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 Middle School Focus

A MIDDLE SCHOOL DILEMMA:
DEALING WITH “I DON’T CARE”

AUTHOR
FOSTER WALSH is Assistant Professor in the Dept. of Teacher Education

at Gonzaga University in Spokane, Wash., where he specializes in
secondary level education.

ABSTRACT
This article addresses the difficulty of engaging middle school students
who don’t seem to care about learning. Several classroom vignettes illustrate
practical, classroom-based dilemmas generated from a university classroom

management course. Three positive engagement principles are proposed

to address the challenge of the reluctant learner: get to know your students

so that they can experience an informed and interested role model; take

time to talk to students even as they push you away; anddon’t take

student antagonism and inaction personally by taking a step back, instead

build trust and use positive regard. The complicated nature
of the reluctant learner requires an array of adaptive, teacher behaviors.

                                                      p. 5

__________________________________________________________________

ADAPTING AND MERGING EXPLICIT
INSTRUCTION WITHIN REFORM BASED
MATHEMATICS CLASSROOMS

AUTHORS
PAMELA HUDSON is Associate Professor in the Department of Special
Education and Rehabilitation at Utah State University at Logan, Utah.

SUSAN P. MILLER is a Professor and Doctoral Coordinator within the
Department of Special Education at the University of Nevada, Las Vegas,
NV. Her current research interests include learning strategy instruction
and mathematics interventions for students with disabilities.

FRAN BUTLER is Associate Professor of Special Education in the
Department of Teacher Education at Weber State University, Ogden, Utah.
Her current research interests include the scholarship of teaching and
learning in post-secondary settings in addition to mathematics interventions
and learning strategy instruction for students with disabilities.

ABSTRACT:
Given the current trend of teaching all students, including those with
disabilities and English Language Learners, in inclusive general education
settings, it is important to find instructional approaches that adequately
address the diverse needs of today’s students. This is particularly challenging
when it comes to mathematics instruction due to the diversity of
teaching philosophy and methodology used within the special and general
education communities. For the past 15 years, educators and researchers
in the field of general education have advocated for reform-based mathematics
instruction based primarily on the work of the National Council of
Teachers of Mathematics (NCTM). However, educators researchinginstruction for students

with diverse learning needs have continued tosupport an explicit teaching methodology for

mathematics instruction. The purpose of this article is to provide initial thinking about

how the explicitteaching approach can be adapted and merged with reform-based mathematics

in hopes of providing high quality mathematics instruction for all
secondary students

                                                        p. 19
___________________________________________________________________

IMPACT OF A
HIGH SCHOOL GRADUATION EXAMINATION
ON TENNESSEE SCIENCE TEACHERS’
INSTRUCTIONAL PRACTICES

 

AUTHOR
KENNETH E. VOGLER is Assistant Professor in the Department of Instruction
and Teacher Education at University of South Carolina, Columbia South
Carolina.

ABSTRACT
The purpose of this study was to determine if a high school graduation
examination influences instructional practices. Data were obtained from a
survey instrument given to a stratified random sample of Tennessee
science teachers who teach the content that is tested on their state’s high
school graduation examination. An analysis showed teachers using
predominately teacher-centered practices such as multiple-choice questions,
textbooks, textbook-based assignments, and lecturing. Also, a correlation
was found between factors influencing teachers’ use of instructional
practices and time spent on examination preparation.

                                                  p.33

__________________________________________________________________

HARRY TRUMAN AND THE ATOMIC BOMB:
AN EXCURSION INTO CHARACTER EDUCATION
THROUGH STORYTELLING

 

AUTHOR
TONY R. SANCHEZ’s research interests include character education
and multicultural education. He teaches social studies methods at
the University of Toledo in Toledo OH.

ABSTRACT
This article asserts the importance of character education through the
utilization of historical storytelling in the social studies classroom. After
briefly noting the value of the historical story in this regard, a specific,
ready-made example is provided concerning Truman’s decision to use the
atomic bomb and includes a crucial set of follow-up questions.

                                                   p. 58

FOR EVERY BULLY
THERE IS A VICTIM

AUTHORS
GLORIA LAWRENCE is Professor of Psychology at Wayne State College,
Wayne NE.

