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The theme of this year was educate to liberate. A reminder to the literacy community that education, and literacy extend beyond the content and courses we teach. As Freire puts it, "Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are liberated: they oppress." As literacy educators we should strive to work along with our students, to co-create with them, to learn from them. Freire reminds us that "the (literacy) teacher is of course an artist...What the educator does in teaching is to make it possible for students to become themselves." Therefore, as literacy educators it is our duty to provide access and opportunities for students of all socioeconomic and cultural backgrounds as they navigate their way in our classrooms. All the articles within this Yearbook represent a portion of the sessions presented at the conference. After a peer-review process for conference acceptance, the ensuing articles underwent an additional two rounds of double-blind peer review before acceptance in the Yearbook. It is our sincere hope that the articles reflect the theme and embolden our practice as literacy educators and researchers.

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This book revolves around educating recently arrived immigrant youth in the United States who are emergent bilinguals. Drawing on a seven-year research collaboration with three ESL teachers in an urban secondary school in the United States, it addresses questions around taking a critical approach to language and literacy education, including what this looks like in everyday practice and what emergent bilingual youth can learn from it. The chapters illustrate the praxis of critical language and literacy education undertaken by everyday ESL teachers, curricular materials and pedagogical practices that promote emergent bilingual youths' engagement with words and worlds, and finally, a methodological and relational approach to researching with classroom teachers. The book introduces teaching practices such as dialogic problem-posing, translanguaging and translation, the use of multimodal texts, and youth research on language. Arguing for the potential power of critical language and literacy education for immigrant youth and their teachers, this book will benefit educators, researchers, and graduate students in the fields of language and literacy, second language acquisition (SLA), ESL and TESOL pedagogy, and in curriculum studies, education of immigrant children and youth, and multicultural issues in education.

In a world where public speaking often determines whose needs are addressed and whose values prevail, how can we create brave classroom spaces where young people can effectively express their thoughts and advocate for themselves and others? In "Amplify Student Voices," AnnMarie Baines, Diana Medina, and Caitlin Healy introduce Expression-Driven Teaching to show how centering youth voices and expression in the classroom meets both academic and social and emotional learning goals. The authors promote instruction in various forms of public speaking--storytelling, debate, poetry, presentation, and self-advocacy--as a way to pursue equity in education and counter the oppression that has long silenced the voices of marginalized groups. This engaging book features extensive first-person accounts from young people who describe their journey toward effective public speaking and how it has helped them affirm their identity, confront life's many challenges, and pursue opportunities with increased confidence. Their insights also inform and supplement the authors' practical recommendations and how-tos for incorporating the various public speaking formats into everyday instruction at all grade levels and across subject areas. Both informative and inspiring, "Amplify Student Voices" challenges traditional notions of "good" public speaking, broadens its definition, and demonstrates how to engage learners to create a world that is more inclusive and just.

Which are the new directions in learning and teaching Modern Languages and English through literature? How can we use songs to talk about poetry in the language classroom, and how can creative writing workshops help with language teaching beyond the classroom? These are just a few questions addressed in this volume. Researchers and practitioners in Modern Languages and English as a Foreign Language share theory and their best practice on this pedagogical approach. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This handbook offers an expanded discourse on transformative learning by making the turn into new passageways to explore the phenomenon of transformation. It curates diverse discourses, knowledges and practices of transformation, in ways that both includes and departs from the adult learning mainstay of transformative learning and adult education. The purpose of this handbook is not to resolve or unify a theory of transformation and all the disciplinary contributions that clearly promote a living concept of transformation. Instead, the intent is to catalyze a more complex and deeper inquiry into the "Why of transformation." Each discipline, culture, ethics and practice has its own specialized care and reasons for paying attention to transformation. How can scholars, practitioners, and active members of discourses on transformative learning make a difference? How can they foster and create conditions that allow us to move on to other, unaddressed or understudied questions? To answer these questions, the editors and their authors employ the metaphor of the many turns into passageways to convey the potential of transformation that may emerge from the many connecting passageways between, for instance, people and society, theory and practice, knowledge created by diverse disciplines and fields/professions, individual and collective transformations, and individual and social action.

"Literary Imagination and Professional Knowledge: Using Literature in Teacher Education" establishes a foundation for expanding the use of literature in teacher education curricula. The contributors to this collection have a wide variety of education and experience, thus bringing a richness to the content of the volume. Literature can be a valuable means for illuminating subject matter in college courses focused on educational psychology, educational foundations, human development, educational assessment, and other areas critical to the development of future teachers. When literary excerpts are incorporated into the presentation of content, the resulting connections can serve to enhance--in both quality and scope--student understanding and classroom discussions. This book is intended to provide specific suggestions and outlines for incorporating literature (e.g., fiction, poetry, and narrative) in teacher education courses. A variety of genres, historical contexts, and specific applications are represented. Among the literary works highlighted are Great Expectations by Charles Dickens, Milton's "Paradise Lost," "Brave New World" by Aldous Huxley, Homer's "Odyssey," Dante's "Inferno," "The Sum of Our Days" by Isabel Allende, the Gilgamesh legend, the poetry of Jason Reynolds, the writings and artwork of William Blake, and classic folk and fairy tales. They are used as frameworks for introducing or exemplifying concepts typically covered in teacher education curricula. One chapter also describes a research investigation into the effects of using literature on pre-service teachers' beliefs and attitudes about cultural diversity.

This inspirational book is about engaged pedagogies, an approach to teaching and learning that centers dialogue, listening, equity, and connection among stakeholders who understand the human and ecological cost of inequality. The authors share their story of working with students, teachers, teacher educators, families, community members, and union leaders to create transformative practices within and beyond public school classrooms. This collaborative work occurred within various spaces--including inside school buildings, libraries, churches, community gardens, and nonprofit organizations--and afforded opportunities to grapple with engaged pedagogies in times of political crisis. Featuring descriptions from a district-wide initiative, this book offers practical and theoretical resources for educators wanting to center justice in their work with students. Through question-posing, color images, empirical observations, and use of scholarly and practitioner-driven literature, readers will learn how to use these resources to reconfigure schools and classrooms as sites of engagement for equity, justice, and love. This book: (1) Provides a sound approach to deeply taking up the work of justice and engaged pedagogies; (2) Presents linguistic, cultural, theoretical, and practical ideas that can be used and implemented immediately; (3) Includes reflective questions, found poetry, lesson ideas, storytelling as narrative, and examples of engaged pedagogies; (4) Shares stories from a district-wide initiative that embedded engaged pedagogies within classrooms, counseling offices, and libraries; and (5) Showcases original artwork and images in full color by Grace D. Player, one of the coauthors.

Improving education outcomes for Black students begins with resisting racist characterizations of blackness. Chezare A. Warren, a nationally recognized scholar of race and education equity, emphasizes the imperative that "possibility" drive efforts aimed at transforming education for Black learners. Inspired by the "freedom dreaming" of activists in the Black radical tradition, the book is comprised of nine principles that clarify how "centering possibility" actively refuses limitations for what Black people can create, accomplish, and achieve. This interdisciplinary volume also features over 30 original images, poems, and lyrics by Black artists from around the United States, each helping to breathe new life into the concept of possibility and its relevance to remaking Black children's experience of school. Warren draws on research in history, cultural studies, and sociology to cast a vision of Black education futures unencumbered by antiblackness and white supremacy. This justice-oriented text will inspire innovative solutions to eliminating harm and generating education alternatives Black students desire and deserve. Book features: (1) Describes practical, antideficit approaches to educating Black children, youth, and young adults; (2) Focuses on productively reorienting visions, philosophies, and rationales guiding contemporary Black education transformation work; (3) Includes relatable stories and anecdotes written in a conversational style; and (4) Filled with provocative pieces of original art by Black artists, such as paintings, drawings, photographs, mixed media, spoken word, poems, and song lyrics.

This book describes the practice of poetic inquiry and takes the reader through the process of translating lived experience into poetry that attends to the lives of others. Using her own writing--from early drafts to published poems--Apol demonstrates elements of poetic inquiry that both give it strength and make it complicated: the importance of craft (the aesthetic); the imperative of accuracy and reliability (the investigative); the significance of ethical responsibility that leads to action (witness); and the centrality of relational connectedness and accountability (withness). Apol raises questions about what it means for poems to function as both research and art, and illustrates what happens when there are irresolvable conflicts between the demands of the poem and a commitment to relationship. Throughout, Apol addresses her white privilege, as well as the dominant white/colonial narrative that often seeps into arts-based work unless it is overtly and critically addressed. The book goes beyond arts-based research, speaking as well to other forms of cross-national, cross-cultural research. It is a call for relational scholarship that moves toward action, a heart-rending teaching, a post-traumatic aesthetic map laid down with clear and poignant theory and praxis to extend, serve and guide. [For "Memory Mosaics: Researching Teacher Professional Learning through Artful Memory-Work. Studies in Arts-Based Educational Research. Volume 2," see ED616965.]

Language play occurs when people manipulate language in some way, often for fun and always for impact. Alliteration, unexpected vocabulary, phrases that deliberately provoke thought each have impact and appear in all types of writing, whether factual, literary or persuasive. Language play is evident throughout life too: from simple word repetition in the early years, to the rhymes of primary school poetry and the mischievous metaphors in adult journalism. Yet the importance of such play for children's developing literacy rarely has the attention it deserves. This book places it center-stage. Using examples from real-life settings, and from the writing of children's authors and children themselves, "Language Play and Children's Literacy" explores the nature of language and what it does. The authors explore language play from the past and from overseas, and look at the changes in language play brought about by digital and multi-modal environments. They show how language play may be used for different purposes, in early childhood, in children's literature and poetry, in children's narrative and non-narrative writing, and in the use of grammar and punctuation. The book ends with an invaluable A to Z resource bank of readily usable activities that may quickly be adapted for use in schools and homes. "Language Play and Children's Literacy" celebrates the contribution of language play to children's understanding and enjoyment of how language can be used playfully, and sometimes provocatively, throughout their lives.

