 2006 requires curriculum to teach all aspects of the industry. (T)

GENERAL QUESTIONS

7. As discussed in “Industrial Arts,” what does research indicate about the resulting burden of the high drop out rate in California? (dropouts are more likely to end up in jail or on welfare, at great expense to themselves and/or others; because they earn less, they will pay fewer taxes over the course of their lifetimes; they cost California large sums of money in crime fighting and other costs)

8. As related in “Industrial Arts,” how do Litowitz and Warner distinguish between vocational education and technology education? (vocational education focuses on trade preparation whereas technology education is broader in its content and intended audience)

#22. TEACHER DISPOSITIONS AS PREDICTORS OF GOOD TEACHING, CARROLL M. HELM

ARTICLE SUMMARY

The author deals with teacher dispositions as predictors of good teaching. Teachers’ attitudes in the classroom matter very much. “Great teachers are the ones with heart–big, beautiful, caring hearts.” KEY TERMS AND TOPICS

IDEA -- Individuals with Disabilities Education Act. WEB QUIZ QUESTIONS

1. The dispositional skills required of the best teachers, as put forth in “Teacher Dispositions as Predictors of Good Teaching,” appear to be particularly important for: a. early-childhood teachers. b. elementary-school teachers. *c. middle- and high-school teachers. d. college and university education teachers.

2. Until recently, as noted in “Teacher Dispositions as Predictors of Good Teaching,” attitude surveys were used to assess prospective teachers, rather than disposition, and the most important attitude for teachers was thought to be one of: a. self-reliance. *b. caring. c. honesty. d. patience.

3. Rarely, as mentioned in “Teacher Dispositions as Predictors of Good Teaching,” are the best-of-the-best teachers those who believe they were “called” to the profession. (F)

CRITICAL ANALYSIS Multiple-Choice Question

4. Some educators, as stated in “Teacher Dispositions as Predictors of Good Teaching,” believe that the National Council for Accreditation for Teacher Education (NCATE), may have gone too far in its current emphasis on: a. test preparation. b. research skills. c. classroom management. *d. virtue and ethics.

True/False Question

5. In order to teach prospective teachers particular virtues, as maintained in “Teacher Dispositions as Predictors of Good Teaching,” educators in teaching programs must make students aware of the key dispositions and model them for the entire duration of the program. (T)

GENERAL QUESTIONS

6. Explain some of the problems associated with the Individuals with Disabilities Education Act and its impact on the dispositions of teachers, as suggested in “Teacher Dispositions as Predictors of Good Teaching.”

(IDEA now requires that teachers not only display the proper dispositions for their regular students, but with disabled ones as well; inclusion of disabled students in mainstream classrooms can often bring about a great deal of frustration on the part of teachers, and this frustration may have the effect of changing key dispositions, if it exists for a long period of time; however, while most teachers acknowledge this frustration, they often note that it is not the fault of the disabled child and make efforts to be as caring as they can)

7. What are some of the key dispositions for teachers to display and how can they be identified in potential teachers, as presented in “Teacher Dispositions as Predictors of Good Teaching”?

(researchers have developed specific rubrics to address students’ suitability for the teaching profession, which contain levels at which the students can demonstrate key dispositions such as caring, kindness, integrity, initiative, and skill development; other research has demonstrated that learning styles are associated with specific dispositions; additional key dispositions include fairness, decency, service, pro-social behavior, honesty, humility, trust, healing, and a sense of community)

#23. “NOT WRITING IT OUT BUT WRITING IT OFF,” JORGELINA ABBATE-VAUGHN

ARTICLE SUMMARY

The author discusses the issues involved in preparing multicultural teachers for urban classroom teaching positions. This is an excellent and well-documented article on teaching in urban schools in America. This is a case study on teacher preparation, and multicultural education as a part of teacher preparation is emphasized.

PROCESS WRITING -- a technique that enables prospective teachers to construct and reconstruct knowledge gained in the field by drafting, peer reviewing, and redrafting accounts of their observations and reactions, while collectively scrutinizing their own underlying assumptions in such written work.

PRWG -- Peer Review Writing Group.

WEB QUIZ QUESTIONS

1. Incremental meaning-making processes such as process writing, as maintained in “Not Writing It Out But Writing It Off,” are an effective means of helping prospective teachers to accomplish all of the following EXCEPT: *a. rethink their choice of career or the locations in which they will pursue it. b. understand and overcome biases within communities of learners. c. identify researchable issues anchored in the communities where they learn to teach. d. enhance their own perspective with regards to the impact of context in teaching and learning. 2. During urban field experiences, as noted in “Not Writing It Out But Writing It Off,” earlier studies indicate that prospective teachers come to view the students they work with: a. as individuals. b. with less regard for their underprivileged backgrounds. *c. from a deficit perspective. d. as integral members of the larger community.

3. U.S. population-growth projections, as cited in “Not Writing It Out But Writing It Off,” indicate that for the foreseeable future, white children will continue to make up the majority of students in public schools. (F)

4. According to “Not Writing It Out But Writing It Off,” one of the benefits of increasing prospective teachers’ understanding of diverse learners’ contexts is the maximization of the connection between curriculum and children’s: a. unique abilities. b. cultural supports. *c. prior knowledge. d. fears and expectations.

5. Polly, one of the preservice teachers profiled in “Not Writing It Out But Writing It Off,” was disappointed that the “Parental Involvement Evening”: a. was held only once each semester. *b. involved demeaning tasks such as organizing library books. c. did not include the students. d. was sparsely attended.

True/False Question

6. As put forth in “Not Writing It Out But Writing It Off,” Sonia, who had initially described her upbringing as “kind of poor” came to realize how fortunate she was compared to many of the students in the Windmill school. (T)

GENERAL QUESTIONS

7. What were some of the limitations of the study presented in “Not Writing It Out But Writing It Off”?

(the sample size was small, and the duration of the study was limited, making the findings primarily useful as a roadmap for others dealing with similar goals and contexts; a follow-up study to assess prospective teachers’ retention of culturally sensitive beliefs during the first years of actual teaching would be valuable in yielding more accurate data on the long-term effectiveness of multicultural teacher education interventions like the one depicted in the article) 8. How can long-term clinical experiences, combined with specially designed coursework inform teacher preparation, as outlined in “Not Writing It Out But Writing It Off”?

(they expand the conceptualization and scope of urban field experiences to prepare culturally relevant and responsive teachers, fostering multidirectional relationships among all stakeholders; process writing questions what is learned in the field to foster prospective teachers’ understanding and empathy for the lives and beliefs of the diverse peoples with which they become familiar; prospective teachers learn to view their students and their families from outside a deficit perspective)

#24. WHY TEACHER NETWORKS (CAN) WORK, TRICIA NIESZ

ARTICLE SUMMARY

The author discusses the concept of teacher networks and how they work. “Communities of practice” are also discussed. This is a very important essay for all in-service educators. The idea of communities of practice with teachers learning together from dialogue about professional practice is endorsed.

TEACHER NETWORKS -- groups of teachers organized for purposes related to teacher learning, inquiry, and support of school improvement.

WEB QUIZ QUESTIONS

1. The author of “Why Teacher Networks (Can) Work,” explains that she was particularly struck while reading that teachers are allowed time to discuss their practice and plan lessons with colleagues during the school day in: a. Canada. *b. Japan. c. France. d. Sweden.

2. The accepted model of “communities of practice,” as set forth in “Why Teacher Networks (Can) Work,” includes all of the following components EXCEPT: *a. history. b. community. c. identity. d. meaning.

3. Successful networks, those that engage and sustain teachers’ interest and commitment, as pointed out in “Why Teacher Networks (Can) Work,” are those that are able to maintain careful distinctions between personal and professional considerations for participants. (F)

4. According to “Why Teacher Networks (Can) Work,” teachers often view conventional professional-development offerings as: a. a chance to catch up with former colleagues. b. opportunities to learn about new research. c. needed breaks from the classroom. *d. demonstrating a disconnect between research and daily practice.

5. Networks, as described in “Why Teacher Networks (Can) Work,” support the often-neglected teacher identity of: a. lifelong learner. b. community member. *c. professional. d. public servant.

True/False Question

6. The author of “Why Teacher Networks (Can) Work” makes it clear that this article is idealizing these networks and that in practice they are often far more complicated. (T)

GENERAL QUESTIONS

7. Explain the teacher-preparation course the author had gone through and how this contributed to her later thinking about teacher networks, as presented in “Why Teacher Networks (Can) Work.”