FRANK D. ADAMS is Professor of Education at Wayne State College,
Wayne, NE.

ABSTRACT
Bullying is an issue that many face daily; the article discusses the bully, the
victim, and approaches to addressing bullying in the schools. Both victim
and bully have characteristics that can be identified; the article provides a
discussion of bullying and provides suggestions to consider.

                                               p. 66

__________________________________________________________________

ISSUES REGARDING IN-SCHOOL SUSPENSIONS
AND HIGH SCHOOL STUDENTS
WITH DISABILITIES

 

AUTHORS
MARK C. DICKINSON is teaching special education and English as a
Second Language at Southeast Whitfield County Georgia Public Schools
in Dalton GA.

TED L. MILLER is Professor in the School of Psychology and Educational
Learning and Leadership programs at the University of Tennessee at
Chattanooga, TN. He is very interested in the use of program evaluation
strategies to improve instruction, especially as these strategies apply to
online learning.

ABSTRACT
This paper examined the effectiveness of in-school suspension (ISS) with
high-school students who are protected under the Individuals with
Disabilities Education Act (IDEA). The accepted purpose of ISS is to
remove disruptive students from the classroom, thus giving these students
the benefit of remaining in school where they can continue to work on
assignments. This paper examined the merits of ISS and the legal issues
involved in using in-school and out-of-school suspension for children with
disabilities. The paper cautioned that the implementation of the re-authorized
IDEA may lead to necessary changes in the procedural aspects of ISS.
Considerations for improving the effectiveness of ISS Programs for students
with disabilities are offered.

                                                     p.72

 

SPRING , 2007

VOLUME 35 #2 ABSTRACTS

CLASSROOM MANAGEMENT

IN SECONDARY SCHOOLS:

A STUDY OF STUDENT TEACHERS’

SUCCESSFUL STRATEGIES

AUTHOR

JUNE TROP ZUCKERMAN is associate Professor of Secondary Education at

The State University of New York at New Paltz, New York.

 

ABSTRACT

The purpose of this paper is to identify strategies for preventing and

managing classroom discipline problems that any teacher, even a student

teacher, can use successfully. Sixty-eight student science teachers, during

their first weeks of student teaching, each reported, in an account of a

well-remembered event about classroom management, successfully using

one or a combination of 18 different proactive and reactive discipline

strategies adapted from Levin and Nolan (2003). Three strategies,

however, were particularly fruitful: changing the pace of the lesson, using

the least intrusive intervention along a sequence of nonverbal to verbal

strategies, and conferring privately with a chronically disruptive student.

p.4

 

ACTUAL VERSUS PREFERRED

CLASSROOM EXPERIENCE AMONG

SECONDARY TEACHERS AND THEIR STUDENTS

 

AUTHORS

KEN SPRINGER is Associate Professor in the Department of Literacy,

Language, and Learning at Southern Methodist University in Dallas, Texas.

BARBARA MORGANFIELD is Senior Lecturer in the Center for Teacher

Education at Southern Methodist University in Dallas, Texas.

DEBORAH DIFFILY is Associate Professor in the Department of Literacy,

Language, and Learning at Southern Methodist University in Dallas, Texas.

 

ABSTRACT

The actual and preferred classroom experiences of 11 teachers and their

254 secondary students were surveyed. Our survey focused on nine

dimensions of effective teaching. In contrast to existing research, in which

dimensions of teaching practice are experimenter-defined, our survey

reflected the educator standards of a particular state (Texas). Our primary

interest was the extent to which actual and preferred experiences would

reflect the ideals embodied in these standards. There were three main

findings. First, teacher preferences conformed more closely than student

preferences to the standards. Second, the divergence between individual

preferences and actual experiences was greater for teachers than for

students. Third, student preferences and experiences were influenced by

gender, SES, and grade. Additional findings include substantial teacherstudent

consistency in descriptions of the same classroom, and connections

between actual experience in a class and anticipated grade. Overall,

the results imply that as educational practice becomes increasingly

standards-driven, teaching practice does not automatically match student

preferences more closely.

p.17

 

CLASS RANK, GPA, AND VALEDICTORIANS:
HOW HIGH SCHOOLS RANK STUDENTS

AUTHOR
DAVID M. LANG is Assistant Professor and Director in the Department of
Economics at California State University in Sacramento, CA.