Acknowledging teacher and student dialogue as key to student development, this volume takes a critical perspective on notions of classroom participation, extending previous scholarship to illustrate how critical, dialogic pedagogies can promote equity and inclusivity. In proposing and outlining the parameters of "critical dialogic education," the contributors to this volume document and discuss examples of classroom discourse practices that challenge the monolithic and uncritical discourse practices that traditionally silence minoritized students. Chapters draw on a range of empirical studies and present multimodal data to consider aspects of teacher education; classroom environments; and curricular innovations which promote critical and dialogical student interaction, civic engagement, and linguistic versatility. This book will be of interest to scholars, postgraduate students, and researchers working in the fields of language, classroom discourse, social justice, and critical pedagogies, as well as teacher educators and professional development leaders who work with classroom teachers.

Through ideas and practices straight from the classrooms of outstanding teachers, this lively resource illustrates writing that makes an impact on a reader, a writer, or a cause--writing that everyone wants to read. The book is rich with student work that shows how writing can make things happen in the world. The authors provide ready-to-use lessons that include a full range of writing, including poetry, narrative, petitions, proposals, emails, self-reflections, long-term projects, and critical analyses. Book Features: (1) Incorporates the voices and practices of many talented writing teachers; (2) Employs an upbeat style with a clear, easy-to-follow framework; (3) Encourages writing that changes minds, tells stories, calls for action, creates awareness or empathy, touches emotions, or promotes new thinking; (4) Provides accessible teaching ideas, short exercises, and student models; and (5) Builds on students' experiences with social media and their interest in social issues.

"What is Literature? A Critical Anthology" explores the most fundamental question in literary studies. 'What is literature?' is the name of a problem that emerges with the idea of literature in European modernity. This volume offers a cross-section of modern literary theory and reflects on the history of thinking about literature as a specific form. "What is Literature?" reveals how ideas of the literary draw on the foundations of Western thought in ancient Greece and Rome, charting the emergence of modern literature in the eighteenth century, and including selections from the present state of the art. The anthology includes the work of leading writers and critics of the last two thousand years including Plato, Henry James, Virginia Woolf, Edward Said, Gayatri Chakravorty Spivak, Jacques Rancière, and many others. The book is an insightful examination of the nature of literature, its meanings and values, functions and forms, provocations and mysteries. "What is Literature?" brings together in one volume influential and intriguing essays that show our enduring fascination with the idea of literature. This important guide: (1) Contains a broad selection of the most significant texts on the topic of literature; (2) Includes leading writers from ancient times to the most recent thinkers on literature and criticism; and (3) Encourages readers to reflect on the varied meanings of "literature." "What is Literature? A Critical Anthology" is a unique collection of texts that will appeal to every student and scholar of literature and literary criticism in the European tradition. This book contains the following chapters: (1) Hamburg Dramaturgy (1769) (G. E. Lessing); (2) Of the Standard of Taste (1777) (David Hume); (3) Critique of Judgment (1790) (Immanuel Kant); (4) On the Aesthetic Education of Man (1795) (Friedrich Schiller); (5) On the Study of Greek Poetry (1797) and Philosophical Fragments (1798-1800) (Friedrich Schlegel); (6) Lectures on Dramatic Art (1811) (A. W. Schlegel); (7) Preface to Lyrical Ballads, with Pastoral and Other Poems (1802) (William Wordsworth); (8) Biographia Literaria (1817) (Samuel Taylor Coleridge); (9) Aesthetics: Lectures on Fine Art (1835) (G. W. F. Hegel); (10) The Function of Criticism at the Present Time (1864) (Matthew Arnold); (11) The Birth of Tragedy (1872) (Friedrich Nietzsche); (12) The Art of Fiction (1884) (Henry James); (13) Crisis of Verse (1897) (Stéphane Mallarmé); (14) Art as Technique (1917) (Viktor Shklovsky); (15) The Uncanny (1919) (Sigmund Freud); (16) Tradition and the Individual Talent (1919) and The Function of Criticism (1923) (T. S. Eliot); (17) A Room of One's Own (1929) (Virginia Woolf); (18) The Storyteller (1936): Reflections on the Works of Nikolai Leskov (Walter Benjamin); (19) Pierre Menard, Author of the "Quixote" (Jorge Luis Borges); (20) What is Literature? (1948) (Jean-Paul Sartre); (21) Literature and the Right to Death (1948) (Maurice Blanchot); (22) Language (1950) (Martin Heidegger); (23) Trying to Understand "Endgame" (1958) (Theodor W. Adorno); (24) The Meridian (1960) (Paul Celan); (25) What is an Author? (1969) (Michel Foucault); (26) Sorties: Out and Out: Attacks/Ways Out/Forays (1975) (Hélène Cixous); (27) What is a Minor Literature? (1975) (Gilles Deleuze and Félix Guattari); (28) Literature and Life (1993) (Gilles Deleuze); (29) The Literary Absolute (1978) (Philippe Lacoue-Labarthe and Jean-Luc Nancy); (30) Orientalism (1978) (Edward W. Said); (31) Autobiography as De-facement (1979) (Paul de Man); (32) Che cos'è la poesia? (1988) and Before the Law (1982) (Jacques Derrida); (33) Signs Taken for Wonders (1986): Questions of Ambivalence and Authority under a Tree Outside Delhi, May 1817 (Homi K. Bhabha); (34) What is the History of Literature? (1997) (Stephen Greenblatt); (35) A Critique of Postcolonial Reason (1999) (Gayatri Chakravorty Spivak); (36) Literature for the Planet (2001) (Wai Chee Dimock); (37) The Politics of Literature (2003) (Jacques Rancière); and (38) Close Reading in an Age of Global Writing (2013) (Rebecca L. Walkowitz).

Originally published as a special issue of the "Middle School Journal," this book presents integrative curriculum as a foundational element of the middle school. By addressing the current gap in literature on curriculum integration in the middle grades, this text explores how learning can be organized around authentic concepts or questions which cut across disciplines and speak to young adolescents. Providing a current, nuanced, and comprehensive review of what it means to embrace and implement an interdisciplinary and integrative curriculum, the volume considers how educators can create and deliver a high-quality integrative curriculum which is enjoyable, challenging, and inclusive. Examples of implementation in teacher preparation programs and middle grade classrooms showcase integrative approaches and illustrate how curricula have been key in tackling social inequities, increasing engagement with STEM, and supporting collaboration. This text will be of great interest to graduate and postgraduate students, researchers, academics and libraries in the field of Middle School Education, Curriculum Studies, Teacher Education, Theories of Learning, and STEM Education.

Discover the ways teachers and researchers apply up-to-date TESOL research to meet both content and language acquisition criteria while also affirming students' cultural knowledge, life experiences, and language abilities. Like the high school grades themselves, the chapters in this volume are organized by academic content area including language arts, social studies, science, and math: (1) Unpack two major factors of teaching high school English learners: students' English proficiency level and their previous educational experiences; (2) Understand the benefits of using guided visualization, graphic organizers, and scaffolding techniques to comprehend complex texts and mathematical lessons; (3) Create a collaborative classroom environment using project-based learning and encouraging dialogue with peers; and (4) Learn how to deliver culturally relevant and creative instruction while supporting English learners in acquiring both academic and social English skills. Titles in the book: (1) Series Editor's Preface (Holly Hansen-Thomas); (2) Introduction (Mandy Stewart and Holly Hansen-Thomas); (3) Approaching Argumentation Playfully in the English Language Arts Classroom (9th-12th grade) (Misty Ferguson); (4) El Cucuy and the Boogeyman: A Multicultural Arts-Based Approach to Poetry (9th grade) (Katie Walker); (5) Translanguaging to Support Reading and Writing Engagement in the English Language Arts Classroom (12th grade) (Seth M. Ross and Mary Amanda Stewart); (6) Breaking Through: Using Authentic Literature to Teach Social Studies (11th grade) (Jacqueline Riley and Patsy Sosa-Sánchez); (7) Picture This! Using Illustrated Books to Support Comprehension of Social Studies Complex Texts (10th-11th grade) (Tamra Dollar, Patricia Flint, and Holly Hansen-Thomas); (8) From Research to Practice: Equipping English Learners with History Literacy Skills (9th grade) (Laura Schall-Leckrone and Debbie Barron); (9) Bilingual Biomes: Revising and Redoing Monolingual Instructional Practices for Multilingual Students (10th grade) (Brian Seilstad, Derek Braun, Somin Kim, and Min-Seok Choi); (10) Transforming Language and Content in Science Learning for Secondary English Learners (9th-12th grade) (Francine M. Johnson, Cynthia Lima, and Jorge Solís); (11) On Shaky Grounds: Teaching Earthquake Science to English Learners Through Guided Visualization (9th grade) (Alandeom W. Oliveira, Luciana de Oliveira, and Carla Meskill); (12) Scaffolding the Language of Mathematics: Multiple Representations of Functions in Algebra (9th grade) (Geraldine Devine and Suzanne Toohey); and (13) Conclusion (Holly Hansen-Thomas and Mandy Stewart).

This book communicates new voices, insights, and possibilities for working with the arts and memory in researching teacher professional learning. The book reveals how, through the arts, teacher-researchers can reimagine and reinvigorate moments of the past as embodied and empowering scholarly experiences. The peer-reviewed chapters were composed from juxtaposing unique "mosaic" pieces written by 21 new and emerging scholars in South Africa and Canada. Their research explores diverse arts-based practices and resources including collage, film, drawing, narrative, poetry, photography, storytelling and television alongside related ethical issues. Critically, "Memory Mosaics" also demonstrates how artful memory-work can engender agency in professional learning with teacher-researchers taking up pressing issues of social justice such as inclusion and decolonisation. Overall, the book offers a multidimensional, polyvocal exploration of how artful memory-work can bring about future-oriented professional learning enacted as pedagogies of reinvention and productive remembering. [For "Arts-Research-Education: Connections and Directions. Studies in Arts-Based Educational Research. Volume 1," see ED610775.]