(the author had graduated from a small, alternative teacher-preparation program called “Learning Community,” based on the social theories of learning; the program practiced what it preached in that preservice teachers were engaged in learning in the social context of a community; studied and discussed practice together; co-taught; supported one another, forming friendships; and developed ongoing collaborations and conversations with colleagues with similar interests; the author later sought to re-create this atmosphere after an isolating experience in her first year of teaching)

8. Describe the unique position that networks occupy in the educational landscape, as suggested in “Why Teacher Networks (Can) Work.”

(they are explicitly designed for learning and change; the structure of networks is flexible, rather than bureaucratic, so they are not often faced with the contradictory goals that compete with teacher learning; participation is voluntary, and members are those whose own goals align with those of the overall network) #25. LETTERS TO A YOUNG TEACHER, JONATHAN KOZOL

ARTICLE SUMMARY

Author Kozol and a beginning first-grade teacher reflect on what it is like to be on the front lines of an urban classroom. They discuss how effective teachers might win over children who come to school distrusting or adversarial. Kozol advocates maintaining the artistry and creativity of teaching.

WEB QUIZ QUESTIONS

1. As reported in “Letters to a Young Teacher,” small children often become excited in seeking to answer an adult’s question, only to forget what the question actually was once they are recognized because they: a. focus only on competing with their peers. b. have very short attention spans. *c. only wanted the adult to notice that they are there. d. were not paying attention to what the adult was saying.

2. The emphasis on education today, as maintained in “Letters to a Young Teacher,” is overly concerned with seeing students as: a. an expense for taxpayers. *b. future contributors to the economy. c. damaged goods. d. seating units.

3. Politicians, as pointed out in “Letters to a Young Teacher,” often take on an unwarranted disrespectful tone when speaking of teachers in general. (T)

4. Many young teachers, as described in “Letters to a Young Teacher,” respond to disruptive or hostile students by: a. trying to turn the other students against them. b. punishing them more severely than they would other students for minor infractions. c. work even harder to befriend them. *d. isolating them and locking them out of their attention for long stretches.

5. According to “Letters to a Young Teacher,” for all his reading of official reports concerning education, the author has never seen listed as a stated goal: *a. instilling joy or curiosity. b. reflection on learning. c. collaborative learning. d. identifying disabilities. 6. The young teacher Francesca, as noted in “Letters to a Young Teacher,” decided to create a time line in her classroom based on her students’: a. birthdays. b. holiday preparations. *c. loose teeth. d. reading progress.

True/False Question

7. The decision to have the student “Dobie” evaluated for psychological or developmental difficulties, as maintained in “Letters to a Young Teacher,” was invaluable in Francesca’s efforts to reach out to him. (F)

GENERAL QUESTIONS

8. Describe the attitudes apparent in the productivity and numbers specialists who write about education, as presented in “Letters to a Young Teacher.” (many of these experts do not appear to believe that children come to school with a preexisting value and come across as grim people who would not be interesting to children; policy makers tend to adopt a bullying attitude and make overconfident pronouncements that are out of touch with the realities of childhood)

9. Explain the importance of class size, particularly in classrooms where one or more of the students is disruptive or hostile, as identified in “Letters to a Young Teacher.” (in large classes, teachers are unable to devote the extra time necessary to overcome students’ hostile attitudes, while still instructing the other children; hostile or unhappy students then feel caged in school, setting up a pattern of failure and continued hostility)

#26. UNCOVERING TEACHER LEADERSHIP, RICHARD ACKERMAN & SARAH V. MACKENZIE

ARTICLE SUMMARY

The authors have prepared an interesting essay on how we can discover and develop leadership qualities in teachers. Teacher leaders stay true to their basic educational philosophies, and they value cooperative, collaborative educational strategies in educational settings.

WEB QUIZ QUESTIONS

1. Teacher leaders, as described in “Uncovering Teacher Leadership,” often take on the part of a school’s: *a. conscience. b. union organizer. c. communication facilitator. d. community liaison.

2. According to “Uncovering Teacher Leadership,” the current wave of teacher leaders derive their authority from: a. advanced degrees. b. positions as department heads. c. their position as curriculum coordinators. *d. their experience in the classroom.

3. One teacher leader, as explained in “Uncovering Teacher Leadership,” began to realize that offering punishments and rewards in the classroom was more effective at promoting compliance than any real learning. (T)

4. In an example provided in “Uncovering Teacher Leadership,” one middle-school teacher acknowledged his discomfort with collaboration and admits that his goal in working with a group of teachers was to: a. participate as little as possible. b. criticize the efforts of others. *c. push others in the direction he had determined. d. borrow ideas from others.

5. Another young teacher, as reported in “Uncovering Teacher Leadership,” was shocked when his actions in disagreeing with an assistant principal were labeled: a. disloyal. *b. rude. c. unprofessional. d. callous.

True/False Question

6. Because teachers are skilled at facilitating students’ learning, as set forth in “Uncovering Teacher Leadership,” they are also skilled at constructively developing their colleagues’ learning. (F)

GENERAL QUESTIONS

7. Describe how one teacher overcame what she thought of as the “Bulldozer Effect” in her efforts to put forth her views of school reform, as presented in “Uncovering Teacher Leadership.”

(when she first began teaching in a charter school, this teacher was eager to demonstrate her knowledge and make changes in how the curriculum was formed and students were assessed; she insisted on discussing her ideas, even though the veteran teachers were not interested, even using charts and colored markers to make her point; she now refers to this as the “Bulldozer Effect,” and notes that hammering away at her colleagues was ineffective and indicated that she did not recognize the hard work and experience of veteran teachers; she has now learned to “nudge” her colleagues and has observed how colleagues successfully influence each other)

8. What are some of the challenges teacher leaders often face as they attempt to overcome the status quo, as outlined in “Uncovering Teacher Leadership”?

(in many schools, notions of leadership are embedded in hierarchy and role definitions; teachers are often conservative and isolated in their classrooms; because they can highlight tensions between the mission of the school and its actual practice, leaders can also discomfort colleagues and threaten both administrators and teachers)

#27. OVERCOMING LETHARGY IN GIFTED AND TALENTED EDUCATION WITH CONTRACT ACTIVITY PACKAGES, JANET CARAISCO

ARTICLE SUMMARY

Janet Caraisco reports that gifted and talented students are the most neglected population in most school settings. Students identified as having levels of performance, capability, and potential that exceed others are not being taught using methods that acknowledge the differences in how they prefer to learn. This leads to classrooms full of gifted but bored students who are not making achievement gains at the rates that would be expected. Caraisco studied the problem at her school and conducted a study to determine a better way. She found that Contract Activity Packages are the ideal fit for gifted and talented students.

OWLS -- Our Wonderful Learning Styles; tool used to assess learning preferences.

WEB QUIZ QUESTIONS

1. As reported in “Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages,” research has shown that gifted students: a. find reviewing previously mastered concepts beneficial. b. perceive ideas and concepts at less abstract levels than others do. *c. learn new material in less time than others. d. are not able to attend to many activities at the same time.

2. As noted in “Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages,” the New York law regarding gifted students: a. does not include students with talents in visual or performing arts. b. does not require any education beyond the regular program. c. does not define what a gifted student is. *d. defines gifted students based on performance, capability, and potential.

3. As stated in “Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages,” high-achieving students are the most neglected population in any school setting. (T)

4. As discussed in “Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages,” in comparing gifted and talented students with their general education peers, researchers have found that gifted and talented students: *a. tend not to want to learn with classmates. b. are more likely to prefer small group interactions. c. do not do well with an authoritative teacher. d. are more easily distracted by noise.

5. In “Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages,” the results of the author’s study included that there: a. was no statistical difference in proficiency scores between the groups in the different learning styles. b. was no difference between groups in degree of engagement. c. was no drawback to the Contracts Activity Package method observed by he classroom teacher. *d. were statistically significant improvements in gains in the Contract Activity Package group.

True/False Question

6. As observed in “Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages,” high-achieving analytic learners do not fit well into the traditional model of schooling. (F)

GENERAL QUESTIONS

7. As described in “Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages,” what are two of the problematic areas the author found in her analysis of instructional methods and materials used in gifted and talented classrooms? (the school was not assessing learning styles using a reliable measuring instrument, the school was not differentiating instruction on the basis of learning preferences; students did not have the opportunity to learn in different modalities)

8. As explained in “Overcoming Lethargy in Gifted and Talented Education with Contract Activity Packages,” why did the author find Contract Activity Packages a perfect match for gifted and talented students? (this method provided the students with choice and flexibility and challenged them at a higher level than they experienced through traditional lessons) #28. CONFRONTING ABLEISM, THOMAS HEHIR

ARTICLE SUMMARY

Thomas Hehir describes a form of discrimination he terms ableism, which involves operating with an inaccurate and unfair set of assumptions about people with disabilities. This is a problem that is affecting the way students with disabilities are taught in American classrooms, resulting in limiting their potential for academic and life achievement. Hehir offers practical suggestions for a more positive approach to the teaching of students with disabilities.

