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Volume 2 Summer 2009


In this volume, you will find a focus on engaging all students in learning. Contributors this year focused on engaging students across scale. Contributors focused on engaging entire classes: for instance, instituting independent reading time for Pre-K students, asking fifth graders to express themselves through art; making middle school social studies more hands-on; and redesigning high school math homework. Others focused on smaller groups of students: helping at-risk pre-K students get ready to read; restructuring elementary school classrooms to increase participation of kinesthetic learners and children with behavior disorders; taking lower-performing fourth graders outdoors. Yet others focused on the needs of individual students, including a kindergartner just learning to speak English and a fourth grader who was reluctant to learn. Consistent with our mission in Educational Studies to prepare reflective teachers for diverse classrooms, you will also find a focus on diversity and multiculturalism, including reflections on a year-long conversation between a black and white intern, the multiculturalism (and at times the lack thereof) of a unit on ancient Rome, the use of feminist literary criticism to motivate boys to read, and the development of homework practices which close economic achievement gaps.

Section 1: Outdoor education


Lindsey N. Hayden, Leaving the Classroom Behind: Increasing Student Motivation through Outdoor Education



Adrienne Patterson, Effectively Incorporating the Outdoor Environment into the Standard Curriculum



Alun Oliver, The Benefits of Outdoor Education and its Effects on Reluctant Learners


Section 2: Reading and writing


Jim Ritter, Reinstating the Draft: Using Creative Writing to Enhance Composition Skills



Amelia Hinnebusch, Reintroducing Independent Reading Into the Classroom: An Active Approach



Madeline Eberhardt, Independent Reading Programs: Improving Achievement and Attitudes



Rio Cardone, Surveying Road to the Code: An Assessment of a Pre-K Reading Intervention Program


Section 3: Engaging students in the upper grades


Nicole Adrienne Chaplin, Comparing Student Responses to Various Instructional Strategies



Lisa Daciek and Rachel Johns, Homework FOR Students: Differentiating Homework Assignments in Math



Laura Stanley, Viewing and Cueing: Identifying Strategies for Using Political Cartoons Effectively



Mandy Heatwole, Unwrapping Giftedness: Using MI Theory to Engage Honors Students in Language Arts



Graham Micharl Bateman, Motivating Students for Success in the Co-gendered Inclusion Classroom


Section 4: Engaging students in the elementary grades


Anita Rich, Developing Self Perception in Young Artists Through the Creation of Personal Comics



Jane Miller-Pankiewicz, An Ounce of Intervention is Worth a Pound of Cure



 Barbara Delamarter, To Move or Not to Move: A Kinesthetic Learning Environment



Aubrey Jena Lawrence, Classroom Management for Attention Seeking Students



Paula Zweimiller, Structured Lessons and Their Impact on Student Behavior and Performance


Section 5: Diversity and multiculturalism


Matthew F. Adams, How Multicultural Is It? Personal Reflections on Multicultural Teaching



Corey Ahearn, You Got Fried: What I Learned About Race, Schooling and Anti-Racist Education, A Narrative Account if a Student-Teacher's Education



Eric Smith, Utilizing Feminist Literary Criticism to Close the Gap between Masculinity and Literacy



Catherine Koch, Changing Homework to Help Students: Closing the Economic Achievement Gap



Alison L. Femi, Incorporating English Language Learners in the Early Childhood Classroom


Section 6: Teachers and students reach across race


Re'nee Wilburn & Sara D. Greenback, Race, Social Class, and Teaching; The Conversation Between a Black and a White Teacher



Avanti Fernandez, Blurring Racial Lines Through Education: My Job is to Listen, not to Dictate



Caitlin Fisher, Diversity and Friendship: Creating a Classroom that Supports Diversity in Friendship Choice



Allison N. Scheller, The Effects of Different Backgrounds on Student-Teacher Relationships