Literacy is the foundation of lifelong learning and a crucial element in the universally recognised right to education. However, illiteracy continues to exist as a global challenge, and many individuals still lack the basic literacy skills that are needed to engage in further learning opportunities and for the economic and social development of their communities. In order to redress this persistent gender disparity, the need to empower women through the acquisition of literacy skills is gaining increasing recognition. A number of countries are already implementing effective literacy programmes that directly target women, including various E-9 countries (The E-9 is a forum of nine countries (Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria and Pakistan), LIFE (UNESCO launched the Literacy Initiative for Empowerment (LIFE, 2006-2015) as a collaborative effort to accelerate literacy action in thirty-six of the world's most challenged countries: Afghanistan, Bangladesh, Benin, Brazil, Burkina Faso, Central African Republic, Chad, China, Democratic Republic of Congo, Djibouti, Egypt, Eritrea, Ethiopia, Gambia, Guinea, Guinea-Bissau, Haiti, India, Indonesia, Iraq, Iran, Madagascar, Mali, Mauritania, Morocco, Mozambique, Nepal, Niger, Nigeria, Pakistan, Papua New Guinea, Senegal, Sierra Leone, South Sudan, Sudan, and Yemen) countries and countries in the South Asian Association for Regional Cooperation (SAARC). This publication offers a selection of women's literacy programmes that have been effectively implemented around the world. Each case study presents an example of a best practice in the field of literacy and basic skills, specifically demonstrating the importance of increasing literacy levels among women. The collection is meant to serve as a resource to inspire the implementation and continuation of literacy programmes for women, though this is only a small sample of many successful initiatives. The following case studies are included in this publication: Africa: (1) Ethiopia: Integrated Women's Empowerment Programme (IWEP); (2) Liberia: Economic Empowerment for Adolescent Girls (EPAG); (3) Mozambique: Promoting Women's Literacy in Angola and Mozambique; (4) Nigeria: Mother and Child Education Programme (MCEP); and (5) Senegal: The Tostan Community Empowerment Program. Arab States: (6) Morocco: Means of Socio-economic Empowerment and Integration for Women; (7) Palestine: The Early Childhood, Family and Community Education Programme; and (8) Yemen: Literacy Through Poetry (LTPP). Asia and the Pacific: (9) Cambodia: Community Self-prevention Against Trafficking of Women and Children (CSPATWC); (10) India: Khabar Lahariya (News Waves); (11) India: Sahajani Shiksha Kendra: Literacy and Education for Women's Empowerment; (12) India: Saakshar Bharat Mission; (13) Indonesia: Gender Justice Education for Marginalised Women; (14) Pakistan: Adult Female Functional Literacy Programme (AFFLP); (15) Pakistan: Mobile-Based Post Literacy Programme; (16) Philippines: Supporting Maternal and Child Health Improvement and Building Literate Environment (SMILE) Mindanao Project; and (17) Republic of Korea: Mothers' School. Latin America: (18) Bolivia: Bilingual Literacy and Reproductive Health; and (19) Mexico: Bilingual Literacy for Life. Europe: (20) Turkey: Family Literacy Programmes (FLPs); and (21) Turkey: Functional Adult Literacy and Women's Support Program. [Individual case studies contain references. This publication was edited with the help of Laura Fox and Justin P. Jimenez.]