ABSTRACT
This paper presents survey data concerning the procedure for determining
Class Rank and Valedictorian status at 232 of the 500 largest public high
school districts in the United States. These data are analyzed to consider
whether or not districts are currently employing methodologies that
provide students with appropriate incentives and provide colleges with
appropriate information. In summary, the majority of high schools (in the
sample) place additional weight on advanced placement and, at times,
honors courses. However, this is typically done using methods that have
flaws including inequitable premiums, rewarding students for doing less,
and confusing and conflicting information. The findings of this survey
suggest that current State-based ‘percent-plans’ or other guaranteed
admissions programs may not be targeting the intended students.

p.36

EXAMINING EFFECTIVE
MIDDLE GRADES PROGRAMS:
STATING IMPLICATIONS
FOR SECONDARY SCHOOL REFORM

AUTHOR AND RESEARCHERS
HAROLD K. NELSON is Executive Director of Secondary Education, School
District of Sarasota County, FL.

MARYA FAIRCHILD is in Administrative Support at Booker Middle School in
Sarasota, FL.

MARK GROSSENBACHER is Assistant Principal at Heron Creek Middle
School in North Port, FL.

LISA LANDERS is Assistant Principal at Sarasota Middle School in Sarasota, FL.

ABSTRACT
The purpose of this study was to explore the characteristics, core beliefs,
and activities of successful middle grades programs. Schools in Florida are
held to standards of accountability under the federal No Child Left Behind
Act (NCLB), the Florida System of School Improvement and
Accountability, and the Florida Secondary Schools Redesign Act. Few
schools achieve 100% of NCLB standards and most schools struggle to
meet the other requirements. Analyses of the beliefs and actions of
schools successful under these mandates would yield significant findings,
perhaps generalizable to other middle schools

p.52

 

AN EMPIRICAL INVESTIGATION OF DIGITAL
CHEATING AND PLAGIARISM AMONG MIDDLE
SCHOOL STUDENTS

AUTHORS
HONGYAN MA is Professor in the Department of Educational Studies at
Ohio University in Bloomsburg, PA.

ERIC YONG LU is Associate Professor in the Department of Educational
Studies at Ohio University in Bloomsburg, PA.

SANDRA TURNER is Professor in the Department of Educational Studies at
Ohio University in Bloomsburg, PA.

GUOFANG WAN is Associate Professor in the Department of Educational
Studies at Ohio University in Bloomsburg, PA.

ABSTRACT
What are middle school students’ attitudes toward digital cheating and
plagiarism? To answer the question, an empirical study was conducted in
three middle schools using multiple focus groups and interviews. Students
participated in the focus groups, and teachers, and parents participated in
interviews. The study found that peer culture contributed to the deterioration
of ethics among the students. The findings also indicated that activities
that are engaging and relevant to students’ own interests can help
reduce plagiarism. Building a social community online and offline to help
students understand the concept of plagiarism is particularly important at
the middle school level.

p.69

 

MORAL ASPECTS OF GRADING:
A STUDY OF HIGH SCHOOL ENGLISH
TEACHERS’ PERCEPTIONS

AUTHOR
LAURENCE G. ZOECKLER is Assistant Professor of Education at Utica College
in Utica, NY.

ABSTRACT
Moral issues embedded in grading practices of high school English
teachers are central to this study. Arriving at a fair grade while weighing
both achievement and non-achievement factors and the role of teachers’
expectations are examined using a theoretical framework which considers
grading processes in terms of truth, worthwhileness, trust, and intellectual
and moral attentiveness. Grading is influenced by grading systems,
perceptions of effort, and concern for moral development. Results indicate
that English teachers struggle with issues of fairness, but are confident that
their grades communicate the messages they hope to send.

p. 83

 

SOCIAL SKILLS OF ADOLESCENTS
IN SPECIAL EDUCATION
WHO DISPLAY SYMPTOMS
OF OPPOSITIONAL DEFIANT DISORDER

AUTHORS
VASILIOS SKOULOS is a School Psychologist at Abraham Lincoln High
School in New York, NY.

GEORGIANA SHICK TRYON is Professor in the Doctoral Program in
Educational Psychology at the Graduate School and University Center of
the City University of New York, NY.