IDEA -- Individuals with Disabilities Education Act. SED -- Serious Emotional Disturbance.

WEB QUIZ QUESTIONS

1. According to “Confronting Ableism,” the student population that experiences the poorest outcomes is students with: a. extensive mobility challenges. *b. serious emotional disturbance. c. low-incidence disabilities. d. undiagnosed disabilities.

2. As noted in “Confronting Ableism,” among the outcomes of the Individuals with Disabilities Education Act requirement regarding least restrictive environment has been: a. more incidents of ableist intolerance. b. decline in general classroom discipline. *c. improved academic achievement. d. reduction in number of trained teachers.

3. As stated in “Confronting Ableism,” the requirement to include students with disabilities in standards-based reform holds promise. (T)

4. As identified in “Confronting Ableism,” the most damaging ableist assumption is the belief that individuals with disabilities: a. should be sheltered. b. can do anything they want. c. are emotionally disturbed. *d. are not intellectually capable.

5. As reported in “Confronting Ableism,” the school board planned to deny polio victim Ed Roberts a diploma because he: a. could not attend commencement. *b. had failed to meet the physical-education requirement. c. had not been physically present in science labs. d. had not taken exams.

True/False Question

6. As suggested in “Confronting Ableism,” students with disabilities should be taught to advocate for themselves as they move into higher education and employment. (T)

GENERAL QUESTIONS

7. As described in “Confronting Ableism,” what do narratives by Adrienne Asch and others suggest is the best way to frame the purpose of special education? (minimizing the impact of a student’s disability and maximizing the opportunities for students with disabilities to participate in schooling and their communities)

8. As related in “Confronting Ableism,” what are two of the three steps to improve the likelihood that students with disabilities will be successful in high-stakes tests? (schools should provide early intervention for those experiencing academic or behavioral difficulties, give all students access to the regular classroom whenever possible, carefully choose accommodations in both instruction and assessment so that these accommodations minimize the effects of the disability)

#29. BOOKS THAT PORTRAY CHARACTERS WITH DISABILITIES, MARY ANNE PRATER & TINA TAYLOR DYCHES

ARTICLE SUMMARY

The authors have compiled a list of 25 books that they can recommend for classroom use that portray characters with disabilities. Recommendations are based on literary quality, accurate portrayal of the disability, exemplary practices, and other factors. Also described are some of the prestigious awards given in children’s literature that have recognized some of these books. Disabilities such as mobility issues, blindness, and autism feature in these books.

WEB QUIZ QUESTIONS 1. According to “Books That Portray Characters with Disabilities,” the most prestigious award in children’s literature is the: a. Dolly Gray Award. b. Schneider Family Book Awards. c. Caldecott Medal. *d. Newberry Medal.

2. As reported in “Books That Portray Characters with Disabilities,” the oldest book in the recommended books list is: a. Rules by Cynthia Lord. b. Life Magic by Melrose Cooper. *c. Crow Boy by Taro Yashima. d. Kissing Doorknobs by Terry Spencer Hesser.

3. As noted in “Books That Portray Characters with Disabilities,” the Dolly Gray Award is given only to picture books. (F)

4. As observed in “Books That Portray Characters with Disabilities,” books relating to autism include: a. Dad and Me in the Morning by Patricia Lakin. b. The Handmade Alphabet by Laura Rankin. c. The Westing Game by Ellen Raskin. *d. Al Capone Does My Shirts by Gennifer Choldenko.

5. As related in “Books That Portray Characters with Disabilities,” the book Tru Confessions is unique because it: *a. intersperses the title character’s electronic diary within the text. b. is written in verse. c. was written by an author with a disability. d. has been made into a film.

True/False Question

6. As pointed out in “Books That Portray Characters with Disabilities,” all of the books on the recommended list are on the sixth grade reading level or below. (F)

GENERAL QUESTIONS

7. As described in “Books That Portray Characters with Disabilities,” what were at least two of the elements considered in recommending books for the list? (accurate portrayal of the disability; exemplary practices (characters are contributors in exclusive settings, with an emphasis on acceptance rather than rejection and on similarities rather than differences); realistic sibling relationships when included; appropriate emotional reactions; accurate illustrations of the disability or assistive devices being used) 8. As explained in “Books That Portray Characters with Disabilities,” why does the book Al Capone Does My Shirts appeal to both boys and girls? (because it weaves sports, infatuation, mystery, and intrigue throughout while depicting a realistic and loving sibling relationship)

#30. DROP EVERYTHING AND READ–BUT HOW? JAN HASBROUCK

ARTICLE SUMMARY

The author addresses issues related to how best to develop reading fluency. She cites the shortcomings of certain current curriculum strategies in teaching reading and adds her own perspective on the matter. The National Assessment of Educational Progress Fluency Scale (NAEPFS) is introduced and explained.

RRR -- Round Robin Reading.

DEAR -- Drop Everything And Read.

NRP -- National Reading Panel.

FLUENCY -- the ability to read text with accuracy, appropriate rate, and good expression.

CLOZE READING -- a practice in which a teacher reads out loud, with students reading along silently, except for interjecting occasional words when the teacher pauses.

WEB QUIZ QUESTIONS

1. According to “Drop Everything and Read–But How?”, after decades of neglect, the new hot topic in reading research is now: a. comprehension. b. classroom reading practice. c. content recollection. *d. fluency.

2. The component pieces of reading fluency, as explained in “Drop Everything and Read–But How?”, include all of the following except: a. prosody. *b. demeanor. c. accuracy. d. rate.

3. Prosody, as noted in “Drop Everything and Read–But How?”, is a difficult component of fluency to study as it is highly subjective. (T) CRITICAL ANALYSIS Multiple-Choice Questions

4. In calculating a words-correct-per-minute score, as described in “Drop Everything and Read–But How?”, all of the following are NOT counted as errors except words: *a. transposed in a phrase. b. read correctly, but repeated more than once. c. mispronounced due to dialect. d. mispronounced, but corrected by the student.

5. The Read Naturally strategy, as presented in “Drop Everything and Read–But How?”, is particularly successful in providing students with: a. important pronunciation guides. b. compelling reading material. *c. needed opportunities for repeated reading. d. frequent feedback on their progress.

True/False Question

6. Reading research, as cited in “Drop Everything and Read–But How?”, is strongly in support of the effectiveness of Round Robin Reading for improving and encouraging the skills of struggling readers. (F)

GENERAL QUESTIONS

7. What are the downsides to Round Robin Reading, as identified in “Drop Everything and Read–But How?”

(the requirement that all students take turns reading out loud to classmates can make those who struggle with reading feel humiliated and demoralized; their more-skilled peers may feel uncomfortable as well as they listen to poor examples of reading; an additional concern is that individual students get very little practice in reading, and it is uncertain that the students who are not reading at a given time are paying attention)

8. Explain how the Read Naturally strategy is implemented, as outlined in “Drop Everything and Read–But How?”.

(first, students’ fluency levels are assessed with a words-correct-per- minute task; students are then helped to establish a goal of increasing their reading speed, and they read a passage from a text they have not encountered before; the students time themselves as they read and keep track of words they skip or stumble over; they calculate their reading speed on a graph; the students practice reading this same passage until they reach their reading goal, then move on to set a new goal and repeat the process with a new passage) #31. YOU SHOULD READ THIS BOOK!, JENNIFER HARTLEY

ARTICLE SUMMARY Jennifer Hartley describes her classroom approach to sustained silent reading, and shows how her perseverance in trying different methods finally paid off in the form of students in an inner city, majority- male class getting excited about reading and looking forward to reading on their own. She offers practical suggestions based on her experiences for starting and maintaining a sustained silent reading program.

WEB QUIZ QUESTIONS

1. As reported in “You Should Read This Book!”, all of the following were results of the author’s program except: a. increase in students’ motivation to read. *b. students less likely to finish books. c. students read more at home. d. students embraced more variety in their reading selections.

2. As stated in “You Should Read This Book!”, the parents that the author surveyed: a. enforced quiet reading time at home. *b. wanted their children to read more. c. thought their children read too much. d. did not understand the importance of reading.

3. As pointed out in “You Should Read This Book!”, the survey of students regarding reading at the beginning of her program found that the boys were especially fond of reading. (F)

4. In describing her class, the author of “You Should Read This Book!” noted that: a. it was ethnically diverse. b. all students were reading at or above grade level. *c. it was majority male. d. she had over 30 students.