This volume contains papers submitted to the 11th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Plovdiv, Bulgaria, 14-17 May 2013, and papers submitted to the 1st International Distance Partner Conference, organized by the International Research Centre "Scientific Cooperation," Rostov-on-Don, Russia. The 11th BCES Conference theme is "Education in One World: Perspectives from Different Nations." The Distance Partner Conference theme is "Contemporary Science and Education in a Globally Competitive Environment." The book consists of 92 papers, written by 141 authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 11th BCES Conference, and Parts 5-7 comprise papers submitted to the Distance Partner Conference. Studies presented in the book cover all levels of the educational system--preschool, primary, secondary, postsecondary, and higher education. Topics in the field of general, special, and vocational education are examined. Methodologies used in the studies represent a multiplicity of research methods, models, strategies, styles, and approaches. Various types of studies can be seen--national and international, case and comparative, descriptive and analytical, theoretical and empirical, historical and contemporary, scientific and essayistic, and critical and indifferent. The following papers are included in this volume: (1) Editorial Preface (Nikolay Popov, Charl Wolhuter, Patrícia Albergaria Almeida, Gillian Hilton, James Ogunleye, and Oksana Chigisheva); and (2) Introduction: Globalization in the One World--Impacts on Education in Different Nations (Nicholas Sun-Keung Pang). Part 1: Comparative Education & History of Education--(3) William Russell on Schools in Bulgaria (Nikolay Popov and Amra Sabic-El-Rayess); (4) Prolegomena to an International-Comparative Education Research Project on Religion in Education (Charl Wolhuter); (5) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Estonia and South Africa (Johannes L. van der Walt); (6) Perspectives on Tolerance in Education Flowing from a Comparison of Religion Education in Mexico and Thailand (Ferdinand J. Potgieter); (7) Do Teachers Receive Proper In-Service Training to Implement Changing Policies: Perspective from the South African Case? (Elize du Plessis); (8) Towards understanding different faces of school violence in different "worlds" of one country (Lynette Jacobs); (9) Transforming Life Skills Education into a Life-Changing Event: The Case of the Musical "The Green Crystal" (Amanda S. Potgieter); (10) Accessing Social Grants to Meet Orphan Children School Needs: Namibia and South Africa Perspective (Simon Taukeni and Taole Matshidiso); (11) Educational achievement as defining factor in social stratification in contemporary Spain (Manuel Jacinto Roblizo Colmenero); and (12) From Times of Transition to Adaptation: Background and Theoretical Approach to the Curriculum Reform in Estonia 1987-1996 (Vadim Rouk). Part 2: Pre-Service and In-Service Teacher Training & Learning and Teaching Styles--(13) What lessons to take from educational reforms in Asia-Pacific region? Factors that may influence the restructuring of secondary education in East Timor (Ana Capelo, Maria Arminda Pedrosa, and Patrícia Albergaria Almeida); (14) The Culture of Experiential Community Based Learning: Developing Cultural Awareness in Pre-Service Teachers (Alida J. Droppert); (15) Theory in Educational Research and Practice in Teacher Education (Leonie G. Higgs); (16) Comparative study of learning styles in higher education students from the Hidalgo State Autonomous University, in Mexico (Emma Leticia Canales Rodríguez and Octaviano Garcia Robelo); (17) Equity and Competitiveness: Contradictions between the Identification of Educational Skills and Educational Achievements (Amelia Molina García); (18) Adult Reading in a Foreign Language: A Necessary Competence for Knowledge Society (Marta Elena Guerra-Treviño); (19) The teaching profession as seen by pre-service teachers: A comparison study of Israel and Turkey (Zvia Markovits and Sadik Kartal); (20) Teaching/learning theories--How they are perceived in contemporary educational landscape (Sandra Ozola and Maris Purvins); (21) Learning Paths in Academic Setting: Research Synthesis (Snežana Mirkov); (22) Innovation Can Be Learned (Stanka Setnikar Cankar and Franc Cankar); (23) Rethinking Pedagogy: English Language Teaching Approaches (Gertrude Shotte); (24) Repercussions of Teaching Training in the Sociology of Work in Mexico (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Magali Zapata-Landeros, Antonio Ayòn- Bañuelos, and Maria Morfin-Otero); (25) Listening to the Voices of Pre-Service Student Teachers from Teaching Practice: The Challenges of Implementing the English as a Second Language Curriculum (Cathrine Ngwaru); (26) In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education (Martha Nkechinyere Amadi); (27) Symbols of Hyphenated Identity Drawing Maps (IDM) for Arab and Jewish Students at the University of Haifa (Rachel Hertz-Lazarowitz, Abeer Farah, and Tamar Zelniker); (28) The contemporary transdisciplinary approach as a methodology to aid students of humanities and social sciences (Petia Todorova); (29) Instructional Objectives: Selecting and Devising Tasks (Milo Mileff); and (30) Problem Orientated Education on the Basis of Hyper-Coded Texts (Play and Heuristic) (Valeri Lichev). Part 3: Education Policy, Reforms and School Leadership--(31) Using e-learning to enhance the learning of additional languages--A pilot comparative study (Gillian L. S. Hilton); (32) Challenges of Democratisation: Development of Inclusive Education in Serbia (Vera Spasenovic and Slavica Maksic); (33) Nurturing child imagination in the contemporary world: Perspectives from different nations (Slavica Maksic and Zoran Pavlovic); (34) The abusive school principal: A South African case study (Corene de Wet); (35) Thinking Styles of Primary School Teachers in Beijing, China (Ying Wang and Nicholas Sun-Keung Pang); (36) Breaking the cycle of poverty through early literacy support and teacher empowerment in Early Childhood Education (J. Marriote Ngwaru); (37) Designing Cooperative Learning in the Science Classroom: Integrating the Peer Tutoring Small Investigation Group (PTSIG) within the Model of the Six Mirrors of the Classroom Model (Reuven Lazarowitz, Rachel Hertz-Lazarowitz, Mahmood Khalil, and Salit Ron); and (38) The Effects of Educational Reform (Claudio-Rafael Vasquez-Martinez, Graciela Giron, Ivan De-La-Luz-Arellano, and Antonio Ayon-Bañuelos). Part 4: Higher Education, Lifelong Learning and Social Inclusion--(39) Interactions between vocational education and training and the labour market in Europe: A case study of Ireland's formalised feedback mechanisms (James Ogunleye); (40) At the Intersections of Resistance: Turkish Immigrant Women in German Schools (Katie Gaebel); (41) Intellectual capital import for the benefit of higher education (Airita Brenca and Aija Gravite); (42) Lessons from the training programme for women with domestic violence experience (Marta Anczewska, Joanna Roszczynska-Michta, Justyna Waszkiewicz, Katarzyna Charzynska, and Czeslaw Czabala); (43) Loneliness and depression among Polish university students: Preliminary findings from a longitudinal study (Pawel Grygiel, Piotr Switaj, Marta Anczewska, Grzegorz Humenny, Slawomir Rebisz, and Justyna Sikorska); (44) Psychosocial difficulties experienced by people diagnosed with schizophrenia--Barriers to social inclusion (Marta Anczewska, Piotr Switaj, Joanna Roszczynska-Michta, Anna Chrostek, and Katarzyna Charzynska); (45) Lifelong Learning from Ethical Perspective (Krystyna Najder-Stefaniak); (46) Contemporary perspectives in adult education and lifelong learning--Andragogical model of learning (Iwona Blaszczak); (47) Examining the reasons black male youths give for committing crime with reference to inner city areas of London (Elizabeth Achinewhu-Nworgu, Chioma Nworgu, Steve Azaiki, and Helen Nworgu); (48) Restructuring Nigerian Tertiary (University) Education for Better Performance (Stephen Adebanjo Oyebade and Chika Dike); (49) Keeping abreast of continuous change and contradictory discourses (Marie J. Myers); (50) Process Management in Universities--Recent Perspectives in the Context of Quality Management Oriented towards Excellence (Veronica Adriana Popescu, Gheorghe N. Popescu, and Cristina Raluca Popescu); (51) Greek Primary Education in the Context of the European Life Long Learning Area (George Stamelos, Andreas Vassilopoulos, and Marianna Bartzakli); (52) Bologna Process Principles Integrated into Education System of Kazakhstan (Olga Nessipbayeva); (53) Methodology of poetic works teaching by means of innovative technologies (Bayan Kerimbekova) [title provided in English and Bulgarian, paper is in Bulgarian]; (54) About the use of innovations in the process of official Kazakh language teaching in level on the basis of the European standards (Kuralay Mukhamadi) [title provided in English and Bulgarian, paper is in Bulgarian]; and (55) A Study of Para-Verbal Characteristics in Education Discourse (Youri Ianakiev) [title provided in English and Bulgarian, abstract in English, and paper in Bulgarian]. Part 5: Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels [title is in English and Bulgarian]--(56) Establishing sustainable higher education partnerships in a globally competitive environment (Oksana Chigisheva); (57) Modernising education: International dialogue and cooperation (Elena Orekhova and Liudmila Polunina); (58) The communication between speech therapist and parents as a way of correction work improvement with children having poor speech (Elena Popova) [title is in English and Bulgarian, paper in Bulgarian]; (59) ESP teaching at the institutions of higher education in modern Russia: Problems and perspectives (Nadezhda Prudnikova); (60) Competency-based approach to education in international documents and theoretical researches of educators in Great Britain (Olga Voloshina-Pala); (61) EU strategies of integrating ICT into initial teacher training (Vitaliya Garapko); (62) Socialisation channels of the personality at the present development stage of the Russian society (Evgenii Alisov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (63) Perspectives of competence approach introduction into the system of philological training of language and literature teachers (Elena Zhindeeva and Elena Isaeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (64) Organization of special education in the primary school of the European Union (Yelena Yarovaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (65) Formation of professionally-innovative creative sphere of future Master degree students in the Kazakhstan system of musical education (Gulzada Khussainova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (66) Ethnocultural component in the contemporary musical education of the Republic of Kazakhstan (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, and paper in Bulgarian]; (67) The main tendencies of scientific research within doctoral studies of PhD (Yermek Kamshibayev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (68) Organizational and pedagogical conditions of education quality improvement in the professional college (Igor Artemyev and Alexander Zyryanov) [title and abstract in English and Bulgarian, paper in Bulgarian]; (69) The imperative of responsibility in a global society as a determinant of educational strategy development (Irina Rebeschenkova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (70) Pedagogical understanding of diversification of mathematical education as a strategy of development of vocational training at the university (Irina Allagulova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (71) Prerequisites of the establishment and evolution of concepts and categories on the problem of ethnic and art competence formation (Leonora Bachurina and Elena Bystray) [title and abstract in English and Bulgarian, paper in Bulgarian]; (72) Education institutionalization as a stratification manipulator (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; (73) The Concept of Teaching Musical Art on the Basis of Using Interscientific Connections at the Lessons (Oksana Strikhar) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (74) The key strategic priorities of the development of the additional professional education at the Economic University. Regional aspect (Evelina Pecherskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 6: Key Directions and Characteristics of Research Organization in Contemporary World [title in English and Bulgarian]--(75) Metaphors in the press: The effectiveness of working with newspaper tropes to improve foreign language competence (Galina Zashchitina); (76) Legal portion in Russian inheritance law (Roza Inshina and Lyudmila Murzalimova); (77) Formation of healthy (sanogenic) educational environment in innovative conditions (Anatoly Madzhuga and Elvira Ilyasova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (78) "The Sacred Truth" (T. Bondarev's teaching as an element of L. N. Tolstoy's philosophy) (Valentina Litvinova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (79) The destiny of man (Vasiliy Shlepin) [title and abstract in English and Bulgarian, paper in Bulgarian]; (80) Diversity of the world in the culture of the city Astana (Gulnar Alpeisova) [title in English and Bulgarian, abstract in English, paper in Bulgarian]; (81) The study of self-expression and culture of self-expression in pedagogy and psychology in the context of the problems of tolerant pedagogical communication (Elizaveta Omelchenko and Lubov Nemchinova) [title and abstract in English and Bulgarian, paper in Bulgarian]; (82) Infrastructural support of innovative entrepreneurship development in Ukraine (Iryna Prylutskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]; (83) Guidelines and peculiarities of network mechanisms of an organization running (Natalia Fomenko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (84) The influence of information technologies on medical activity and the basic lines of medical services (on the example of the portal of the state services) (Nataliya Muravyeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; (85) Economic expediency of the integration cooperation between pharmaceutical complex of Russia and the CIS (Natalia Klunko) [title and abstract in English and Bulgarian, paper in Bulgarian]; (86) Research of prospects of the Russian tourism (Tatyana Sidorina, Marina Artamonova, Olga Likhtanskaya, and Ekaterina Efremova) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (87) The influence of globalization on contemporary costume changes (Julia Muzalevskaya) [title and abstract in English and Bulgarian, paper in Bulgarian]. Part 7: International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration [title in English and Bulgarian]--(88) An overview on Gender problem in Modern English (Daria Tuyakaeva); (89) Focus-group as a qualitative method for study of compliance in cardiovascular disease patients (Olga Semenova, Elizaveta Naumova, and Yury Shwartz); (90) The development of the social and initiative personality of children in the system of additional education (Andrei Matveev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (91) Proceedings in criminal cases in respect of juveniles in the Criminal Procedure Code of Russia and Ukraine: Comparative and legal aspect (Vitaliy Dudarev) [title and abstract in English and Bulgarian, paper in Bulgarian]; (92) Some implementation issues of the UN Convention against transnational organized crime in the criminal legislation (A case of the Republic of Kazakhstan and the Russian Federation) (Gulnur Yensebayeva and Gulnur Tuleubayeva) [title and abstract in English and Bulgarian, paper in Bulgarian]; and (93) Hepatitis B immunization in children with hematological malignancies (Umida Salieva, Lubov Lokteva, Malika Daminova, and Naira Alieva) [title and abstract in English and Bulgarian, paper in Bulgarian]. A list of contributors is included. (Individual papers contain references.) [For Volume 10 (2012), see ED567040.]

From 2000 to 2012 the number of Internet users rose from less than 0.4 billion to 2.4 billion. Scholarly, evidence-based Internet research is of critical importance. The field of Internet research explores the Internet as a social, political and educational phenomenon, providing theoretical and practical contributions to understanding, and informing practice, policy and further research. This new collection is a unique and welcome work. The editors have compiled a diverse range of new scholarly, peer-reviewed research, spanning the fields of education, arts, the social sciences and technology. The authors provide academic perspectives, both theoretical and practical, on the Internet and citizenship, education, employment, gender, identity, friendship, language, poetry, literature and more. The collection comprises a rich resource for researchers and practitioners alike. Following Notes on Contributors, Acknowledgements, a Foreword, and "Introduction on Internet Research, Theory, and Practice: Perspectives from Ireland" (Cathy Fowley, Claire English, and Sylvie Thouësny), the following sections and papers are included: Section 1: Research and Reflections on Ethics and Digital Culture: (1) "Ethical Issues in Internet Research: International Good Practice and Irish Research Ethics Documents" (Heike Felzmann); (2) "Studying Young "People's Blogs: Ethical Implications" (Cathy Fowley); (3) "Poetic Machines: From Paper to Pixel" (Jeneen Naji); (4) "A Second Level Pictorial Turn? The Emergence of Digital Ekphrasis from the Visuality of New Media" (Nina Shiel); and (5) "Digital Reading: A Question of Prelectio?" (Noel Fitzpatrick). Section 2: Research and Reflections on Societal Practices; (6) "Constructions of Violence and Masculinity in the Digital Age" (Jennifer Patterson); (7) "The Public Sphere and Online Social Media: Exploring the Use of Online Social Media as Discursive Spaces in an Irish Context" (Claire English); (8) "Not Quite Kicking Off Everywhere: Feminist Notes on Digital Liberation" (Angela Nagle); (9) "We are All Friends Nowadays: But What is the Outcome of Online Friendship for Young People in Terms of Individual Social Capital?" (Anne Rice); (10) "Romanian Diaspora in the Making? An Online Ethnography of Romaniancommunity.net" (Gloria Macri); (11) "What's 'Smart' About Working from Home: Telework and the Sustainable Consumption of Distance in Ireland?" (Michael Hynes); and (12) "Surveillance Privacy and Technology: Contemporary Irish Perspectives" (Kenny Doyle). Section 3: Research and Reflections on Educational Practices: (13) Digital Divide in Post-Primary Schools (Ann Marcus-Quinn and Oliver McGarr); (14) "The Use of a Task-Based Online Forum in Language Teaching: Learning Practices and Outcomes (Marie-Thérèse Batardière); (15) "Using Facebook in an Irish Third-Level Education Context: A Case-Study" (Catherine Jeanneau); (16) "Internet-Based Textual Interventions and Interactions: How Language Learners Engage Online in a Written Task" (Sylvie Thouësny); and (17) "Information and Communication Technology in Foreign Language Teaching: Leveraging the Internet to Make Language Learning Real" (Etáin Watson). Section 4: Research and Reflections on Irish Resources: (18) "The Born Digital Graduate: Multiple Representations of and Within Digital Humanities PhD Theses" (Sharon Webb, Aja Teehan, and John Keating); (19) DHO: Discovery--Stargazing from the Ground Up" (Niall O'Leary); (20) "Database in Theory and Practice: The Bibliography of Irish Literary Criticism" (Sonia Howell); (21) "Digital Humanities and Political Innovation: The SOWIT Model" (Vanessa Liston, Clodagh Harris, Mark O'Toole, and Margaret Liston). A Name Index is included.

