Considers how the concept of Traveling Literacy Trunk was designed to reach all corners of the state of Oregon with compelling, student-centered, developmentally appropriate writing activities that could be shared with teaching professionals. Outlines 12 steps for developing a Traveling Literacy Trunk. Describes many benefits of the Literacy…

Contends that not all children benefit from established literacy activities in ways that teachers expect and that computer technologies are not routinely incorporated into classroom literacy activities. Reveals, through a case study, that young children of different ability levels have unique occasions for literacy learning when a Language…

Addresses one Communication Department's sojourn in designing, developing, and proposing a unique Master of Arts in Applied Communication. Discusses steps in developing an applied graduate program, the mission statement for the program, the curriculum, the expected impact of the graduate program on the undergraduate program, and program strengths.…

A lead teacher in a privately-owned preschool designed and implemented a peace education program. Primary goals of the practicum used were to provide developmentally appropriate experiences for: (1) increasing understanding of being a peacemaker; (2) gaining respect for nature and the environment; (3) showing compassion toward the exceptional…

This checklist of criteria is intended to assist school system personnel in better determining the effectiveness of their educational programs in the area of citizenship education. (RM)

Describes an independent reading program for gifted students used by the the Blue Mountain Union Schools in Wells River, Vermont. (JL)

Offers a personal reflection based upon the author's experiences as Special Education Coordinator in a Catholic secondary school, where she was responsible for overseeing a reading program which used parent volunteers as tutors for students with literacy difficulties. Discusses the perceived benefits for those involved in the program. (SG)

Asserts that stereotypical notions of science and scientists keep students from seeing themselves as capable of assessing science-related social issues. Describes the results of a project in which seven fourteen-year-olds from an impoverished inner-city neighborhood are exposed to the world of science through creating oral histories and visiting…

Offers seven research-based guidelines to reduce the risk for at-risk learners and help schools implement early childhood programs with a literacy-enriched focus that fosters greater understanding of written language. (SR)

Argues that, since there is no single answer to literacy education for all children, balanced literacy programs are necessary. Discusses the importance of and describes the characteristics of a balanced literacy program. Uses those characteristics to show how literature-response groups can be part but not all of a balanced literacy program. (SR)

Notes that finding time for skills instruction without replacing literature discussion and writers' workshop requires a strong organizational framework for literacy instruction. Suggests that teachers need principled, conceptual frameworks to guide their thoughts and actions. Describes a framework, Book Club Plus, designed by a practitioner…

In this highly informative text, Darrell Morris offers detailed, practical guidance based on decades of hands-on experience as a reading clinician and educator. He demonstrates how to conduct a comprehensive diagnostic assessment; interpret reading scores; and provide individualized instruction that takes each student's specific strengths and…

Since its publication in 2000, Strategies That Work has become an indispensable resource for teachers who want to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. In this revised and expanded edition, the authors have added twenty completely new comprehension lessons, extending the scope of the…

The "Guide to National Board Certification" introduces teachers to the assessment process and provides them with useful information as they apply for National Board Certification or order the "Take One![R]" professional development kit. By participating in the National Board Certification process, participants are joining tens of thousands of…

Notes the importance of practice in facilitating students' reading developnment and presents guidelines for providing practice which are designed around three areas of concern: planning, delivering, and evaluating assignments. (NH)