Journal Articles
The questions below are designed to guide your reading of each article listed below.
1. What is the basic theme of the article? Try to state it in just one sentence.
2. Did the article present a good support base? Theoretical framework?
3. Do you need additional information areas to evaluate the article findings/conclusions?
4. Summarize the findings/conclusions. Were the findings substantively important?
5. What additional questions are suggested by the article’s conclusions?
6. How can you apply what you’ve learned to your future classroom?
Chapter 1: Getting Ready for the Classroom Chapter 2: Teaching Diverse Students Chapter 3: Engaging and Motivating Students Chapter 4: Using Classroom Technology Chapter 5: Managing the Classroom Environment Chapter 6: Planning and Organizing Instruction Chapter 7: Developing Unit and Daily Lesson Plans Chapter 8: Evaluating and Measuring Learning Chapter 9: Constructing and Grading Tests Chapter 10: Using Direct Teaching Methods Chapter 11: Using Authentic Teaching Methods Chapter 12: Using Integrated Teaching Methods Chapter 13: Teaching Effective Thinking Strategies Chapter 1: Getting Ready for the Classroom
Darling-Hammond, L. (2010). Teacher Education and the American Future. Journal of Teacher Education, 61(1-2), 35-47. http://jte.sagepub.com
Abstract
For teacher education, this is perhaps the best of times and the worst of times. It may be the best of times because so much hard work has been done by many teacher educators over the past two decades to develop more successful program models and because voters have just elected a president of the United States who has a strong commitment to the improvement of teaching. It may be the worst of times because there are so many forces in the environment that conspire to undermine these efforts. In this article, the author discusses the U.S. context for teacher education, the power of teacher preparation for transforming teaching and learning, and the current challenges for this enterprise in the United States.
Grant, C.A., & Gillette, M. (2006). A Candid Talk to Teacher Educators about Effectively Preparing Teachers Who Can Teach Everyone’s Children. Journal of Teacher Education, 57 (3), 292-299. http://jte.sagepub.com Abstract This article focuses on characteristics necessary to be an effective teacher for all children, regardless of their academic ability, ethnicity, socioeconomic status, family structure, sexual orientation, and ability to speak English. The article gives attention to the issues of equity and social justice as it addresses the knowledge and skill base of effective teachers.
Hiebert, J., Morris, A. K., Berk, D., & Jansen, A. (2007). Preparing Teachers to Learn from Teaching. Journal of Teacher Education, 58 (1), 47 – 61. http://jte.sagepub.com Abstract The authors propose a framework for teacher preparation programs that aims to help prospective teachers learn how to teach from studying teaching. The framework is motivated by their interest in defining a set of competencies that provide a deliberate, systematic path to becoming an effective teacher over time. The framework is composed of four skills, rooted in the daily activity of teaching, that when deployed deliberately and systematically, constitute a process of creating and testing hypotheses about cause-effect relationships between teaching and learning during classroom lessons. In spite of the challenges of acquiring these skills, the authors argue that the framework outlines a more realistic and more promising set of beginning teacher competencies than those of traditional programs designed to produce graduates with expert teaching strategies.
Talbert-Johnson, C. (2006). Preparing Highly Qualified Teacher Candidates for Urban Schools: The Importance of Dispositions. Education and Urban Society, 39 (1), 147 – 160. http://eus.sagepub.com Abstract Teacher education programs are at a critical link for the preparation of teachers who possess an ethical stance regarding the knowledge, skills, and dispositions required to intervene effectively with all students. Therefore, teacher education is taking center stage in the discussion relevant to teacher quality and its effectiveness on the achievement of diverse students in urban settings. Learning climates and expectations must be created where self-reflection and critical cultural consciousness are part of the routine, normative demands of teacher education if systemic change is to occur. The author contends that it is essential that candidates possess more than pedagogical knowledge but also the essential dispositions to affirm and embrace all students. Therefore, agendas should be espoused that promote educational equity for all students, while ensuring that indeed no child is left behind.