The aim of this book was to present innovative applications of technology in second language teaching and learning, as well as to explore the transformation of the different techniques to different theoretical frameworks. It has also been desired to have a representation of researchers from different parts of the world as contributors. When the reviewing process was finished, there were nine selected chapters from seven different countries: Canada, Finland, France, Ireland, Spain, Sweden, and Singapore. Thus, the chapters of this book consist of the work of eleven young researchers within the field of net-based language learning. These nine chapters all deal with topical areas of Internet-based Computer-assisted language learning (CALL). Following Notes on Contributors, Acknowledgements, and Foreword, the following papers are included in this book: (1) Introduction on Views of Emergent Researchers in L2 Teaching and Learning with Technology (Sylvie Thouësny and Linda Bradley); (2) Personal Learning Environments in Higher Education Language Courses: An Informal and Learner-Centred Approach (Ilona Laakkonen); (3) QuickAssist: Reading and Learning Vocabulary Independently with the Help of CALL and NLP Technologies (Peter Wood); (4) Self-Assessment and Tutor Assessment in Online Language Learning Materials: InGenio FCE Online Course and Tester (Ana Sevilla-Pavón, Antonio Martínez-Sáez, and José Macario de Siqueira); (5) Mobile-Assisted Language Learning: Designing for Your Students (Agnieszka Palalas); (6) A Design for Intercultural Exchange--An Analysis of Engineering Students' Interaction with English Majors in a Poetry Blog (Linda Bradley, Berner Lindström, Hans Rystedt, and Magnus Gustafsson); (7) Developing Sociolinguistic Competence through Intercultural Online Exchange (Mathy Ritchie); (8) Second Language Learning by Exchanging Cultural Contexts through the Mobile Group Blog (Yinjuan Shao); (9) Dynamically Assessing Written Language: To what Extent Do Learners of French Language Accept Mediation? (Sylvie Thouësny); and (10) Computer-Mediated Negotiated Interactions: How is Meaning Negotiated in Discussion Boards, Text Chat and Videoconferencing? (Cédric Sarré). A name index is included. (Individual papers contain references.)

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating Experience, requires the student to implement an action research plan designed through (a) the Education 500 Introduction to Inquiry course, (b) one of the two learning assessments required during student teaching, or (c) a newly-designed project not used as one of the learning assessments. With funding through a UTC Teaching, Learning, and Technology Faculty Fellows award, the Education 590 course is conducted through the use of an online, course management system (Blackboard), allowing for asynchronous discussion and use of the digital drop box feature for submitting required papers. The action research projects from, fall semester 2008, are presented here. The projects include: (1) Music, Movement, and Literacy Standards (Michelle Bailey); (2) Middle School Teacher Instructional Survey (Jeremy Bramblett); (3) Analysis of Pre-test and Post-test Results for a Ninth-Grade Unit on Poetry of the English Romantic Period (Eric Cathey); (4) The Impact of Art Integration Across the Curriculum to Enhance Student Performance (Alison Dorough); (5) Does Implementing Focus Techniques, Behavior Modification Strategies, and Journaling Activities Positively Effect the Academic Outcomes of Students with ADHD? (Elizabeth Gurney); (6) Breakfast and Performance (Melissa Hartley); (7) Teaching Japanese Art through the Country's Traditional and Contemporary Forms and Themes (Melissa Johnson); (8) Gettin' 'Em 2 Write Rite: Addressing Writing Proficiency (John Milliard); (9) Optimizing Students as Teachers (Julie Norton); (10) Assessing and Improving Teacher Morale in the Local School Building (Stephanie Parrott); (11) Quit Writing and Talk: The Effect of Verbal Debate and Pre-Writing Strategies on Persuasive Writing in High School English Class (Laura Pearman); (12) Positive Effects of Parental Involvement on a Child's Education (Lydia Rawlings); (13) Efficacy of Contracts On High School Students' Performance in a Computer Laboratory (Murray Rice); (14) Motivated by Choice: Will Allowing Fifth-Grade, Visual Art Students a Choice in Their Assignment Increase Motivation and Enhance Learning? (Melissa Saunders); (15) Bigger, Faster, Stronger, Better: An Investigation of Best Practices to Improve Students' President's Challenge Fitness Scores (Daniel Scoggins); (16) Effects of Integrating Music with a High School Literature Unit (Melissa Smith); (17) The Effect of Homework Assignments on the Academic Achievement of Eighth-Grade, Advanced Placement Students in Spanish I (Ann Souza); (18) Vocational Education and English Class (Andrew Virdin); and (19) Warm-Ups and Creativity in the Classroom (Chris Williamson). (Individual papers contain references and figures.) [For "Culminating Experience Action Research Projects, Volume 12, Spring 2008," see ED502348. Abstract modified to meet ERIC guidelines.]

This curriculum-based collection of lesson plans is designed to build student confidence for articulating their unique ideas and sensibilities about the world through literary expression. For this book, Jimmy Santiago Baca, one of the foremost poets in America today, collaborates with two National Writing Project Fellows and literacy professionals, Kym Sheehan and Denise VanBriggle. Together they present a teaching tool that uses poems from Baca's incarceration as a young man, along with curricular activities and probing questions crafted to help students heal through writing. Each exercise reinforces the theme that a strong grasp of self-esteem borne from unique expression lends itself to the student enjoying day-to-day life at the highest creative and fulfilling level. Book features: (1) Draws on the extraordinary life and career of Jimmy Santiago Baca, who came to write poetry in prison and now has 28 works in print, ranging from a feature movie "Blood In Blood Out" to his bestselling memoir "A Place to Stand"; (2) Based on the authors' combined experience of facilitating hundreds of writing workshops; (3) Offers field-tested recommendations to help educators inspire and fortify students suffering from doubt or damaged self-esteem; and (4) Includes detailed descriptions, exercises, and sample poetry to assist teachers and students in the writing process. [This book was written with Kym Sheehan and Denise VanBriggle. Foreword by Rex L. Veeder.]

"Deepening Students' Mathematical Understanding with Children's Literature" is an important addition NCTM's books that focus on high quality children's books to create engaging and meaningful tasks that deepen mathematics learning for pre-K and elementary students. Classroom teachers in early childhood and elementary grades will find the extensive annotated bibliography that was in development for years a resource they can't live without. It offers a brief description and related research and/or instruction along with the references for hundreds of literature titles that can be used in mathematics instruction. The titles are noted by grade spans. The text also identifies four roles for literature in mathematics learning, as defined in a review of mathematics education journal articles: (1) as contexts for student problem solving; (2) as models to teach problem solving and reasoning processes; (3) as direct sources for student-designed mathematical investigations; and (4) as opportunities for students to practice and consolidate skills. For each role, sample titles of children's books are provided that teachers might use that exemplify these roles. The editors take care to outline how specific texts can be used in meeting the mathematics practice standards in a convenient chart that can be used to address standards that may not typically be met in mathematics instruction. Contents of the book include: (1) Introduction (Eula Ewing Monroe and Terrell A. Young); (2) "Power of the Circle" (Black Elk); (3) Why Use Children's Literature in Mathematics? (Eula Ewing Monroe and Olivia Haworth Dial, with Stevie Carr and Bree De La Mare); (4) "Edward Lear's Elephant with Hot Dog" (J. Patrick Lewis); (5) Selecting a Good Book for Mathematics Instruction (Terrell A. Young, Amy Roth McDuffie, and Barbara A. Ward); (6) "The Geek Awakens" (Brod Bagert); (7) Children's Literature and the Standards for Mathematical Practice (Eula Ewing Monroe, Stevie Carr, and Bree De La Mare); (8) "Edgar Allan Poe's Apple Pie" (J. Patrick Lewis); (9) Using Children's Literature in Posing Worthwhile Mathematical Tasks (Debra S. Fuentes, Stephanie Z. Smith, and Marvin E. Smith); (10) "Robert Frost's Boxer Shorts" (J. Patrick Lewis); (11) Using Children's Connect Mathematics Learning to Children's Funds of Knowledge (Amy Roth McDuffie, Barbara A. Ward, and Terrell A. Young); (12) "C[superscript 2] = A[superscript 2] + B[superscript 2]" (Brod Bagert); (13) The Power of Context: Promoting Equity and Access in Mathematics Learning Using Children's Literature (Stefanie D. Livers and Karen S. Karp); (14) "Mathematics" (Douglas Florian); (15) Get the Picture: Connecting Young Children to Mathematics Through Books (Carrie S. Cutler); (16) "The Joy of '10'" (Brod Bagert); (17) Reviews of a Decade of Trade Books with Mathematics Content (Patricia J. Austin); (18) "Emily Dickinson's Telephone Book" (J. Patrick Lewis); (19) "Order of Operations, or Party Time with My Crazy Old Aunt" (Brod Bagert); and (20) Answers to the Mathematics Problems Embedded in Poems (J. Patrick Lewis).