True/False Question

5. As discussed in “You Should Read This Book!”, all of the author’s students were eager to continue the sustained silent reading program after nine weeks. (F)

GENERAL QUESTIONS

6. As described in As pointed out in “You Should Read This Book!”, how does the five-finger test work? (students skim a page, raising a finger every time they encounter a word they do not understand; if they have five fingers up on one page, they know the book is too difficult to read without help) 7. As pointed out in “You Should Read This Book!”, what are the two rules for sustained silent reading in the author’s class? (students must have self-selected reading materials in their desks before the reading period (if they do not, the teacher gives the reader a book); no one moves around during the reading period)

#32. GETTING CHILDREN IN2BOOKS, WILLIAM H. TEALEW ET AL.

ARTICLE SUMMARY

A student reading program called In2Books connects students to adults outside the school community by having both the students and adults read particular works of children’s literature and correspond about them through letters. This involves skills of reading books, reading letters, and writing about literature--valuable skills for students to acquire. Students involved in the programs do significantly better on standardized tests and other assessments of academic attainment.

WEB QUIZ QUESTIONS

1. The authors of “Getting Children In2Books” contend that declines in comprehension and critical thinking: a. are related to deterioration in quality reading time. b. have resulted from lack of emphasis on word recognition. c. cannot be quantified in any meaningful way. *d. are related to inattention to literacy instruction in higher grades.

2. As reported in “Getting Children In2Books,” the books used in the program: a. are all non-fiction. *b. become the students’ to keep. c. are selected by the classroom teacher. d. must be suitable for all readers.

3. As noted in “Getting Children In2Books,” the In2Books program is designed to motivate students to read by rewarding them for doing so. (F)

4. As stated in “Getting Children In2Books,” the pen pals for the program: a. are fellow students from around the country. b. have not read the specific books. *c. submit their letters for screening. d. receive no special training.

5. As observed in “Getting Children In2Books,” the attitude promoted in In2Books classrooms is: *a. participation. b. enthusiasm. c. community outreach. d. promoting change.

True/False Question

6. As pointed out in “Getting Children In2Books,” In2Books students score significantly higher on high-stakes standardized reading tests than other students. (T)

GENERAL QUESTIONS

7. Name at least three of the capabilities identified in “Getting Children In2Books” that must be possessed by engaged and accomplished readers and writers. (interpreting text; developing connections between themselves and the texts; critically analyzing, evaluating, and synthesizing; critiquing the usefulness of information in a text; writing on a variety of topics and for many audiences; revising and editing ideas and forms of expression; carrying out higher-level processing that is involved in reading and writing)

8. As described in “Getting Children In2Books,” what are the three core principles of the professional development sequences of the In2Books program? (improving literacy through strategic reading of books; writing to a pen pal in response to literature; using informal data (the letters the students write) as the basis of teachers’ instructional decisions)

#33. USING LITERATURE CIRCLES WITH ENGLISH LANGUAGE LEARNERS AT THE MIDDLE LEVEL, PAMELA J. FARRIS ET AL.

ARTICLE SUMMARY

The authors describe literature circles for learners on the middle- school level. These activities can be especially valuable for students with limited English proficiency in terms of acquiring reading skills, gaining knowledge about the subject material, and improving social skills through working and talking together for a common educational goal. Also described are the jobs that must be filled within the literature circle and suggestions for getting the circles started.

LEP -- Limited English Proficiency.

ELL -- English Language Learners. WEB QUIZ QUESTIONS

1. As reported in “Using Literature Circles with English Language Learners at the Middle Level,” the job of the word warrior in a literature circle is to: a. prepare discussion questions in advance. *b. keep a list of unusual or unfamiliar words from the book. c. monitor student conversation for purposes of translation. d. find interesting phrases for discussion.

2. In describing the demographics of American classrooms, the authors of “Using Literature Circles with English Language Learners at the Middle Level” note that: a. the majority of Limited English Proficient students are currently in middle and high school grades. b. total school enrollment is increasing at a faster rate than Limited English Proficient enrollment. *c. increasing numbers of students from Russia and Ukraine are attending American schools. d. unprecedented changes are currently taking place.

3. As pointed out in “Using Literature Circles with English Language Learners at the Middle Level,” read alouds have been found to foster engagement and learning in social studies at the middle-school level. (T)

4. As stated in “Using Literature Circles with English Language Learners at the Middle Level,” a book that can be used in literature circles regarding Hispanic culture is: a. Project Mulberry by Linda Park. b. A Single Shard by Linda Park. c. Breadwinner by Deborah Ellis. *d. Becoming Naomi Leon by Pam Ryan.

5. As noted in “Using Literature Circles with English Language Learners at the Middle Level,” the book The Pot that Juan Built by Nancy Andrews-Goebel: a. is written entirely in prose. *b. contains biographical material. c. has no illustrations. d. is fiction.

True/False Question

6. As suggested in “Using Literature Circles with English Language Learners at the Middle Level,” students should select reading material to be shared in literature circles. (F) GENERAL QUESTIONS

7. As discussed in “Using Literature Circles with English Language Learners at the Middle Level,” what is the purpose of literature circles? (to combine literacy skills and strategies in the supportive social atmosphere of a non-threatening peer group)

8. As related in “Using Literature Circles with English Language Learners at the Middle Level,” what are at least two of the “This We Believe” characteristics provided by the authors? (an inviting, supportive, safe environment; students and teachers engaged in active learning; curriculum that is relevant, challenging, integrative, and exploratory; multiple learning and teaching approaches that respond to their diversity)

#34. LOSING THE FEAR OF SHARING CONTROL, LESLEY ROESSING

ARTICLE SUMMARY

Teacher Lesley Roessing describes the new approach to teaching literature she took when she realized that her students were not enjoying reading and were not reading well. She had previously thought that she was modeling her own love of reading in a way that would affect her students, but came to see that having no choice over their reading made it a less enjoyable experience for students. She began an independent reading workshop that turned the situation around.

WEB QUIZ QUESTIONS

1. According to “Losing the Fear of Sharing Control,” the author realized that her teaching was ineffective because it: a. did not give students room to read independently. b. failed to model her love for reading. *c was based in her own experiences rather than those of her students. d. assumed reading proficiency.

2. As reported in “Losing the Fear of Sharing Control,” the journey toward independence most effectively begins with: a. assessment of reading proficiency. *b. shared readings. c. unstructured reading time. d. understanding of genre.

3. As noted in “Losing the Fear of Sharing Control,” selection is a significant factor in engaging adolescent readers in what they read. (T)

4. As stated in “Losing the Fear of Sharing Control,” the membership composition of the book clubs was: a. determined by the teacher. b. based on reading level. c. done by random lot. *d. determined by choice of book.

5. As discussed in “Losing the Fear of Sharing Control,” aspects of the author’s assessment plan included all of the following except that it: *a. had no subjective or quantitative elements. b. balanced effort and achievement. c. was based on teacher observation. d. would not penalize students taking risks.

True/False Question

6. As pointed out in “Losing the Fear of Sharing Control,” students who did not read the assignments were not permitted to participate in book club time. (F)

GENERAL QUESTIONS

7. As explained in “Losing the Fear of Sharing Control,” in what sense was individual reading in the author’s class a student-centered workshop according to Atwell’s definition? (Atwell defined workshop as student-centered in the sense that individuals’ rigorous pursuit of their ideas is the primary content of the course; the author had prepared her students to read within such a framework)

8. As described in “Losing the Fear of Sharing Control,” name two of the three reasons for the choice of novel selected for shared reading. (the teacher had enough copies of the book; it was a story that most, if not all, would find interesting and that a heterogeneous class could read with some assistance; the novel lent itself to practicing such reading strategies as questioning, inference, and visualization)

#35. WHEN MAMA CAN’T READ, KATHLEEN S. COOTER

ARTICLE SUMMARY

The matter of how to address the problem of intergenerational illiteracy is examined in this essay. The concept is clearly defined, and what strategies may be adopted by teachers to break the chain of intergenerational illiteracy are offered. Very specific and helpful strategies are presented for advancing the literacy skills of children from illiterate parents. KEY TERMS AND TOPICS FUNCTIONAL ILLITERACY -- the condition of adults who lack the literacy skills needed to find and keep decent jobs, support their children’s education, and participate actively in civic life.

INTERGENERATIONAL ILLITERACY -- a sociocultural phenomenon whereby illiterate parents inadvertently sponsor home conditions that may seriously hinder their children’s reading and writing development, thus perpetuating a cycle of illiteracy.

