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The 25 mini-lessons provided in this book are designed to develop students' self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER (Screen and assess, Confer, Assemble materials, Model, Practice, Execute, Reflect) mini-lesson model devised by the authors, the activities show teachers how to scaffold the writing strategies that students need in order to take control of their independent writing. This book reveals helpful writing strategies, including making associations, planning, visualizing, accessing cues, using mnemonics, and more. It also offers ideas for helping students revise, check, and monitor their writing assignments. This book is divided into five sections. Section I, Developing Understandings About Writing Strategy Mini-Lessons, contains the following chapters: (1) Teaching Writing Strategies in the Classroom (Steve Graham); (2) Incorporating the SCAMPER Writing Strategy Mini-Lesson Model into Your Writing Program (Cindy Lassonde and Janet Richards); (3) Architecture of a Mini-Lesson (Anne Marie Juola-Rushton); (4) The Role of Teachers' Evaluations (Jane Hansen); and (5) Writing Strategy Instruction for Struggling Writers (Rochelle Matthews-Somerville and Eva Garin). Section II, Inventing Strategies, contains the following chapters: (6) Noun Charts (Cynthia B. Leung); (7) Growing a Poem with Interview Buddies (Cindy Lassonde); (8) Let's Tell a Story (Janet Richards); (9) Writing Rockets and Other Graphic Organizers (Todd Sundeen); and (10) Interest Charts (Susan Davis Lenski and Frances Ramos Verbruggen). Section III, Drafting Strategies, contains the following chapters: (11) Reread So You Know What to Write Next (Deborah G. Litt); (12) Where Have I Seen That Word Before? (Ilene Christian); (13) Storyteller Blocks (Joyce C. Fine); (14) Adding Information (Jane Hansen); (15) To Rhyme or Not to Rhyme? (Cindy Lassonde); and (16) Think, Draw, Write, and Share (TDWS) (Cynthia B. Leung). Section IV, Polishing Strategies, contains the following chapters: (17) Act It Out to Discover the Details (Joanne Durham); (18) Personal Editing Checklists (Janet Richards); (19) Adding Dialogue to Fiction and Nonfiction (Lori Czop Assaf); (20) Following Conventions for Writing Dialogue (Deborah Guidry and Neva Ann Medcalf); (21) Color-Coding Editing (Janet Richards); (22) Turning Up the Volume of Voice in Poetry (Cindy Lassonde); and (23) STEP into the Shoes of a Reader (Noreen S. Moore). Section V, Comprehensive Strategies, contains the following chapters: (24) Making Pictures (Gail Verdi and Susan Polirstok); (25) Comprehensive, Step-by-Step Composing for Nonfiction Writing (Janet Richards); (26) Mentoring Authors' Voices Through Readers' Theater (Timothy V. Rasinski and Chase J. Young); and (27) Think Back, Look Forward (Tracy L. Coskie and M. Michelle Hornof). Subject index and name index are also included. [Foreword by Susan B. Neuman]

In this edited volume by experts in the field of teacher education, Current Issues in Teacher Education combines forces from the United States and Canada to present and discuss positions on current topics and concerns in the field of teacher education. It provides an overview and multiple perspectives of issues rather than one authority's position or viewpoint. This will allow the reader to reflect on multiple perspectives and to form his or her opinion and route for further action or discussion. Written in a reader-friendly style with accessible language, the book avoids the use of highly technical jargon-like language. Divided into four parts, Part I looks at overarching issues, such as preparing for the realities of teaching imposed by state and federal mandates, curriculum delivery models, and worldwide issues. Part II explores issues related to the teacher education institution, such as preservice teacher placement, accreditation, and partnerships. Part III contains chapters on training teachers in multicultural education, technology, assessment, special needs, and family involvement. And, in Part IV, leaders from the American Association of Colleges for Teacher Education propose ideas for the future of teacher education. Each chapter includes a section on the implications for teacher education and a look to the future. Review questions to prompt thinking or discussion complete each chapter. Teacher educators who work in the field and/or are involved with professional organizations related to the field will find the book to be useful at the college or university level. Policymakers, administrators, and other leaders in the field will also find the book to be an important addition to their library. (Contains 1 illustration.)

Chapter 8 of the book "The Ethical Educator: Integrating Ethics Within the Context of Teaching and Teacher Research" is presented. It explores the influence of ethical teaching on community and culture. The advantages and disadvantages of teaching in the school of a small town are cited. Also offered are strategies for capitalizing on the advantages and disadvantages and avoiding the disadvantages.

A preface for the book "The Ethical Educator: Integrating Ethics Within the Context of Teaching and Teacher Research" is presented.