People who do not know theatre may think the only creative artist in the field is the playwright--with actors, directors, and designers mere "interpreters" of the dramatist's vision. Historically, however, creative mastery and power have passed through different hands. Sometimes, the playwright did the staging. In other periods, leading actors demanded plays be changed to fatten their roles. The late 19th and 20th centuries saw "the rise of the director," in which director and playwright struggled for creative dominance. But no matter where the balance of power rested, good theatre artists of all kinds have created powerful experiences for their audience. The purpose of this volume is to bridge the interdisciplinary abyss between the study of creativity in theatre/drama and in other fields. Sharing theories, research findings, and pedagogical practices, the authors and I hope to stimulate discussion among creativity and theatre scholar/teachers, as well as multidisciplinary research. Theatre educators know from experience that performance classes enhance student creativity. This volume is the first to bring together perspectives from multiple disciplines on how drama pedagogy facilitates learning creativity. Drawing on current findings in cognitive science, as well as drama teachers' lived experience, the contributors analyze how acting techniques train the imagination, allow students to explore alternate identities, and discover the confidence to take risks. The goal is to stimulate further multidisciplinary investigation of theatre education and creativity, with the intention of benefitting both fields. [For "Creative Contradictions in Education: Cross Disciplinary Paradoxes and Perspectives. Creativity Theory and Action in Education. Volume 1," see ED612145.]

This document represents a sample collection of master's theses from the University of Tennessee at Chattanooga's Teacher Education Program, spring semester, 2005. The majority of these student researchers were simultaneously student teaching while writing their theses. Studies were empirical and conceptual in nature and demonstrate some ways in which University of Tennessee at Chattanooga graduate students are working to improve the lives of children and adolescents in and beyond the Chattanooga metropolitan area. William Bowen begins this volume with a review of literature that examines 40 years of data related to chronic disruptive students in American classrooms. Amy Bufkin explored the influence of a balanced literacy curriculum on student achievement on state standardized tests. Anthony Goad discussed classroom discussion as a measure of achievement and how it relates to gender. Margaret Green conducted an action research project in which she explored creative dramatics in middle grades literature. Andrew Hampton investigated the influence of the use of tutorial software on Latin achievement in a beginning Latin class. Jeremy Henderson explored the attitudes and knowledge of current events held by 8th grade social studies students. Margaret Hicks researched the effects of purposeful writing activities on handwriting in two kindergarten classes. Lindsay Howard investigated the effects of various review methods on student science achievement. Jessica King investigated the relationship between student achievement and parental involvement. William Littlejohn researched disciplinary actions before and after dress code enforcement at one school. Donna LoCicero explored the use of hands-on activities to teach about significant American presidents and American symbolism to kindergartners. Barbara McGirl explored the impact of hands-on activities in physics on the attitudes of girls toward science. Kimberly Moore evaluated the effects of a visit to a list's studio on the learning and retention rates of a select group of high school art students. Angela Pickett investigated the use of computer based programs with struggling readers. Rachel Pons explored the perceptions of educators regarding the role of parental involvement in children's academic achievement. Kristi Raines explored teachers' opinions of standardized testing. Veronica Scates investigated the relationship between student behavior and academic success. Angela Tuttle compares using stories and TPR to teach kindergarten French. Lisa Ward discussed literacy instruction for emergent learners. Susan Whitfield explored the relationship between parental involvement and student success in urban middle schools.

This action research compilation contains two research projects: "Increasing Student Appreciation of Poetry through the Use of Contemporary Music" by Paul G. Senjem and "Are Men and Women Created Equal? Gender in the Classroom" by Jennifer Joyce Plitzuweit. The researcher/author of the first paper states that his goal was to make exposure to poetry more pleasant for his 78 high school sophomore students by including contemporary music in the poetry unit plan. The paper explains that as part of a 3-week unit he set up a data collection process before and after the poetry unit; the data collection tool was a pre- and post-form. It states that after data collection responses were tabulated and converted into a mean, mode, and median. Includes data; contains 9 references. The researcher/author of the second paper divided her two eighth-grade classes by gender for three quarters of the school year (16 consistent female participants and 20 consistent male participants) to see if this would affect learning. According to the paper, she journaled about similarities and differences and documented grade increases and decreases. The paper's researcher/author feels that it was worth splitting the classes by gender and that the students were more successful academically. Contains a 6-item bibliography and attached data. (NKA)

This document is a compilation of 74 items that were written by Ohio adult basic and literacy education students and presented at the Sixth Annual Ohio Writers' Conference. The compilation is organized in seven sections titled as follows: (1) "Beautiful Ohio: Visions of What Used to Be" (7 poems and essays commemorating famous historical figures and events); (2) "Beautiful Ohio: This Majestic Land" (12 poems and essays by Ohio natives and immigrants); (3) "Beautiful Ohio: Land Where My Dreams All Come True" (8 essays and poems by individuals who have moved to Ohio from other parts of the Untied States and abroad); (4) "Issues and Attitudes" (13 essays and poems on a wide range of topics, including meeting the needs of Ohio's students, violence, drug use, attitudes toward the homeless, and hiding from dyslexia); (5) "Personal Reflections" (14 reflections on topics ranging from having a bad day to losing close friends in a drag race); (6) "Family" (10 essays and poems expressing attitudes toward family and recalling specific family members); and (7) "Love and Inspiration" (10 poems and essays exploring the meaning of love and recounting experiences of being in love). Biographies of the authors and a list of honorable mention authors whose works were not included in the compilation are also presented. (MN)

This collection of papers includes: "Martians Invade the Classroom: A Workshop in Language Learning" (Carmine Tabone and Robert Albrecht); "Autonomous Learning through Cinema: One Learner's Memories" (Connie Haham); "Learning a Second Language Through Culture" (Barbara Le Blanc and Joseph Dicks); "Shakespeare for ESL? 'Hamlet' through Imaginative Writing" (Todd Heyden); "Mixed Level Language Class: An Unlikely Formula for Success" (Dennis Sjolie); "Language Learning Through Lies and Fantasies" (Aixa Perez-Prado); "Organic Learning: Crossing the Threshold from Conscious and Unconscious" (Grethe Hooper Hansen); "The Role of Emotions in Language Teaching" (Nuray Luk); "Mental Holography: The Power of Imagery in Communication" (Geri Silk and Marsha Sunshine Norwood); "How to TPR Abstractions: The Critical Role of Imagination" (James Asher and Stephen Silvers); "Adapting to ESL Foreign Language Instruction" (Diane Lapp, Julie Jacobson, James Flood, and Douglas Fisher); "Getting Feedback via Transitional Analysis" (Mario Rinvolucri); "Dual Coding Theory and Reading Poetic Text" (Mark Sadoski); "L2 Learning: Restructuring the Inner World" (Ana Robles); "Using Silence to Make a Point" (John M. Knight); "The Influence of Affective Variables on EFL/ESL Learning and Teaching" (Veronica de Andres); and "Enhancing Acquisition Through Music" (Robert Lake). (Papers contain references.) (SM)

This special subject volume on "Authors" was especially created to appeal to young readers in a format they can enjoy reading and readily understand. Each volume contains alphabetically arranged sketches. Each entry provides at least one picture of the individual profiled, and bold-faced rubrics lead the reader to information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, and honors and awards. Each of the entries ends with a list of easily accessible sources designed to lead the student to further reading on the individual and a current address; obituary entries are also included, written to provide a perspective on the individual's entire career. Authors who appear in this volume are: Andrew Clements (1949- ); Eoin Colfer (1965- ); Sharon Flake (1955- ); Edward Gorey (Retrospective) (1925-2000); Francisco Jimenez (1943- ); Astrid Lindgren (Retrospective) (1907-2002); Chris Lynch (1962- ); Marilyn Nelson (1946- ); Tamora Pierce (1954- ); and Virginia Euwer Wolff (1937- ). Contains a Cumulative Index, a Places of Birth Index, and a Birthday Index. (NKA)

This document is a compilation of 68 items that were written by Ohio adult basic and literacy education students and presented at the Fifth Annual Ohio Writers' Conference, which was devoted to the theme "writing and the arts." The compilation is organized in seven sections as follows: (1) choices (8 items, including a poem expressing its author's feelings about having a chronic disease and an essay about a man's journey from a foster home and prison to literacy education); (2) feelings (14 poems and essays revealing individuals' feelings about events and experiences such as death, pregnancy, losing a loved one, and loving two men); (3) people (17 poems and essays recalling people who had made a special impact on the authors' lives, as well as a rap inspired by Edgar Allen Poe's poem "Annabel Lee"); (4) learning (8 poems and essays describing their authors' experiences with and attitudes toward learning); (5) nature (10 poems); (6) places (5 items, including a short story and poems on places in the United States and abroad); and (7) potpourri (6 essays and poems on topics ranging from a cherished pet to childhood recollections). Biographies of the authors and a list of honorable mention authors whose works were not included in the compilation are also presented. (MN)

This book, a collection of poems by adolescents and adults, is designed to offer teachers a supplement to the standard middle school and high school literature anthologies. Divided into 11 themed sections, the collection mixes more than 100 poems by students in grades 5 to 12 with more than 40 pieces by adults, including well-known writers such as William Stafford, Nikki Giovanni, Gary Soto, and Sandra Cisneros, as well as classroom teachers whose work has been published in "English Journal." The book's themes range widely--from family relations to peer pressure, from school life to social issues, and from love to hopes for the future--in poems that are sometimes playful, sometimes deeply felt, sometimes provocative, and always of high interest to students. Each section in the book begins with an introduction in which the editors offer reminiscences centered on the theme and suggest ways to cluster the poems with both traditional and young adult literature. The collection offers teachers an accessible resource for planning classroom activities, promoting discussion, and engaging students in thinking about how poetry can be meaningful in their lives. Appended are book resources for using/teaching poetry; an annotated list of recent "English Journal" and "Voices from the Middle" articles on using/teaching poetry; recommended Web sites on poetry in the classroom; and a list of adolescent poets' hometowns, schools, and teachers. (NKA)