DIALOGIC READING -- a reading strategy in which the child directs and leads a conversation around the pictures of a book, while the parent takes on a listening role, asking “what” questions, and rephrases and extends the child’s utterances.

MLU -- Mean Length of Utterance, roughly the average number of words spoken together in a dialog between parent and child.

WEB QUIZ QUESTIONS

1. Adults who are functionally illiterate, as explained in “When Mama Can’t Read,” often find it difficult to do all of the following EXCEPT: *a. maintain close interpersonal relationships. b. find and keep decent jobs. c. support their children’s education. d. participate actively in civic life.

2. Picture-book dialogic reading, as presented in “When Mama Can’t Read,” seems to have the greatest result in improving the: a. confidence functionally illiterate adults have in interacting with their children over books. b. vocabulary of functionally illiterate adults. *c. length of children’s sentences. d. desire of children to read more books with their parents.

3. According to a recent study, as cited in “When Mama Can’t Read,” fewer than half of adults enrolled in literacy programs drop out in the first year. (F)

4. Interactions between parents and children using toys, as put forth in “When Mama Can’t Read,” provoked responses from children that were more: a. abstract. *b. spontaneous. c. cautious. d. brief.

5. In order to illustrate the concept of “make-believe-alouds” that functionally illiterate parents could use to interact with their children using books, as reported in “When Mama Can’t Read,” one teacher made use of: a. the child’s own drawings. b. news magazines the parents had in their own homes. *c. a picture book with text in a language she could not read. d. recorded copies of educational children’s television shows for older children.

True/False Question

6. A child’s vocabulary can be significantly increased, as maintained in “When Mama Can’t Read,” through the simple act of children talking to their parents every day, particularly when the children are able to tell their own personal narratives to their parents. (T)

GENERAL QUESTIONS

7. What are some of the factors that contribute to intergenerational illiteracy, as pointed out in “When Mama Can’t Read”?

(a lack of strong language examples; little child-parent interaction; a lack of quality print materials; most of the semiliterate are poor and must often hold several minimum-wage jobs that prevent them from spending time with their children; they may also hold culturally supported beliefs about leaving school to support their families and may lack access to services such as high quality preschools)

8. What are some of the steps that teachers can take to help functionally illiterate mothers increase their children’s literacy skills, as outlined in “When Mama Can’t Read”?

(build on the skills the mother does have, including her speaking skills; value what she knows, how she lives, and the uniqueness of her family; teach her to use books to make up stories for her children; urge her to have Show-and-Tell times at home; teach her that speaking in long sentences models strong language for her child; urge her to tell her child family stories, songs, and rituals; teach her that just by talking and listening she can help her child to be a reader)

#36. DISCIPLINE: RESPONDING TO SOCIOECONOMIC AND RACIAL DIFFERENCES, DORIS WALKER-DALHOUSE

ARTICLE SUMMARY

Although classroom management is an important component in creating an environment in which students can learn and succeed, teachers whose racial or socioeconomic backgrounds differ from those of their students may have difficulties creating positive relationships in their classrooms. Some effective strategies for culturally relevant teaching are presented, along with the theories of Marva Collins, a noted African American educator who developed a series of principles for managing urban classrooms. WEB QUIZ QUESTIONS

1. According to "Discipline: Responding to Socioeconomic and Racial Differences," a generally preferable alternative to suspension or expulsion for African American males, as set forth in "Discipline: Responding to Socioeconomic and Racial Differences," is: a. in-school detention. *b. grade repetition. c. extra tutoring. d. counseling.

2. Educators who teach children from low socioeconomic backgrounds, as noted in "Discipline: Responding to Socioeconomic and Racial Differences," are more likely than those who teach middle-class children to use or support the use of all of the following disciplinary actions EXCEPT: a. corporal punishment. b. verbal punishment. *c. additional assignments. d. suspension.

3. Teachers, as pointed out in "Discipline: Responding to Socioeconomic and Racial Differences," generally view low-income students as having the highest potential for discipline problems. (T)

4. Part of Marva Collins' technique for managing her classroom, as described in "Discipline: Responding to Socioeconomic and Racial Differences," involves having disruptive students engage in a reflective process in which they record the reasons why: a. their behavior is unacceptable. b. their behavior is affecting the entire class. c. they misbehaved in the first place. *d. they are too intelligent to engage in disruptive behavior.

5. The most important lesson for teachers of African American children to learn, as maintained in "Discipline: Responding to Socioeconomic and Racial Differences," is that: *a. they must establish a caring and supportive relationship with their students. b. family members must be involved as much as possible in the child's education. c. these children are no more likely than any other group to present discipline problems. d. the curriculum must be suited to their needs. True/False Question

6. When the author of "Discipline: Responding to Socioeconomic and Racial Differences" was receiving her teacher education, there were only a few required courses that dealt with classroom management. (F)

GENERAL QUESTIONS

7. What are some of the possible reasons why children from minority and low-income backgrounds are less likely than majority and middle-class students to have positive relationships with their middle-class teachers, as presented in "Discipline: Responding to Socioeconomic and Racial Differences?"

(it could be that these differences reflect teachers' biases, classroom-management styles, and disparities in the severity of practices used for discipline; many researchers have noted the use of prejudicial classroom-management techniques with minority students, particularly African American and Hispanic students; teachers often perceive that the behavior of African American males is more aggressive and severe than that of their white counterparts, and they are likely to be more severely punished; however, the severity of these disciplinary practices against minority students impedes their achievement in the classroom, excludes them from courses, alienates them, increases misbehavior, and leads to higher drop-out rates, lowered expectations, and more frequent grade retention)

8. Describe some of the humanistic principles advocated by Marva Collins for classroom management, as outlined in "Discipline: Responding to Socioeconomic and Racial Differences."

(at the center of the approach used by Collins is the belief that teachers who display high expectations and recognize that teaching itself is a discipline will be successful; she tells her students that she expects them to behave in ways that contribute to the learning process and benefit other children; teachers should establish positive relationships with their students before problems develop, and discipline should be undertaken in a caring manner; teachers are encouraged to praise or express concern for student behavior, while at the same time teach that students have choices about their behavior and that self-discipline and self-determination are necessary for success) #37. DEALING WITH RUMORS, SECRETS, AND LIES: TOOLS OF AGGRESSION FOR MIDDLE SCHOOL GIRLS, BETSY LANE

ARTICLE SUMMARY Because of her growing frustration with the tearful fights and even more tearful explanations of middle school girls, Betsy Lane has undertaken an investigation of their hostile and bullying practices. In her role as a middle school principal, she has been able to put what she has learned to good use and offers some suggestions on how to deal with these turbulent situations.

RELATIONAL AGGRESSION -- behavior intended to punish or manipulate a friend or acquaintance through social tactics such as ostracism, negative body language, or threats to end a relationship.

WEB QUIZ QUESTIONS

1. Most often, when middle school girls approach the adults at the school with a bullying problem, as explained in "Dealing with Rumors, Secrets, and Lies: Tools of Aggression for Middle School Girls," they want the adult to: *a. just listen to their story. b. excuse them from class for the remainder of the day. c. take sides in the conflict. d. involve parents on both sides of the conflict in the resolution.

2. According to "Dealing with Rumors, Secrets, and Lies: Tools of Aggression for Middle School Girls," when a girl is accused of spreading a rumor, her initial response is almost always to ask: a. if the rumor is true. b. why anyone should accuse her. *c. who told on her. d. if anyone else knows she was talking about the rumor.

3. Compared to previous decades, as put forth in "Dealing with Rumors, Secrets, and Lies: Tools of Aggression for Middle School Girls," girls are less likely today to seek out an adult to help them solve relationship problems. (F)

4. The abrupt and often inexplicable exclusion from a clique can happen to even popular girls, as maintained in "Dealing with Rumors, Secrets, and Lies: Tools of Aggression for Middle School Girls," and most likely happens because: a. boys have become involved in the equation. *b. girls are unable to appropriately express anger. c. new members have entered the clique. d. the expelled girl forgot an important event, like a birthday.

5. The majority of boys and girls in middle school, as described in "Dealing with Rumors, Secrets, and Lies: Tools of Aggression for Middle School Girls," can be socially classified as belonging to the: a. popular clique. b. fringe. *c. middle friendship circle. d. loners.

True/False Question

6. While assuming caring and nurturing roles, as noted in "Dealing with Rumors, Secrets, and Lies: Tools of Aggression for Middle School Girls," in a journal experiment it was clear that the girls were criticizing and judging their peers at the same time. (T)

GENERAL QUESTIONS

7. What is a clique and why are they potentially so destructive to relationships among girls, as put forth in "Dealing with Rumors, Secrets, and Lies: Tools of Aggression for Middle School Girls?"