Good, T.L., McCaslin, M., Tsang, H.Y., Zhang, J., Wiley, C.R.H., Rabidue Bozack, A., & Hester, W. (2006). How Well Do 1st-Year Teachers Teach: Does Type of Preparation Make a Difference? Journal of Teacher Education, 57, 410 – 430. http://jte.sagepub.com Abstract The authors present a program of research on the teaching practices of 1st-year teachers that has evolved within a partnership between and among a university and area school districts. The research links observed 1st-year teaching practices with school level (elementary, middle, high school) and type of teacher preparation (traditional bachelor’s degree or nontraditional master’s degree or postbaccalaureate certification). This study was conducted during 3 consecutive years, and results suggest that 1st-year teachers, as a group, performed adequately. School-level analyses reveal higher quality classroom management practices at the elementary level. Type of preparation analyses reveal higher quality management practices among teachers who attended traditional programs. The potential interaction between school level and type of preparation was not definitive but suggests further research is needed on the match between type of preparation and school level as expressed in quality of teaching practices.
Harris, K., & Graham, S. (1994). Constructivism: Principles, paradigms, and integration. The Journal of Special Education, Fall 1994; vol. 28, 3:pp. 233-247. http://sed.sagepub.com
Abstract
The purpose of this special issue of The Journal of Special Education is to bring together thoughtful considerations of the strengths, potential limitations, and issues represented by the constructivist approach for students with disabilities and those at risk for school failure. In this article, we present major principles of constructivism for teaching and learning. Three idealized constructivist paradigms—endogenous constructivism, exogenous constructivism, and dialectical constructivism—are described. Finally, major issues related to constructivism are explored, including the possibility of integrative stances.
Hutchings, P., & Taylor Huber, M. (2008). Placing theory in the scholarship of teaching and learning . Arts and Humanities in Higher Education, 7. 229-244. http://ahh.sagepub.com
Abstract
As the scholarship of teaching and learning matures as a field, the place of theory has garnered growing attention. Educational research and the learning sciences can certainly contribute, but professors who view their classrooms as sites for inquiry draw from a wide range and variety of theoretical foundations. With their diverse efforts in view, we ask: Which (and whose) theories are most relevant? What is the role of theory in different (disciplinary and other) contexts? How can scholarship of teaching and learning both build on and contribute to theory that improves classroom practice and student learning? Our argument is that theoretical pluralism can help keep the scholarship of teaching and learning movement vital and open.
Chapter 2: Teaching Diverse Students
Villegas, A.M., & Lucas, T. (2002). Preparing Culturally Responsive Teachers: Rethinking the Curriculum. Journal of Teacher Education, 53, 20 – 32. http://jte.sagepub.com
Abstract
To successfully move the field of teacher education beyond the fragmented and superficial treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting point for conversations among teacher educators in this process. In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.
Briggs, C., Reis, S., & Sullivan, E. (2008). A national view of promising programs and practices for culturally, linguistically, and ethnically diverse gifted and talented students. Gifted Child Quarterly, 52, 131-145. http://gcq.sagepub.com
Abstract
The low representation of culturally, linguistically, and ethnically diverse (CLED) and high-poverty students in gifted and talented programs has long been an area of concern. This qualitative study investigated methods to increase successful participation of CLED students in gifted programs across the nation. Twenty-five programs were selected for inclusion in the study. Of those, 7 programs were selected for in-depth site visits that included interviews with administrators and teachers, as well as observations. Data suggested five categories that contributed to the successful identification and participation of CLED students in gifted programs. These categories included modified identification procedures; program support systems, such as front-loading (identifying high-potential children and providing opportunities for advanced work prior to formal identification); selecting curriculum/instructional designs that enable CLED students to succeed; building parent/home connections; and using program evaluation practices designed to highlight avenues to CLED students’ success.
Hoover, J.J., & Patton, J.R. (2004). Differentiating Standards-Based Education for Students with Diverse Needs. Remedial and Special Education, 25 (2), 74-78. http://rse.sagepub.com
Abstract
The need to differentiate or adapt curriculum and instruction to meet special needs continues to challenge educators of students with high-incidence disabilities. The current emphasis on teaching and assessing standards requires knowledge and skills to differentiate standards-based education to successfully meet diverse needs in the classroom.