This resource brings together classroom-tested, successful teaching ideas and activities used by real teachers. The 25 activities in the resource--most requiring little to no advance preparation--involve middle school and high school students in meaningful, active learning on topics in language arts that include public speaking, language exploration/vocabulary, prewriting/writing, writing: developing a character, and poetry. Each lesson in the resource is generally adapted for approximately one class period. None of these lessons requires technical knowledge of literary concepts or demands expert pedagogical skills. A highly experienced substitute teacher might well see opportunities to enhance the activities in the resource, to extend the prewriting discussion, or to add small group work and peer editing to composition assignments. (NKA)

This book, the third volume in the NCTE High School Literature Series, explores the joys of reading and teaching the stories and poems of noted Mexican American author Sandra Cisneros. Already a fixture in many high school English classes, her works resonate with the challenges and promises of living in a multicultural society, and they appeal to students of all backgrounds. The book provides biographical information, including an interview with Sandra Cisneros; activities to help students mine their own experiences as rich sources of personal writing, using both Cisneros's fiction and nonfiction as models; methods for weaving literary terminology into the experience of literature study; samples of critical essays suitable for sharing with students; and lists of further resources for teaching both Cisneros's works and literature in general. Teaching suggestions in the book have enough flexibility to allow individual teachers to adapt them to their specific classrooms and students. The book is divided into the following chapters: (1) Where Life and Art Intersect; (2) Writing from Models; (3) A Feast for the Senses; (4) Teaching Literary Terminology in Context; (5) The House That Everybody Knows; (6) Taking a Critical Stance; and (7) "Woman Hollering Creek" and More. (Contains 23 references.) (NKA)

In this 13th edition of "Adventuring with Books," teachers and librarians will find descriptions of more than 850 texts (published between 1999 and 2001) suitable for student use in background research, unit study, or pleasure reading, and children will find books that delight, amuse, and entertain. The texts described in the book are divided into 24 general topics, including Science Nonfiction; Struggle and Survival; Fantasy Literature; Sports; Games and Hobbies; and Mathematics in Our World. To highlight literature that reflects the schools' multiple ethnicities, the booklist also introduces readers to recent literature that celebrates African American, Asian and Pacific Island, Hispanic American, and indigenous cultures. Each chapter begins with a brief list of selection criteria, a streamlined list of all annotated titles in that chapter, and an introduction in which chapter editors discuss their criteria and the status of available books in that subject area. While the reviews were written by adults, the voices and opinions of children are often included as well, lending credence to adult choices of the quality children's books. (NKA)

This document contains 61 poems, short stories, and personal reflections that were selected from more than 300 entries submitted by adult literacy students throughout Ohio. The works included are as follows: "The Apartment" (Shirley Pettit); "The Last Poem Before I Die" (Lonnie Littleton); "A Family Lost" (Mary Rapp); "Inner Child" (Regina Mulkey); "Life Changes" (Michael McFadden); "Blood" (Toshia Smith); "Life as a Single Father" (Dale Sherman); "A Turtle?" (Marjie Mustard); "The Paper" (Christine Seman); "Fade Myself" (Faith D. Crabtree); "Wings to Fly" (Karen Barnes); "My Life on the Streets; Mi Vida en las Calles" (Christian Velez); "Relax, Be Gentle" (Karen S. Smith); "Divorce" (Carol E. Gessner); "Hobbies" (Linda Montgomery); "Hit Man" (Diane Brown); "Liquid Nightmare" (Larry Hurd); "Life and Choices" (Patricia Santos); "Shaking Hands" (Mahammed Kutubuddin); "I Never Dreamed" (Roberto Benitez); "Goodbye, Love" (Christopher Barker); "Old Friends" (Cynthia Rush); "Love" (Adam D. Rice); "A Christmas Rose" (Twila Cross); "Haircut" (Kum Sun Kim); "Mommy" (Renee Glaze); "A Day in the Life of a Typical Mother" (Sally White); "New World" (Christine Seman); "Fly Away...Beside Me" (Monique Ross); "My Grandson and Me" (Art Massengil); "My Teacher" (Monique G. Ross); "September" (Prescious Eutsey); "Dear Mom" (Dawn Bradley); "Playing Tricks" (Carrie Miller); "Being Proud" (Fumiko Adair); "The Butterfly" (Laura Lee Green-Kulcak); "A Tennessee Childhood" (Art Massengill); "Boyhood Days" (Earl Willford); "The Night a P.T. Boat Prowled Lake Erie" (Philip H. Edwards);"Supreme Court of India" (Mahammed Kutubuddin); "My Mountains" (Milita Stringer); "Family Memories" (Laura Lee Green-Kulcak); "A Terrible Day in My Life" (Thuy Nguyen); "A Love Letter" (Tatyana O'Neill); "The Street Beggars" (Quang Minh Cao); "Autumn" (Anh Phuong Nguyen); "Ponies" (Cynthia Harrison); "Morning" (Marjie Mustard); "Winter" (Art Massengill); "Untouched Island" (Heather Tilley); "Butterfly" (Anh Phuong Nguyen); "Winter's Fun" (Carol Rudder); "Our Unusual Household and Its Inhabitants" (Angela Murphy); "The Little Lame Donkey" (Etta Lorene Bailey); "High Pressure Performance" (Jeff Bell); "The Cellar" (Katherine White); "Restoring a '55 Chevy" (Ed Garcia); "Peace" (Vickie Hargraves); "Silent Tears" (Christian Velez); "Sunglasses" (Amanda JoAnna Edge); "A New Beginning" (Tri Huynh); and "A Family of God's Servants" (M. Foltz). Concluding the document are brief biographies of some of the authors and a list of 141 adult literacy students who submitted entries that were not published. (MN)

This collection of papers includes the following: "On the Educational Uses of Fantasy" (Geoffrey Madoc-Jones and Kieran Egan); "The Dangers of Empathy with Students" (Mario Rinvolucri); "The Magic of Folktales for Teaching English and Culture" (Planaria Price); "The Inner Voice: A Critical Factor in L2 Learning" (Brian Tomlinson); "Dance: An Inspiration for Language in the ESL Classroom" (Carolee Bongiorno); "Reader's Theatre: An Introduction to Classroom Performance" (Gerald Lee Ratliff); "Novels and Films in the Elementary School Foreign Language Class" (Jacqueline Garcon); "Using Poetry to Build Classroom Communities" (C. Hood Frazier); "Literary Pantomimes: Students' Dynamic Creations" (John Joseph Courtney); "The Power of Dramatizing Case Studies in ESP" (Russell Dinapoli);"English Through Opera" (Ninah Beliavsky); "The Dress-Up Biography in ESL Reading" (Denise Lagos and Susan Khodabakshi); "The Emotions: A Vocabulary Before Language" (James E. Lennon and Paul Barbato); "Choice + Interest = Enthusiasm for Target Language" (Greg Briscoe); "The Fun Hypothesis: Creative Language in the EFL Class" (Laura Renart); "Neuro-Linguistic Programming: A Basis for Language Learning" (Marion H. Love); and "Using the Native Language Imaginatively in Foreign Language Textbooks" (Hana Zofkova). (Papers contain references.) (SM)

The third edition of this annotated bibliography collection offers students, teachers, and librarians a helpful guide to the best multicultural literature (published between 1996 and 1998) for elementary and middle school readers. With approximately 600 annotations on topics and formats including picture story books, realistic fiction, history and historical fiction, ceremonies and celebrations, biographies and autobiographies, informational books, poetry, and folklore, this collection continues the "Kaleidoscope" tradition of focusing on books by and about people of color--specifically African Americans, Latinos, Asian Americans, and Native Americans. Each annotation provides bibliographic information and an informative summary that encapsulates not only content but also ethnic focus, nationality, or country of origin. A 16-page insert featuring some of the covers of annotated books showcases the talents of designers and illustrators. The collection contains an author index, an illustrator index, a subject index, and a title index, and it lists award-winning books and publisher addresses. (NKA)

This publication contains journal essays and book chapters (from publications of the National Council of Teachers of English) dealing with trends and issues in secondary English education. The publication's first section, "The World Wide Web in the Classroom," contains the following articles: (1) "Journey into Cyberspace" (Judith L. Scott); (2) "Using the Web for High School Student Writers" (Ted Nellen); (3) "Surfing the Net: Getting Middle School Students Excited about Research and Writing" (Jean Boreen); (4) "Oh, What a Tangled Web We've Woven! Helping Students Evaluate Sources" (Susan A. Gardner, Hiltraut H. Benham, and Bridget M. Newell); and (5) "Poetry and the Internet" (Albert B. Sommers). Articles in the second section, "The Reemergence of Critical Literacy," are: (6)"Critical Literacy: Teaching Reading, Writing, and Outrage" (Linda M. Christensen); (7) "Reading Practices/Readings" (Brian Moon); (8) "'And Justice for All': Using Writing and Literature To Confront Racism" (Griselle M. Diaz-Gemmati); (9) "Teaching English across the Technology/Wealth Gap" (Charles Moran and Cynthia L. Selfe); and (10) "Writing To Think Critically: The Seeds of Social Action" (Randy Borner). Articles in the third section, "Aesthetic Appreciation versus Critical Interrogation," are: (11) "Diversifying Curriculum in Multicultural Classrooms: 'You Can't Be What You Can't See'" (Elizabeth Radin Simons, with Kathy Daniels, Junia Yearwood, and Darcelle Walker); (12) "Where Life and Art Intersect" (Carol Jago); (13) "Quiet Times: Ninth Graders Teach Poetry Writing in Nursing Homes" (Randi Dickson); (14) "Assessing the Teaching and Learning of Poetry" (Albert B. Somers); and (15) "At Home with Poetry: Constructing Poetry Anthologies in the High School Classroom" (Anthony J. Scimone). (SR)