(a clique can be used to define a particular group of friends, but more often they define a group that revolves around more than camaraderie; this second type deals in social power and forms around a leader or two, while making it very clear that not everyone is worthy to belong to the group; excluding can become a primary activity, as the few leaders judge who is pretty, smart, athletic, or nice enough to belong; cliques can be divisive and destructive to relationships as girls are often tempted to abandon loyalty to close friends to be included in the group, if only briefly)

8. Describe some of the steps educators can take to reduce the amount of aggression middle school girls display towards one another, as presented in "Dealing with Rumors, Secrets, and Lies: Tools of Aggression for Middle School Girls."

(educators can make a point to acknowledge students personally and give students their full attention when they are speaking; encourage girls to write in journals; emphasize a students' strengths and accomplishments to refocus identifiers away from social behaviors; when a student reports being humiliated by gossip, it is important not to dismiss the complaint with casual comments; insist that students apologize sincerely; offer academic curricula or hold discussions that address the issues of social aggression; structure activities that allow girls opportunities to belong and to gain confidence and a sense of competence)

#38. TACKLING A PROBLEMATIC BEHAVIOR MANAGEMENT ISSUE, LAURA M. CROTHERS & JERED B. KOLBERT

ARTICLE SUMMARY

Bullying is a serious problem in American schools that can undermine student learning. The authors discuss methods of dealing with bullies and their victims, using a careful process of observation and intervention. Teachers who overlook bullying or who have no plan in place to proactively address the problem are doing their students, both the bullies and those being bullied, a disservice.

WEB QUIZ QUESTIONS

1. According to “Tackling a Problematic Behavior Management Issue,” tendencies often observed in those who perpetrate bullying behavior include: a. lack of popularity with peers at all age levels. b. high levels of empathy. *c. high need for dominance. d. lack of aggressive instincts.

2. As noted in “Tackling a Problematic Behavior Management Issue,” the recommended first step in the timeline for dealing with bullying is: a. parent-teacher collaboration. b. improved instruction and curriculum. c. constructive conversation with perpetrators and victims. *d. assessment.

3. As reported in “Tackling a Problematic Behavior Management Issue,” victims of bullying are unlikely to report bullying incidents, in part because they fear retribution. (T)

CRITICAL ANALYSIS

Multiple-Choice Questions

4. The authors of “Tackling a Problematic Behavior Management Issue” suggest that the most powerful form of classroom management is: a. positive reinforcement. *b. effective instruction. c. ingrained empathy. d. community building.

5. As stated in “Tackling a Problematic Behavior Management Issue,” a major risk factor for victimization by bullying is: a. large physical size. *b. social isolation. c. aggression. d. high social status.

True/False Question

6. As observed in “Tackling a Problematic Behavior Management Issue,” parents of children who bully others often use discipline that is physical and severe. (T)

GENERAL QUESTIONS

7. As discussed in “Tackling a Problematic Behavior Management Issue,” what is a realistic objective in conferencing with the parents of children who bully others? (to gain at least enough of their support so that they will not undermine teachers or administrators by directly or indirectly implying to their children that they do not need to adhere to the rules regarding bullying)

8. What reason is offered in “Tackling a Problematic Behavior Management Issue” for why bullying has persisted throughout human history? (it has traditionally been treated as a socially acceptable means of establishing and securing social position as well as cementing power differences between people)

#39. DEVELOPING EFFECTIVE BEHAVIOR INTERVENTION PLANS, KIM KILLU

ARTICLE SUMMARY

Kim Killu discusses the critical importance of developing an effective Behavior Intervention Plan (BIP) that can actually result in changing an undesired behavior of students. The BIP should be viewed as a process rather than a product. Crucial components in the process are discussed here including assessment, observation, reinforcement, and follow-through.

BIP -- Behavior Intervention Plan. FBA -- Functional Behavior Assessment. IDEIA -- Individuals with Disabilities Education Improvement Act.

WEB QUIZ QUESTIONS

1. As stated in “Developing Effective Behavior Intervention Plans,” the underlying theme of the Functional Behavior Assessment is that: a. standards of behavior must be adapted on a student-by-student basis. b. standards of behavior must be assessed on a group basis. *c. all behavior has a function. d. some behaviors occur for no reason.

2. As reported in “Developing Effective Behavior Intervention Plans,” an effective Behavior Intervention Plan: a. must rely on teacher opinion for its assessment. b. should be monitored in terms of teacher perceptions of overall behavior. *c. includes accurate measuring and recording of behavior. d. should focus on all undesired behaviors.

3. As pointed out in “Developing Effective Behavior Intervention Plans,” setting events serve to temporarily change the effectiveness of reinforcers and punishers. (T)

4. Regarding the validity of enforcers, the author of “Developing Effective Behavior Intervention Plans” notes that: *a. the desired effect of punishment is to decrease occurrence of inappropriate behavior. b. punishment occurs whenever a negative stimulus is applied. c. negative reinforcement is an over-used strategy for behavior modification. d. reinforcement occurs whenever a reward is given.

5. As discussed in “Developing Effective Behavior Intervention Plans,” factors that affect acceptance of a plan by its consumers (teachers) include all of the following except: a. complexity of the plan. *b. positive reinforcement of implementation through rewards. c. ability of school personnel to execute the plan. d. perceived effectiveness of the plan.

6. According to “Developing Effective Behavior Intervention Plans,” the primary outcome of the Functional Behavior Assessment is: a. consensus that a problem exists. b. shared desire to change the educational environment. *c. hypothesis statement that describes the problem and its occurrence. d. realignment of measures of behavior assessment.

True/False Question 7. As suggested in “Developing Effective Behavior Intervention Plans,” research has found that reducing classroom behavior problems inherently improves academic performance. (F)

GENERAL QUESTIONS

8. As explained in “Developing Effective Behavior Intervention Plans,” what types of information can be gathered with a Functional Behavior Assessment? (factors such as the most appropriate course of intervention, strategies and support systems, whether there are multiple functions to the target behavior, the conditions under which the behavior occurs, and the most effective reinforcers)

9. As described in “Developing Effective Behavior Intervention Plans,” what is involved in correspondence training? Why is follow-through an important element of it? (it involves individuals making verbal statements about future behavior; without the follow-through established with correspondence training, it is likely the programming will only serve to establish verbal reports of a desired response rather than the actual desired response)

#40. SELF-REGULATION, LINDA GROVES GILLESPIE & NANCY L. SEIBEL

ARTICLE SUMMARY

The authors discuss the topic of self-regulation as an important dimension of human life. What they have to say on this matter is of great importance to everyone. Self-regulation develops in early childhood, and its importance is great even in the last stages of life. The authors describe eight temperament traits in early childhood development.

SELF-REGULATION -- a child’s ability to gain control of bodily functions, manage powerful emotions, and maintain focus and attention.

TEMPERAMENT -- an individual’s characteristics or traits that are biologically based and consistent over time.

WEB QUIZ QUESTIONS

1. Consistent routines, as explained in “Self-Regulation,” help young children learn to self-regulate because they: a. can be interwoven with novel activities to spark interest. b. demonstrate the consequences for not following rules. c. encourage independent exploration. *d. teach children what to expect.

2. In the vignette of Hosea and his caretaker Eleanor, as described in “Self-Regulation,” by eating the imaginary food from the spoon he offered, Eleanor was helping Hosea develop a sense of: a. generosity. *b. empathy. c. independence. d. friendship.

3. Babies, as pointed out in “Self-Regulation,” have no ability for self-regulation when they are born, but must acquire it through their interactions with others. (F)

4. Signs that a child is having difficulty with self-regulation, as presented in “Self-Regulation,” can include all of the following EXCEPT: *a. refusing to speak. b. refusing to eat. c. biting. d. hitting.

5. According to “Self-Regulation,” developmentally appropriate environments should include elements that: a. can be changed as the child grows. b. children can play with on their own. *c. offer some challenge to the child. d. can exert a calming influence on the child.

True/False Question

6. Thinking about the importance of self-regulation, as noted in “Self- Regulation,” can help teachers and caregivers remain objective and understanding when responding to inappropriate behaviors. (T)

GENERAL QUESTIONS

7. What are some of the strategies that can be useful in helping children self-regulate, as identified in “Self-Regulation”?

(observe closely; respond appropriately; provide structure and predictability; arrange developmentally appropriate environments; define age-appropriate limits; show empathy and caring)

8. How can adults create a “goodness of fit” between themselves and the temperament of a child who is learning to self-regulate, as suggested in “Self-Regulation”?