Abedi, J. (2004). The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues Educational Researcher, 33 (1), 4-14. http://edr.sagepub.com/
Abstract
There are major issues involved with the disaggregated No Child Left Behind (NCLB) Act in terms of its adequate yearly progress reporting for students with limited English proficiency (LEP). Inconsistent LEP classification, as well as the sparse population of LEP students in many states, threatens the validity of adequate yearly progress reporting. The LEP subgroup’s lack of stability also threatens accountability, since students attaining English proficiency move out of the subgroup. The linguistic complexity of assessment tools may lower LEP student performance in areas with greater language demand. Finally, schools with larger numbers of LEP students with lower baselines may require greater gains. Thus, NCLB’s mandates may unintentionally place undue pressure on schools with high numbers of LEP students. Continuing efforts to remedy these issues should bring more fair assessment and accountability
Chamberlain, S. (2005). Recognizing and responding to cultural differences in the education of culturally and linguistically diverse learners. Intervention in School and Clinic, 40, 195-211. http://isc.sagepub.com
Abstract
Cultural differences between educators and culturally and linguistically diverse (CLD) students can have negative effects on the education of CLD learners. Much of the special education literature pertaining to the education of CLD learners has focused on biased assessment practices that lead to overrepresentation. It is important to consider that overrepresentation is also a function of inappropriate referrals from general education teachers. Understanding how cultural differences can influence the teaching/learning process is paramount if educators are to provide culturally responsive instruction. This article describes a variety of ways that culture influences teacher— student and teacher—parent interactions and provides recommendations to help educators respond to the educational needs of CLD students with and without disabilities.
Brown, S.W., Renzulli, J.S., Gubbins, E.J., Siegle, D., Zhang, W., & Chen, C-H. (2005). Assumptions Underlying the Identification of Gifted and Talented Students. Gifted Child Quarterly, 49 (1), 68-79. http://gcq.sagepub.com
Abstract
This study examined a national sample of classroom teachers, teachers of the gifted, administrators, and consultants from rural, suburban, and urban areas regarding their assumptions about the gifted identification process. Respondents indicated the degree to which they agreed or disagreed with 20 items that reflected guidelines for a comprehensive identification system. Five factors were derived from 20 items. Respondents favored the use of individual expression criteria, ongoing assessment, multiple criteria for identification, and consideration of contextual factors. Teachers of the gifted and respondents from urban areas were more likely to favor these strategies. The sample opposed restricting identification to the sole use of achievement or IQ scores.
Graffam, B. (2006). A case study of teachers of gifted learners: Moving from prescribed practice to described practitioners. Gifted Child Quarterly, 50. 119-131. http://gcq.sagepub.com
Abstract
Two exemplary teachers of gifted learners were studied in order to get a better understanding of both teacher practices and teacher thoughts about those practices. Through extensive observation and in-depth interviews, these teachers demonstrated and discussed the qualities they felt to be essential for educating gifted learners. Though each teacher leads a different kind of classroom experience, both assert that (a) teaching gifted learners requires the framing of individualized and whole-group learning simultaneously, and (b) that the path a person takes to become a teacher of gifted learners is important. Equally significant is the way each of these teachers assimilates and combines some of the canonical ideas of gifted education. This kind of study is rare in our literature, but may be invaluable for teachers—pre-service teachers or those already working—who want to hone their skills in working with gifted learners.
Guthrie, J., McRae, A, Coddington, C., Lutz K., Wigfield, A., & Barbosa, P (2009). Impacts of comprehensive reading instruction on diverse outcomes of low- and high-achieving readers. Journal of Learning Disabilties, 43,195-214. http://ldx.sagepub.com
Abstract
Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the effects of Concept-Oriented Reading Instruction (CORI) with traditional instruction (TI) on several outcomes in a 12-week intervention for low achievers and high achievers. Low achievers in the CORI group were afforded explicit instruction, leveled texts, and motivation support. Compared with TI students, CORI students scored higher on posttest measures of word recognition speed, reading comprehension on the Gates-MacGinitie Reading Test, and ecological knowledge. CORI was equally effective for lower achievers and higher achievers. Explicitly supporting multiple aspects of reading simultaneously appeared to benefit diverse learners on a range of reading outcomes.