ABSTRACT
Twenty-seven special education students in self-contained classes whose
behavior met DSM-IV (American Psychiatric Association, 1994) diagnosti1c
criteria for an ODD diagnosis were matched according to age,
gender, ethnicity, socioeconomic status, math and reading scores, and IQ
with 27 special education students in self-contained classes who did not
meet ODD diagnostic criteria. Teachers rated students who met DSM-IV
criteria for ODD as having fewer social skills, lower academic competence,
and more problem behaviors than special education students
whose behavior did not meet criteria for an ODD diagnosis. Results
suggest that students with ODD symptoms would benefit from social skills
instruction.

p.103

___________________________________

AUTHOR
MICHAEL H. ROMANOWSKI is Professor in the Center for Teacher Education
at Ohio Northern University, Ada, Ohio.

ABSTRACT
Americans are troubled by what they perceive as a societal moral decline,
and schools have responded with the implementation of character education
programs. This study examines teachers’ experiences and perspectives
on a character education program implemented at their high school.
Findings based on interviews with 16 high school teachers describe their
experiences regarding the politics of administrative support, the community’s
role, curriculum and pedagogy, and how character education
develops an awareness of moral issues. Based on these findings, suggestions
are made as to how educators can utilize teachers’ experiences in
order to better implement and improve character education.
As schools implement character education, there is little doubt that the
burden of the responsibility is placed upon the classroom teacher. Still, it
is rare that we have the opportunity to view character education through
the eyes of experienced teachers. This insight provides a vantage point
rarely encountered and proves worthwhile as character education
programs are developed. In what follows, findings from a qualitative
study conducted at one high school in west central Ohio are discussed. It
presents experienced high school teachers’ understandings, concerns, and
suggestions regarding character education.

p. 6

______________________________________________________________________

 

“HEAR MY VOICE:” ALTERNATIVE HIGH
SCHOOL STUDENTS’ PERCEPTIONS AND
IMPLICATIONS FOR SCHOOL CHANGE

AUTHOR
PATRICE DE LA OSSA is an educator, advocate and national presenter of
public alternative education. She is currently finishing a doctorate in
public alternative education through Walden University atFall City, WA.

ABSTRACT
As public alternative school enrollments are increasing, educators must
understand how new students adjust to and make sense of their alternative
school experience. This qualitative study, which has also been turned into a
video documentary,was designed to provide insight into why the traditional
educational paradigm does not work for all, or even most, students. Eight
Puget Sound area public alternative high schools in Washington State participated
in focus groups using an Appreciative Inquiry approach to investigate
students’ perceptions about learning, knowing, and their school
experiences. Findings suggest that students are capable of providing valuable
information and feedback about program and policy effects.

p. 24

_______________________________________________________________________

 

GAY ISSUES AND
STUDENTS’ FREEDOM OF EXPRESSION —
IS THERE A LAWSUIT IN YOUR FUTURE?

AUTHOR
NATHAN L. ESSEX is a Professor in the Department of Leadership At the
University of Memphis and President of Southwest Tennessee Community
College in Memphis Tennessee.

ABSTRACT
School leaders must recognize and respect the freedom of expression rights
of students within reasonable limits, but they may restrict student expression
that creates material and substantial disruption to the educational process.
The challenge for school leaders is to achieve the proper balance between
the rights of students and the needs of their schools. This article addresses
the First Amendment rights of students to free expression involving gay
issues in public schools. Two cases are presented in which school leaders
face lawsuits for banning certain forms of student expression. The article
ends with a discussion of a number of conditions that may invite a lawsuit
if school leaders fail to take certain precautions involving a ban on student
expression.

 

p. 40

_______________________________________________________________________

MATH AS A CIVIL RIGHT:
SOCIAL AND CULTURAL PERSPECTIVES
ON TEACHING AND TEACHER EDUCATION

AUTHOR
HELEN M. KRESS teaches in the College of Education at San Jose State
University at San Jose, California in sociology of education, multicultural
education, and qualitative research methods. Her research and teaching
focus is on understanding the global and multicultural responsibilities and
possibilities of public schools.