(creating a good fit requires working with, not against, a child’s natural temperament; it may require the adult making some changes in how he or she relates to others; it may also require making changes in the environment that take the child’s temperament into account)

#41. SCHOOL RESOURCE OFFICER PROGRAMS, PETER FINN

ARTICLE SUMMARY

The author describes “School Resource Officer” programs in public schools (SROs) and how they work. This is a private voluntary program to improve school discipline. A rationale is provided as to how SROs can prevent or at least ameliorate school-discipline problems.

SROs -- School Resource Officers, fully trained law enforcement officers who are stationed in public schools.

COPS OFFICE -- Office of Community Oriented Policing Services, a branch of the U.S. Department of Justice.

PUBLIC LAW 107-110 -- also known as the Safe and Drug-Free Schools Act, it allows school districts to spend some of their federal funds on hiring and training school security personnel.

WEB QUIZ QUESTIONS

1. Some police departments, as explained in “School Resource Officer Programs,” find they actually save money by placing officers in schools because they: a. are often the newest officers, with the lowest salaries. b. can take over much of the public outreach functions of the department. *c. free up manpower to patrol the streets. d. can watch for problems that may occur outside of school, such as abuse at home.

2. Placing law-enforcement personnel in schools, as suggested in “School Resource Officer Programs,” can improve school safety as well as: *a. improve relations between officers and students. b. serve as a recruitment effort for the police. c. instill a sense of pride in the students. d. improve relations with the surrounding neighborhood. 3. In spite of the officers’ efforts, as noted in “School Resource Officer Programs,” most students are still reluctant to inform SROs when trouble may be brewing in their school. (F)

CRITICAL ANALYSIS Multiple-Choice Questions 4. Before looking for a funding source for an SRO program, as mentioned in “School Resource Officer Programs,” agencies should first: a. examine any legal issues with regard to placing officers in schools. b. determine the levels of violence occurring in the schools that will have SROs. c. speak to parents and community members about the program. *d. develop a realistic estimate of what the program will cost.

5. Law-enforcement organizations, as set forth in “School Resource Officer Programs,” can help motivate public officials to provide funding for SRO programs by reminding them that: a. schools are much safer with a full-time officer present. *b. they would be blamed if a tragedy occurred. c. SROs can perform numerous duties within schools. d. parents often strongly support these programs.

True/False Question

6. As pointed out in “School Resource Officer Programs,” officers who participate in these programs are pre-screened for their interest in working with young people and trained in how to deal effectively with them. (T)

GENERAL QUESTIONS

7. What are the primary benefits of SRO programs, as identified in “School Resource Officer Programs”?

(they can reduce the workload of patrol officers or road deputies; improve the image of officers among juveniles; create and maintain better relationships with schools; and enhance the agency’s reputation in the community)

8. Explain some of the ways in which SROs can improve school safety, as outlined in “School Resource Officer Programs.”

(SROs protect principals and assistant principals as well as students, and they provide backup when school authorities must discipline students; SROs can also sit in on meetings with belligerent parents and provide a calming effect; SROs can develop or review school crisis- management plans; SROs also routinely prevent crime and violence or prevent either from escalating)

#42. CHARACTER AND ACADEMICS: WHAT GOOD SCHOOLS DO, JACQUES S. BENNINGA ET AL.

ARTICLE SUMMARY There has been increasing interest in character education in public schools from policy makers and education professionals, but, too often, programs to promote character are pushed aside as schools focus on increasing academic achievement. However, as the authors of this article point out, research indicates that an emphasis on building character does lead to greater academic achievement. The results of their own study are presented.

NEA -- National Education Association.

CHARACTER EDUCATION -- historically, this has referred to the duty of the older generation to form the character of the young through experiences affecting their attitudes, knowledge, and behaviors.

CSRP -- California School Recognition Program, a program established to recognize top-performing elementary schools.

WEB QUIZ QUESTIONS

1. Former Secretary of Education Rod Paige, as reported in "Character and Academics: What Good Schools Do," argued that today's culture, in which children are taught no values at all, or the wrong values, has contributed to all of the following EXCEPT: a. the growing achievement gap. b. poor health status. *c. a decline in volunteerism. d. overweight students.

2. In spite of national interest in character education, as explained in "Character and Academics: What Good Schools Do," many schools are cautious of engaging in character-education programs because they believe: a. there would be protests from parents. *b. these programs would take time away from their efforts to increase student achievement. c. there would be too much controversy over selecting the values that should be taught. d. their teachers have no experience with teaching values or building character.

3. As pointed out in "Character and Academics: What Good Schools Do," there is no mention of building character in the language of the No Child Left Behind Act. (F)

4. One of the elementary schools described in "Character and Academics: What Good Schools Do" required students to perform 20 hours of community service, which they accomplished through volunteer activities that included all of the following EXCEPT: *a. reading to children in the preschool class. b. working in community gardens. c. visiting at convalescent homes. d. participating in community clean-up days.

5. Future research into the relationship between academic achievement and character education, as maintained in "Character and Academics: What Good Schools Do," should focus on schools that: a. are run by religious organizations. *b. have test scores at the low end of the spectrum. c. have a high number of immigrant students. d. emphasize participation in competitive sports as well as academic achievement.

True/False Question

6. Earlier research, as mentioned in "Character and Academics: What Good Schools Do," has indicated that schools that implemented character-education programs such as the Peaceful Schools Project or the Responsive Classroom saw greater gains on standardized test scores than did students in comparison schools. (T)

GENERAL QUESTIONS

7. Describe the criteria used to assess character-education programs in the schools included in the research presented in "Character and Academics: What Good Schools Do."

(schools promote core ethical values as the basis of good character; parents and other community members are active participants in the character-education initiative; character education entails intentional promotion of core values in all phases of school life; staff members share responsibility for and attempt to model character education; the school fosters an overall caring community; the school provides opportunities for most students to practice moral action)

8. Explain the importance of clean and secure physical environments in schools, as outlined in "Character and Academics: What Good Schools Do."

(good schools have staff and administrators who take great pride in keeping their buildings and grounds in good shape; paying attention to appearance, so the facilities in which children are learning are inviting, helps to create a sense of security; parents also appreciate the well-kept appearance of a school, believing that it contributes to the success of the school; all schools in California are required to have a Safe School Plan, and the top-performing schools tended to define "safety" more broadly and deeply than controlling access to the building, going so far as to discuss the nurturing environment for students that the school aims to provide and steps to ensure cultural and ethnic harmony)

#43. PROMOTING ALTRUISM IN THE CLASSROOM, E.H. MIKE ROBINSON III AND JENNIFER R. CURRY

ARTICLE SUMMARY

E.H. Mike Robinson III and Jennifer R. Curry describe the importance of increasing students' sense of altruism and empathy towards others. They present some of the theories as to why people choose to perform altruistic acts and offer specific suggestions for focusing student attention on issues of altruism and greed.

ALTRUISM -- behavior motivated by concern for others or internalized values, goals, and self-rewards rather than by the expectation of concrete or social rewards, or the desire to avoid punishment or sanctions.

BYSTANDER EFFECT -- a phenomenon in which members of a group do not intervene to come to someone's assistance because of the diffusion of responsibility, brought on by being part of a group, negates individual action to respond.

MODESTY BIAS -- the downplaying of the self-cost for helping others and increasing the perception of benefit to the recipient of help, which serves to perpetuate and reinforce helping behaviors in persons displaying altruistic tendencies. WEB QUIZ QUESTIONS

1. The bystander effect, as explained in "Promoting Altruism in the Classroom," describes a phenomenon in which the fact of being a member of a group: a. results in many distinctly different eyewitness accounts of a crime or accident. b. enables people to act more bravely than they normally would to help someone in a crisis. *c. defuses responsibility, negating individual action to respond to a person in crisis. d. encourages people to offer conflicting advice to an individual in need of assistance.

2. According to "Promoting Altruism in the Classroom," in one recent study, children who attend a traditional school were most likely to: a. wait for someone to specifically ask for their help. *b. try to find an adult to assist another child, rather than offer their own assistance. c. try to help another child without being asked. d. ignore someone's request for help.

3. Research suggests, as mentioned in "Promoting Altruism in the Classroom," that males and females differ in the type of assistance they are likely to give others, which may be based on beliefs and social norms about appropriate helping behaviors for each gender. (T)

4. In order to fill the gap caused by the lack of close kinship connections in the post-modern era, as maintained in "Promoting Altruism in the Classroom," U.S. culture has become one of: a. strong religious convictions. b. instant intimacies and friendships. *c. self-focus and consumerism. d. independence and pragmatism.