Lock, R., & Kingsley, K. (2007). Empower diverse learners with educational technology and digital media. Intervention in School and Clinic, 43, 52-56. http://isc.sagepub.com
Abstract No abstract available
Lucas, T., Villegas, A.M., & Freedson-Gonzalez, M. (2008). Linguistically Responsive Teacher Education: Preparing Classroom Teachers to Teach English Language Learners. Journal of Teacher Education, 59 (4), 361-373. http://jte.sagepub.com/
Abstract
Students who speak languages other than English are a growing presence in U.S. schools. As a result, many mainstream classroom teachers are finding that they have English language learners in their classes. Unfortunately, most mainstream classroom teachers have had little or no preparation for providing the types of assistance that such learners need to successfully learn academic content and skills through English while developing proficiency in English. In this article, the authors identify a small set of principles that can serve as the linguistic foundation for the teaching of English language learners in mainstream classes. The authors then outline linguistically responsive pedagogical practices that flow directly from those principles. They conclude with concrete suggestions for how teacher education programs can incorporate the knowledge and skills that will prepare all preservice teachers to be linguistically responsive.
Chapter 3: Engaging and Motivating Students
McNaughton, D., Hamlin, D., McCarthy, J., Head-Reeves, D., & Shreiner, M. (2008). Learning to Listen: Teaching an Active Listening Strategy to Preservice Education Professionals. Topics in Early Childhood Special Education, 27, 223-231. http://tec.sagepub.com
Abstract
The importance of parent–teacher communication has been widely recognized; however, there is only limited research on teaching effective listening skills to education professionals. In this study, a pretest–posttest control group design was used to examine the effect of instruction on the active listening skills of preservice education professionals. Instruction resulted in statistically significant improvement for targeted active listening skills. As a measure of social validity, parents of preschool and school-age children viewed pre- and postinstruction videotapes of preservice education professionals in role-play conversations. The parents judged the postinstruction performances of the preservice education professionals to be better examples of effective communication than the preinstruction performances of the preservice education professionals.
Clark, T. (1999). Sharing the Importance of Attentive Listening Skills. Journal of Management Education, 23 (2), 216-223. http://jme.sagepub.com
Abstract
This article describes a first-day, in-class exercise that has worked to elevate student awareness of the importance of attentive listening to achieving interpersonal success. Small groups of students answer one of six questions about the impact of the listener’s behavior on speakers, and class discussion revolves around their answers. Students learn how important it is to consciously manage listening behavior. This exercise is also an outstanding springboard for introducing topics the professor will discuss later in the semester, including supporting, coaching, disciplining, interviewing, and team building.
Swain, K.D., Friehe, M., & Harrington, J.M. (2004). Teaching Listening Strategies in the Inclusive Classroom. Intervention in School and Clinic, 40 (1), 48-54. http://isc.sagepub.com
Abstract
Many students who are at risk and those with disabilities struggle with listening. Too often, teacher training programs and basal reading series do not emphasize the importance of listening for learning and literacy. This article discusses the relationship between listening and literacy and offers listening activities that complement an existing elementary reading curriculum.
Palardy, J.M. (1999). Some Strategies for Motivating Students. NASSP Bulletin, 83, 116-121. http://bul.sagepub.com
Abstract
No abstract available
Anderson, M.H. (2007). “Why Are There So Many Theories?” a Classroom Exercise To Help Students Appreciate the Need for Multiple Theories of a Management Domain. Journal of Management Education, 31 (6), 757-776. http://jme.sagepub.com
Abstract
Management educators teaching topics such as motivation and leadership face the challenge of clearly explaining why so many diverse theories exist and why each represents a useful tool worth learning. The large number of “core” theories in these and other management domains often frustrates students, who see the lack of a single, comprehensive theory as indicating that academics do not truly understand the topic. Because students generally evaluate theories according to whether the theories match their personal experience, they may appreciate only one or two as being “correct” or “useful” and dismiss the others as invalid. Building on a “conceptual toolbox” metaphor of education, this article presents a classroom exercise that vividly illustrates why each of the many theories in a management domain is valuable and worth learning. The exercise involves the specific topic of work motivation but can be adapted to any domain involving a large number of core theories.