ABSTRACT
This article argues for a social and cultural perspective on mathematics
education that sees mathematical knowledge as a “new” civil right and cites
The Algebra Project as an example of culturally-responsive instruction.
Recommendations are made for reforming teacher education, by including
a course for all prospective middle and high school teachers, regardless of
the subject they teach, so they all become skilled at numeracy.

p. 48

_______________________________________________________________________

 

PARENT INVOLVEMENT
IN JUNIOR HIGH SCHOOLS:
A FAILURE TO COMMUNICATE

AUTHOR
PAMELA A. HALSEY is Assistant Professor in the College of Education at Texas
Tech University in Lubbock, Texas.

ABSTRACT
Although the nature of parent involvement changes as children get older
and varies from family to family, junior high school teachers and the families
they serve recognize the value of parent involvement in young adolescents’
education. Teachers, parents, and students, however, are often
uncertain about how to initiate parent involvement in their schools. The
results of this case study suggest that one difficulty in the initiation of parent
involvement is that teachers and parents perceive communicative efforts
differently. While teachers tend to employ institutional communicative
methods, parents prefer more personal, individual invitations for involvement.
Consequently, teachers and parents become discouraged by the
mismatch of communication preferences. Teachers’ and parents’ perceptions
of communicative methods are explored and suggestions for
improving communication between schools and families are given.

p. 57

_______________________________________________________________________

STUDENT PERCEPTIONS OF FACTORS
LEADING TO AN EFFECTIVE TRANSITION
FROM EIGHTH TO NINTH GRADE

AUTHORS
MICHAEL J. BUTTS is Principal of Central High School in Rapid City, South
Dakota.

PATRICIA A. CRUZEIRO is Associate Professor of Educational Administration
at the University of Nebraska in Kearney, Nebraska.

ABSTRACT
The purpose of this article is to share school research that studied the
factors perceived by students as having the greatest influence regarding
their transition from eighth grade to ninth grade. Students at a large
comprehensive Midwestern high school completed a survey in which they
rated the items they believed assisted them in finding success at the ninth
grade level. The findings were used to make recommendations for full transition
plans and identify a focus for staff development and school programs.

p. 70

_______________________________________________________________________

 

Spring, 2006

Volume 34 #2

TEENAGE PREGNANCY PREVENTION AND
ADOLESCENTS’ SEXUAL OUTCOMES: AN
EXPERIENTIAL APPROACH

AUTHOR

CHERYL L. SOMERS is Associate Professor of Educational Psychology at

Wayne State University in Detroit Michigan.

ABSTRACT
This study evaluates the effectiveness of an experiential approach to teen
pregnancy (TP) prevention called “Baby Think It Over,” a computerized
infant simulator, on adolescents’ attitudes and behaviors regarding teen
pregnancy and sexuality. Recently, a more realistic model called “Real
Care Baby” was developed. The small amount of research on the effectiveness
of the original program yielded mixed results. Participants were
experimental (n=133) and comparison (n=116) groups of primarily white,
middle class, suburban high school students. Multivariate analyses
revealed no overall effect, but univariate, correlational, and narrative
analyses suggested several positive outcomes. Theoretical implications for
experiential approaches are discussed. Research and practice applications
are emphasized.

p. 4

___________________________________________________________________________________________

ACHIEVING SUCCESS:
PERCEPTIONS OF STUDENTS
FROM MIGRANT FARMWORK FAMILIES

AUTHORS

PATRICIA ALVAREZ MCHATTON is Assistant Professor in the Department of
Special Education at the University of South Florida, Tampa Florida.

CARLOS P. ZALAQUETT is Assistant Professor in the College of Education at
the University of South Florida, Tampa, Florida.

ANN CRANSON-GINGRAS is Professor and Director of the Center for
Migrant Education at the University of South Florida, Tampa, Florida.