Books that expand children's horizons and stimulate their imaginations are the focus of this 12th edition, an annotated bibliography of selected children's books published between 1996 and 1998. The 20 chapters in the book contain traditional and nontraditional categories of literature: Stories of the Universe: From Questions and Observations to Discoveries and Inventions; Our Changing World; Exploring Our Past; Families; Struggle and Survival; School Life; Literacy; Picture Books; Mathematics; Poetry; Fine Arts; Sports, Games, and Hobbies; The Craft of Language: Passages, Profiles, and Puzzles; Fantasy Literature: Making the Impossible Possible; African and African American Voices and Experiences; Asian, Asian American, and Hawaii Pacific Voices and Experiences; Hispanic/Latino, Hispanic American, and Latino American Voices and Experiences; Native American Voices and Experiences; Gender Issues: Spunky, Clever, Caring, and Endearing Girls and Boys in Children's Literature; and Supporting Critical Conversations in Classrooms. New to this edition are extensive reviews of selected books, giving additional information on children's comments and reactions, ways the books have been used in the classroom, and other ideas about sharing the books with children. Introductions to each chapter (by the teachers, librarians, university faculty, school-age and university students, and parents who collaborated in choosing the books) share their processes, the issues they dealt with, and the decisions they made about the books in their section. Books are indexed by author, illustrator, subject, and title. (RS)

Written for elementary school teachers who want to help their students delve into poetry, this book grows out of a comparison between gardening and writing poetry. Students at the alternative school founded by the book's author work and play on a plot of land near the school; inside, they work and play with words and imagery. Many examples of illustrated student poems as well as poetry by well-known writers fill the book. Mini-lessons in the book offer ways to stretch students' knowledge and mastery of more advanced poetry-writing techniques. It also provides lessons on getting ideas for poems, what to do with line breaks, how to encourage showing rather than telling in a poem, and how to say something in a new way. Also helpful are the book's bibliographies suggesting General Children's Poetry Books, Bilingual/Multicultural Poetry Books for Children, Music for Inspiring Poetry Writing, and Poetry for Grown-up Readers. The book's 9 chapters are: (1) Clearing the Land; (2) A Watchful Gardener; (3) A Safe Place To Grow; (4) Not a Day without Mud; (5) Befriending the Geckos; (6) Voices from the Earth; (7) A Swarm of Bees; (8) Under the Palo Verde Tree; and (9) In Honor of the Butterfly. Contains 21 references. (SR)

The essays and resources in this book are designed to help high school English teachers adapt their own classroom lessons for teaching about genocide and intolerance. Beginning with guidelines developed by the National Council of teachers of English's Committee on Teaching about Genocide and Intolerance, the 16 essays present approaches to teaching various works as literature. Essays include: (1) "Struggling with the Meaning of Tolerance" (Caroline E. Heller and Joseph A. Hawkins Jr.); (2) "After Freedom: Jim Crow in Life and Literature" (Milton Kleg and Celia Bard); (3) "Noticing 'The Color Purple': Personalizing the Invisible" (Mari M. McLean and Christine M. Gibson); (4) "The Foreigner at Home: Faces of Asian Diaspora in Tan and Nunez" (Toming Jun Liu); (5) "Teaching Chinua Achebe's 'Things Fall Apart'" (Carol Danks); (6) "The Salem Witch Trials: History Repeats Itself" (Bonnie R. Albertson); (7) "Teaching Conflict-Resolution Strategies through Multiethnic Literature" (Belinda Yun-Ying Louie and Douglas H. Louie); (8) "Young People Respond to the Elderly" (Leatrice B. Rabinsky); (9) "Peer Dialogue Journals: An Approach to Teaching Tolerance" (Kate Kessler); (10) "Defining Genocide: Words Do Matter" (Samuel Totten); (11) "Teaching the 'Holodomor' (Ukraine Famine): Issues of Language, Literary Pedagogy, and Learning" (Judith P. Robertson); (12) "Teaching about Women in Twentieth-Century Genocides" (Marjorie Bingham); (13) "Academic and Pedagogical Issues in Teaching the Holocaust" (Sandra Stotsky); (14) "Teaching the Holocaust in the English Classroom: Hearing the Voices, Touching the History" (Grace M. Caporino); (15) "Incorporating Poetry into a Study of the Holocaust" (Samuel Totten); and (16) "It's Not Just What You Teach, But Who You Teach" (Sallie M. Fine). In addition to general resources for teaching about genocide and intolerance, the book presents annotations of African American, Asian American, Chicano/Chicana, Native American, Gay and Lesbian, and Holocaust resources. (RS)

This book offers successful classroom practices that encourage students to learn purposefully and constructively by reflecting on their own learning processes and by making connections between what they read (whether verbal or visual texts) and the lives they lead. Extending from middle and high school through college composition and English education classrooms, the 27 essays in the book provide practical and innovative ideas to establish a climate that supports reflection; to help students make connections via multiple discursive processes; and to help both students and teachers engage in effective self-assessment. After an introduction, essays in the book are (1) "A Well of Mirrored Mirrors" (Dan Chabas); (2) "Lightbulbs and Pandemonium: Thinking about Thinking" (Jeff Schwartz); (3) "Responding, Reflecting, and Evaluating" (Kathleen and James Strickland); (4) "Stories, Readers, and the World beyond Books" (Renate Schulz); (5) "Reading 'Ceremony,' Reading Ourselves" (Bruce Goebel); (6) Reading Writers/Writing Readers" (Claudia Greenwood and Cynthia Walters); (7) "In Praise of Simple Things" (Carol Jago); (8) "Rainer Maria Rilke's Song' Poems" (Leslie Richardson); (9) "The Perfect Novel for Creative Writing Assignments" (Kathryn Megyeri); (10) "What's the Big Idea? Linking Creative and Academic Writing in the Multigenre Research Paper" (Sheryl Lain); (11) "Writing toward Thoughtfulness through Logs" (Cynthia G. Kuhn); (12) "'You Learn from within Yourself'" (Helen Collins Sitler, Kelly A. Carameli, and Brandi J. Abbott); (13) "Connecting Letter Writing and 'Real Life' in the College Writing Class" (Erika Scheurer); (14) "Living What You Read and Write" (Darrell g.h. Schramm); (15) "Searching for Words To Cross Cultures" (Susan Tchudi and others); (16) "Media Target Assignments' Invite Students to Tune In, Turn On, and Write" (Meta G. Carstarphen); (17) "Activating the Viewing Process" (Richard H. Fehlman); (18) "Vietnam War Literature and the Arts" (Larry R. Johannessen); (19) "Crossing Borders with a Multicultural Poetry Project" (Dana Nevil); (20) "Investigation Waltz" (Daniel L. Kain); (21) "Distinguishing between the Myth and Reality of Self" (Ann Wheeler); (22) "The Project Method in the Literature Classroom" (David S. Miall); (23) "Reflection and Portfolios across the Curriculum" (Barbara King-Shaver); (24) "The Resource and Professional Development Portfolio Projects" (Thomas Philion); (25) "Keeping the Candle Lit through the Fierce Winds: Encouraging Personal Mastery through Portfolios" (Patrick Monahan); (26) "Nourishing Independence through Self-Assessment" (JoAnne P. Miller); and (27) "How-Two: Learning about the Horizons of Our Teaching Selves" (Linda Shadiow). (RS)

Suggesting that the teaching of poetry must be engaging as well as challenging, this book presents practical approaches, guidelines, activities, and scenarios for teaching poetry in high school. It offers 40 complete poems; a discussion of assessment issues (including authentic assessment); poetry across the curriculum; and addresses and annotations for over 30 websites on poetry. Chapters in the book are (1) Poetry in America; (2) Poetry in the Schools; (3) Selecting Poetry to Teach; (4) Contemporary Poets in the Classroom; (5) Approaching Poetry; (6) Responding to Poetry by Talking; (7) Responding to Poetry by Performing; (8) Poetry and Writing; (9) Teaching Form and Technique; (10) Assessing the Teaching and Learning of Poetry; (11) Teaching Poetry across the Curriculum; and (12) Poetry and the Internet. Appendixes contain lists of approximately 100 anthologies of poetry, 12 reference works, approximately 50 selected media resources, 4 selected journals, and 6 selected awards honoring American poets. (RS)

This anthology, of more than 225 short poems by Polish authors, was created to be used in world literature classes in a high school with many first-generation Polish students. The following poets are represented in the anthology: Jan Kochanowski; Franciszek Dionizy Kniaznin; Elzbieta Druzbacka; Antoni Malczewski; Adam Mickiewicz; Juliusz Slowacki; Cyprian Norwid; Wladyslaw Syrokomla; Maria Konopnicka; Jan Kasprowicz; Antoni Lange; Leopold Staff; Boleslaw Lesmian; Julian Tuwim; Jaroslaw Iwaszkiewicz; Maria Pawlikowska; Kazimiera Illakowicz; Antoni Slonimski; Jan Lechon; Konstanty Ildefons Galczynski; Kazimierz Wierzynski; Aleksander Wat; Mieczyslaw Jastrun; Tymoteusz Karpowicz; Zbigniew Herbert; Bogdan Czaykowski; Stanislaw Baranczak; Anna Swirszczynska; Jerzy Ficowski; Janos Pilinsky; Adam Wazyk; Jan Twardowski; Anna Kamienska; Artur Miedzyrzecki; Wiktor Woroszlyski; Urszula Koziol; Ernest Bryll; Leszek A. Moczulski; Julian Kornhauser; Bronislaw Maj; Adam Zagajewski; Ferdous Shahbaz-Adel; Tadeusz Rozewicz; Ewa Lipska; Aleksander Jurewicz; Jan Polkowski; Ryszard Grzyb; Zbigniew Machej; Krzysztof Koehler; Jacek Podsiadlo; Marzena Broda; Czeslaw Milosz; and Wislawa Szymborska. (BT)