McCombs, B.L., & Barton, M.L. (1998). Motivating Secondary School Students To Read Their Textbooks. NASSP Bulletin, 82, 24-33. http://bul.sagepub.com
Abstract
No abstract available
Entwisle, D.R., Alexander, K.L., & Steffel Olson, L. (2005). Urban Teenagers: Work and Dropout. Youth & Society, 37 (1), 3-32. http://yas.sagepub.com
Abstract
This article explores how employment affects the likelihood of dropout among high school students in Baltimore, a high-poverty city with a high dropout rate. Among 15-year-olds, those with teen jobs (e.g., lawn mowing, babysitting, etc.) were less than one third as likely to drop out as those who took adult-type jobs (manufacturing or business). This pattern reversed at age 16, however, because, at that age, holding an adult-type job as compared to a teen job reduced dropout risk. Patterns of work, for those older than ages 15 and 16, also affected dropout risk. Students who had been retained, but who made an orderly transition into work, were less likely to drop out than retained students who made a disorderly transition.
Chapter 4: Using Classroom Technology
Quinn, D.M. (2003). Legal Issues in Educational Technology: Implications for School Leaders EducationalAdministration Quarterly, 39 (2), 187-207 http://eaq.sagepub.com
Abstract
New technologies have the potential to revolutionize the educational system. Advancements in educational technology are taking place so swiftly that statutory and case law are continually developing and striving to keep the pace. Repercussions for school leaders are significant and include technology-related issues involving freedom of speech, harassment, privacy, special education, plagiarism, and copyright concerns. School leaders need to be mindful of these emerging legal conditions and understand the importance of professional development training for educators on technology and the law. With this in mind, the school law researcher and professor’s role should be to communicate frequently with educators about new statutes and how to apply legal concepts and frameworks to these developing situations.
Bridges, D.L., & Lache DeVaull, F. (1999). Now That We Have It, What Do We Do with It?: Using the Web in the Classroom. Intervention in School and Clinic, 34, 181-187. http://isc.sagepub.com No abstract available
Harrison, T.M. & Barthel, B. (2009). Wielding New Media in Web 2.0: Exploring the History of Engagement with the Collaborative Construction of media products. New Media & Society, 11(1-2), 155-178. http://nms.sagepub.com/ Abstract
This article explores what is new about Web 2.0, the contemporary cutting-edge platform for web development, differentiating between what is celebrated in the discourse of Web 2.0 and what is genuinely novel about this phenomenon, which is users’ propensity to construct content in the form of information and media products for the web environment. It argues that, from the perspective of theoretical treatments of the ‘active audience’, audiences or media users have created media content on a long-term and consistent historical basis for purposes related to radical and community movements. The article further considers expressive and aesthetic dimensions of Web 2.0 content construction through a discussion of three historical case studies of ‘participatory public art’ which, it is suggested, constitute a useful analogy for understanding similarly oriented Web 2.0 content construction. Finally, it proposes topics and questions that should figure prominently in research agendas addressing Web 2.0 phenomena in the future.
Greenhow, C., Robelia, B., & Hughes, J.E. (2009). Learning, Teaching, and Scholarship in a Digital Age: Web 2.0 and Classroom Research: What Path Should We Take Now? Educational Researcher, 38(4), 246-259. http://edr.sagepub.com
Abstract
Since Windschitl first outlined a research agenda for the World Wide Web and classroom research, significant shifts have occurred in the nature of the Web and the conceptualization of classrooms. Such shifts have affected constructs of learning and instruction, and paths for future research. This article discusses the characteristics of Web 2.0 that differentiate it from the Web of the 1990s, describes the contextual conditions in which students use the Web today, and examines how Web 2.0’s unique capabilities and youth’s proclivities in using it influence learning and teaching. Two important themes, learner participation and creativity and online identity formation, emerged from this analysis and support a new wave of research questions. A stronger research focus on students’ everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed. Finally, insights on how educational scholarship might be transformed with Web 2.0 in light of these themes are discussed.