5. In order to help develop personal values about helping in young students, as suggested in "Promoting Altruism in the Classroom," teachers can make students responsible for: *a. tasks that affect the entire classroom. b. helping those who are new to the school. c. working together in small groups on challenging assignments. d. pairing up to offer one another assistance when it might be needed.

True/False Question

6. The "modesty bias," as explained in "Promoting Altruism in the Classroom," may in fact get in the way of students helping others, as this cognitive bias leads people to think they are powerless to help others in their difficulties. (F)

GENERAL QUESTIONS

7. What are some of the theories that have been developed to explain why people choose to perform altruistic acts, as put forth in "Promoting Altruism in the Classroom?"

(one theory is that altruistic tendencies are biological, in that self-sacrificing behavior may be performed with the unconscious idea that this behavior will be reciprocated in the future, which appears to be supported by research involving twins and infants who reflect signs of distress by their caregivers; however, this does not explain why a person would help a stranger he or she is unlikely to meet again; another hypothesis comes from social-learning theory, which posits that children learn to be altruistic through multiple social interactions, including adult role modeling of ideal behaviors and conversations that stimulate cognitive formation and development of altruistic ideas)

8. How can teachers best expose young children to the concepts of greed and altruism in a number of different subject areas, as suggested in "Promoting Altruism in the Classroom?"

(teachers can use literature to illustrate examples of greed and altruism, along with commercials on television and children's movies; after watching movies or reading stories, teachers can discuss the actions of the characters who showed kindness and those who did not; they can discuss how these actions affected the outcomes of the story for the different characters; episodes from history and social studies can be used in a similar way, and the concept of greed may be expanded to non-material things, such as social status and power; students can create art projects, such as collages with pictures from magazines, that represent acts of greed or altruism)

#44. BECOMING CITIZENS OF THE WORLD, VIVIEN STEWART

ARTICLE SUMMARY

The author addresses the issue of vision in American education as she addresses the worldwide vision of what education can become in a multicultural world. She considers the concept of “global competence” and predicts what American high school graduates will be able to do. She argues that people must all have a vision of what they wish to achieve.

KEY TERMS AND TOPICS GLOBE -- Global Learning and Observations to Benefit the Environment, a program that enables students to work collaboratively with peers in other countries.

HERITAGE COMMUNITIES -- communities in the United States in which a language other than English is spoken at home.

WEB QUIZ QUESTIONS

1. Scientific research, as asserted in “Becoming Citizens of the World,” will increasingly be conducted: a. by small private firms. b. in developing countries. c. in government laboratories. *d. by international teams of researchers.

2. Today’s high-school students, as presented in “Becoming Citizens of the World,” need deeper knowledge that includes all of the following EXCEPT an understanding of: a. significant global trends in science and technology. b. how regions and cultures have developed. *c. violent and technological challenges to U.S. supremacy. d. how international trade and the global economy work.

3. Most U.S. companies, as reported in “Becoming Citizens of the World,” expect that their share of overseas markets will decline in the coming years. (F)

4. The United States, as maintained in “Becoming Citizens of the World,” must make a greater effort to increase particularly the number of workers who can speak: a. Russian and Japanese. b. French and German. c. Hindu and Spanish. *d. Chinese and Arabic.

5. The largest Chinese-language program in the United States, as mentioned in “Becoming Citizens of the World,” has been established in the public schools in: *a. Chicago. b. Seattle. c. Austin. d. Las Vegas.

True/False Question

6. Very few schools in the United States, according to “Becoming Citizens of the World,” mention preparing students for the global era in their mission statements. (F) GENERAL QUESTIONS

7. What are some approaches to internationalizing a school’s curriculum that have proven successful, as identified in “Citizens of the World?”

(introducing an international studies requirement for graduation; creating an elementary-school immersion program; developing international schools-within-schools; teaching crucial language skills to prepare for the global economy; redesigning urban secondary schools with an international focus; using student-faculty exchanges to promote curriculum change; using a K-12 foreign-language sequence to promote excellence)

8. Describe the policy goals states need to pursue in order to establish high-quality international content in U.S. classrooms, as suggested in “Citizens of the World.”

(redesign high schools and create new graduation requirements to motivate higher achievement; expand teacher training to deliver rigorous study in world history and cultures, economics, world regions, and global challenges; develop world language pipelines from primary school to college that focus on crucial languages and that address the acute shortage of language teachers; use technology in innovative ways to expand the availability of international courses and ensure that every school in the United States has an ongoing virtual link to schools in other countries)

#45. DEMOCRACY AND EDUCATION, WILLIAM H. GARRISON

ARTICLE SUMMARY

Since at least the days of John Dewey, the interconnectedness of education and democracy has been key in understanding the educators’ role. If education is seen as critically tied to experience, the choice of experience that is inherent in democracy must be seen as crucial to authentic student learning. William H. Garrison discusses ways that this understanding must affect how and what is taught in schools.

WEB QUIZ QUESTIONS

1. As stated in “Democracy and Education,” from a learning perspective, the most important basic freedom is the freedom to: a. communicate. b. know. c. ask. *d. choose.

2. In discussing the current state of formal education, the author of “Democracy and Education” notes that it: a. does a good job of teaching students how to learn. *b. does not give students skills critical in a rapidly changing world. c. creates excellent self-directed learners. d. derives its motivation intrinsically.

3. As pointed out in “Democracy and Education,” college preparation is too often the only rationale for what is taught in American high schools. (T)

4. As reported in “Democracy and Education,” schooling should focus on: a. what students need to know in order to succeed in a career. b. creating capable citizens. *c. connecting the subject matter to the students’ life and world. d. allowing opportunities for expression.

True/False Question

5. As observed in “Democracy and Education,” a radical change is necessary in today’s curriculum if schools are to succeed. (F)

GENERAL QUESTIONS

6. As related in “Democracy and Education,” how did John Dewey define education in his book Democracy and Education? (education is the reconstruction or reorganization of experience which adds to the meaning of experience and which increases the ability to direct the course of subsequent experience)

7. As explained in “Democracy and Education,” what is the critical connection between democracy and education? (democratic social institutions are produced and sustained by the same progressive mechanism: the freedom to learn from experience, to build on experience, and to use this knowledge to direct the course of subsequent experience)

#46. THINKING ABOUT PATRIOTISM, JOEL WESTHEIMER

ARTICLE SUMMARY

Joel Westheimer contends that the two forms of patriotism in the world are authoritarian patriotism, such as one would find in North Korea, and democratic patriotism. He points to legislation in areas such as Florida and Nebraska that suggests that America may be moving in the direction of authoritarian patriotism as it moves away from interpreting history and other subjects into the realm of teaching only one version of the truth. KEY TERMS AND TOPICS

NCLB -- No Child Left Behind.

WEB QUIZ QUESTIONS

1. According to “Thinking About Patriotism,” one of the hallmarks of a totalitarian regime is: a. support of science and invention. b. lack of citizen participation in education. *c. a school curriculum that teaches one unified version of the truth. d. complete cultural relativism.

2. As stated in “Thinking About Patriotism,” parents began a heated debate in Madison, Wisconsin, when: a. singing the national anthem at the beginning of the school day was eliminated. b. a dress code banning patriotic symbols was put in place. c. time allotted to teaching history was cut. *d. schools were required to put flags in classrooms.

3. As pointed in “Thinking About Patriotism,” so far, the trend toward reinforcing a unilateral view of America has been limited to social studies. (F)

4. As noted in “Thinking About Patriotism,” political scientist Douglas Lummis contends that the emotional basis of authoritarian patriotism is: a. fear of the state. b. love of a leader. c. paranoia about other countries. *d. gratitude for being free from democracy.

5. As suggested in “Thinking About Patriotism,” the anonymous science teacher quoted contends that the only part of the science curriculum now being critically analyzed is: a. contributions of American scientists. *b. evolution. c. sex education and human reproduction. d. the Big Bang.

True/False Question

6. According to “Thinking About Patriotism,” the hidden curriculum of schooling in the No Child Left Behind world is how to please authority and pass tests. (T)

GENERAL QUESTIONS 7. As explained in “Thinking About Patriotism,” how are authoritarian patriotism and democratic democracy the same? How are they different? (although either might employ familiar rituals to foster a sense of belonging and attachment, authoritarian patriotism requires unquestioning loyalty to a centralized leader or leading group)

8. As identified in “Thinking About Patriotism,” what is the most common criticism leveled against educators who seek to teach students to think and interpret information? (that they have no respect for facts, rigor, or standards; that they do not care whether students can read, write, or perform addition and subtraction)