ABSTRACT
In their pursuit of an education, students from migrant farmworker families
experience multiple challenges such as high mobility rates and a lack of
curriculum alignment and credit transfer across local, state, and national
boundaries. Despite these challenges, many of these students graduate
from high school and successfully transition into higher educational
settings. This study examines the characteristics of a group of diverse
students, all from migrant farmworker families, who attend a large metropolitan
four-year university and are enrolled in the College Assistance
Migrant Program (CAMP). Results were derived from a comprehensive
individual survey which addressed multiple domains that were relative to
students’ high school experiences. Findings reveal a strong sense of determination
and self-reliance on the part of the students as well as the strong
role families played in their decision to pursue an education. A discussion
of the results and recommendations to increase college enrollment of
students from migrant farmworker families is provided.

p. 25

____________________________________________________________________________________________

BUILDING FOR FRESHMAN SUCCESS:
HIGH SCHOOLS WORKING AS
PROFESSIONAL LEARNING COMMUNITIES

AUTHORS

JULIE MCINTOSH is Assistant Professor at The University of Findlay in
Findlay, Ohio.

NDRA H. WHITE is Director of Secondary Curriculum, Findlay High
School, Findlay, Ohio.

STRACT
A pivotal point for students is the transition from middle school to high
school. Students will decide during the first few weeks of their freshman
year if they intend to continue their high school education (Hertzog &
Morgan, 1999). This article provides the reader with the research
surrounding this transition year, programs and practices that have been
successful, and the impact the “freshman wing” concept has had on a
large, comprehensive high school in Findlay, Ohio.

p. 40

____________________________________________________________________________________________

SECONDARY SCHOOLS ONLINE:
ARE HIGH SCHOOL WEB SITES EFFECTIVE?

AUTHORS
RICHARD HARTSHORNE is Assistant Professor of Instructional Systems
Technology in the Dept. of Educational Leadership at the University of
North Carolina, Charlotte, NC.
ADAM FRIEDMAN is Assistant Professor of Instructional Systems Technology
in the Dept. of Educational Leadership at the University of North
Carolina, Charlotte, NC.
BOB ALGOZZINE is Professor in the Dept. of Educational Leadership and
Co-Director of the Behavior and Reading Improvement Ctr. at the
University of North Carolina, Charlotte, NC.
THERESA ISIBOR is a doctoral candidate in the Ed.D. Program in the
Dept. of Educational Leadership at the University of North Carolina,
Charlotte, NC.

ABSTRACT
High schools have traditionally focused on the in-depth instruction of
specific subject matter and have served as both a preparatory phase for
higher education for some students and an institution that prepares others
to enter the workforce. One method to help high schools accomplish
these goals is through the creation and maintenance of a school Web site.
The purpose of this study was to evaluate the extent to which high
schools’ Web sites reflect the overarching goals of high schools and how
well they meet criteria for effectiveness based on the fusion of literature
on high schools and effective Web site design and development.

p. 50

____________________________________________________________________________________________

SEEKING AN INTERIM ALTERNATIVE EDUCATION PLACEMENT

FOR DANGEROUS OR DISRUPTIVE STUDENTS WITH DISABILITIES:

FOUR BURDENS FOR THE SCHOOL DISTRICT TO MEET

AUTHOR
SUSAN ETSCHEIDT is Associate Professor of Special Education at University
of Northern Iowa in Cedar Falls, Iowa. She is also and administrative law
judge for special education appeals in Iowa and serves as a policy
consultant for school districts.

ABSTRACT
School safety is a concern of administrators, teachers, parents and
students. Federal legislation has been enacted to address school safety,
including the discipline of students with disabilities. One option available
to school districts is to place potentially dangerous or disruptive students
in an interim alternative educational setting (IAES). School districts must
meet a burden of proof by showing that such placements are necessary.
Specific examples of the 1997 IDEA four-prong burden are presented in
this article. These cases clarify four sources of evidence that were necessary
for a school district to obtain an order to remove a dangerous or
disruptive child to an IAES. Next, the analysis reviews cases addressing
various types of disruptive and dangerous behaviors. Third, a review of
cases involving placement in an IAES for drug and weapons offenses is
presented. Guidelines for balancing the need for school safety with the
need to provide appropriate programs for students with disabilities are
also presented.

p. 67

_______________________________________________________________________

Theme: Reexamining and Renewing Middle Level Education

Summer, 2006

Volume 34 #3

MIDDLE SCHOOL MODELS ARE WORKING
IN MANY GRADE CONFIGURATIONS
TO BOOST STUDENT PERFORMANCE

AUTHOR
THOMAS O. ERB, is Retired as Elizabeth P. Allen University Distinguished
Professor of Education Studies at DePauw University, Greencastle, IN.
Since 1994 he has edited the Middle School Journal for the National
Middle School Association.


ABSTRACT
From time to time critics of the middle level publish works that suggest
that our philosophy is too much “feeling good” and not enough academic
substance. Confusing this debate is the current trend of districts (especially
large urban ones) to reconfigure their schools to K-8 neighborhood
schools. Here the author takes a long look at this criticism and uses solid
research to answer these critics.

                                                      p 4
________________________________________________________________________________

ACCOUNTABILITY: TEACHING THROUGH
ASSESSMENT AND FEEDBACK, NOT GRADING

AUTHOR

RICK WORMELI has taught at the secondary level for twenty-three years
and is an education writer and presenter who lives in Herndon, VA.


ABSTRACT
Grading policies such as refusing to accept late work, giving grades of
zero, and refusing to allow students to redo their work may be intended
as punishment for poor performance, but such policies will not really
teach students to be accountable, and they provide very little useful information
about students' mastery of the material. Assessment and feedback,
particularly during the course of learning, are the most effective ways for
students to learn accountability in their work and in their personal lives.

                                                       p 14
________________________________________________________________________________

                                CLOSING THE ACHIEVEMENT GAP IN MATH:
                                  CONSIDERING EIGHTH GRADE ALGEBRA
                                                  FOR ALL STUDENTS

AUTHOR

FRANCES R. SPIELHAGEN is a Postdoctoral Research Fellow in the Center for
Gifted Education at the College of William and Mary, Williamsburg, VA.


ABSTRACT
Should all students study algebra in eighth grade? Would offering early
access to algebra to all students help close the achievement gap among
minority populations? Traditional educational policies that provide eighth
grade algebra to selected students raise questions about equitable access
to advanced opportunities for all students. Even when access appears to
be equitable throughout a school district’s population, undetected lapses
in equity may occur related to identification procedures. This study
addressed the problem of achievement gaps among underrepresented
populations by examining the study of algebra in eighth grade and its
impact on student performance, achievement, and attainment. The
purpose of this study was to explore the policy implications and potential
benefits of providing algebra instruction to all students.



                                                           p 29

________________________________________________________________________________________

                                 REEXAMINING LITERATURE STUDY
                                        IN THE MIDDLE GRADES:
                                A CRITICAL RESPONSE FRAMEWORK

AUTHORS

JOAN L. KNICKERBOCKER is Professor of Literacy Education in the Dwight
Schar College of Education at Ashland University, Ashland, OH.
JAMES A. RYCIK is Editor of American Secondary Education journal and
Professor of Literacy Education in the Dwight Schar College of Education
at Ashland University, Ashland, OH.

ABSTRACT
Recent reexaminations of adolescent literacy have expanded previous
cognitive psychological models of reading to include views of the social
and cultural aspects of literacy. The term critical literacy refers to
approaches that focus on the social forces that influence the creation and
interpretation of texts. When applied to the study of literary texts such as
young adult novels, a critical literacy approach can help young adolescents
to examine their own values and their role in society. This article
provides a brief overview of critical literacy and then presents a framework
that allows middle level teachers to incorporate elements of critical
literacy into reader response activities.


                                                         p 43
______________________________________________________________________________

KWHHL:
A STUDENT-DRIVEN EVOLUTION
OF THE KWL

AUTHOR
SUSAN SZABO teaches reading courses to undergraduate and graduate
students at Texas A & M University in Commerce, TX. She is a member
the of the International Reading Association, a faculty sponsor for Texas
State Reading Association Student Council, and a member of Delta Kappa
Gamma, Southwest Educational Research Association, and College
Reading Association.


ABSTRACT
Struggling readers at the middle level need help using reading strategies
effectively in order to become strategic readers. Middle level teachers
need both to model and to teach how to use a variety of reading strategies
that will help struggling readers become independent. This article
deals with the development of the KWHHL strategy. The KWHHL was
used to engage eighth-grade struggling readers with the informational text
that they were reading in the classroom. Not only did the KWHHL
provide scaffolding while they were learning to use comprehension strategies
but it also promoted the use of differentiated learning.

                                                      p. 57
_______________________________________________________________________________

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