Article+Reports

All of the reports will go on this page. Please type your name in alphabetical order by last name, make it a "Heading 3" using the drop-down box on the editing bar (I put in two names to get you started), and follow it with your topic and big questions. See my example. Link to the article report that you wrote and, if you think others will find the article interesting and you can link to it, provide that link, too. When you post your second and third reports, do them the same way as you did the first.
 * Posting**


 * Example**

Critical Thinking about Visual Texts
How can we encourage critical thinking about visual texts such as graphic narratives, photographs, and advertisements? How can we use visual texts to develop critical thinking skills? Why should we?

Report 1: "Critical Visual Literacy: Multimodal Communication Across the Curriculum" by Barb Blakely Duffelmeyer and Anthony Ellertson. Article Report.doc [] (The link is correct; the webmaster transposed letters in Duffelmeyer's name.)

Grammar Instruction in the Classroom
How can we teach students to connect grammar and writing and not believe they are two separate parts of English? What is the proper way to teach English? Is there just one way to correctly teach grammar?

Report 1://How to Teach Grammar, Analytical Thinking, and Writing: A Method that Works// by Lynn Sams []

Report 2: //Grammar Instruction: What Teachers Say// by Brenda Petruzzella [|NCTE]

Report 3: //Why Our Students Need Instruction in Grammar, and How We Should Go About it// by Mark Blaauw-Hara [|NCTE]

Reading Aloud in the Classroom
In a secondary classroom, is it appropriate to read books out loud to the class? How much time should be spent and what materials should be read aloud?

Report 1: "A Novel Idea: Reading Aloud in a High School Classroom" (Must have access to JSTOR)

Report 2: "The Power of Reading Picture Books Aloud to Secondary Students" (Must have access to JSTOR)

Report 3: "Reading Aloud to Teens Gains Favor Among Teachers"

[[file:TIP doc1.docx]]
====Link to [|Article] You'll have to sign in to CSU Library.====

Report 2: "From Socrates to Wikis" by Beverly Koopman.


Report 3: "Enhancing Literacy Achievement through Integration of Technology in the Classroom" by Betty Sternberg.

Resistant Readers in Middle School Classrooms
What strategies can be used to help resistant readers in a middle school classroom? What are the best ways to get to the root of a resistant readers problem with reading? Report 1: “Reading Resistance in Middle School: What Can Be Done?", Marianne I. Baker. Article Link



Report 2: "Writing for the Uninspired Reader." Walter Dean Myers. [|Article Link]



Report 3: "Can We Read Today, or Do We Hafta Do English?." Peggy Silva. [|Article Link]



ELL Education
How can mainstream language arts teachers effectively differentiate instruction to fit the needs of ELLs? How are these programs/concepts being evaluated for their effectiveness? Are the current assessments for ELLs appropriate and effective for student growth? Report 1: "English as a Second Language Students and English Language Anxiety: Issues in the Mainstream Classroom" by Eleni N. Pappamihiel

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Report 2: “Tiered Texts: Supporting Knowledge and Language Learning for English Learners and Struggling Readers” by Barbara Moss, Diane Lapp, Mary O’Shea



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Report 3: "Success with ELLs: Supporting ELLs Before, During, and After Reading" by Margo DelliCarpini

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Research Papers in the Classroom
What are some strategies that can be used to teach students how to research, and remember how to research for various topics, classes, and situations? How can the teaching of how to write a research paper as well as the process of writing be made engaging and interesting for students? Report 1: "Rethinking Research" by Eileen Simmons



Report 2: “Research Revisited; Or, How I Learned to Love the Reader’s Guide” by Joseph W. Peacock



Report 3: “’What If?’ Teaching Research and Creative-Thinking Skills through Proposal Writing” by David M. Pegram



Allison Doessel
===Teaching Credentials What are the best techniques and resources that will help me get a teaching job out of state since the education systems differ between unions? Further more, should this tedious process cause educators to re-examine state based standards and national standards in oder to create a more unified education system in our country? Are state to state legislations really the best way for American students to gain an education that will prepare them to compete in the 2st century? ===

How to Raise Standards in America's Schools: TIME Magazine http://www.time.com/time/nation/article/0,8599,1891468,00.html

This is a report and study done by NASDEC which outlines the problems with teacher mobility between states and suggestions about how to fix them. You can also view the NSADEC reciprocity agreement that high lights which states take credentials from other states. []

"Where In the World is My English Teacher? Travel as Professional Development" by Lielani Kessner

Process to Be Certified in California When You Receive Your Training In a Separate State
 * And for your information*

Teaching English as a Foreign Language (TEFL)
What is considered "best practice" by licensed TEFL professionals? What does it take to become a TEFL teacher and what are the benefits of different types of certifications? What kinds of controversies surround the teaching of English in foreign countries?

Report #1: "Teaching English in China" by Lo Ka Cheung

Report #2: "The Paradox of English" by Breda O'Hara-Davies

Report #3: "A study in pragmatic failure in cross-cultural communication" by FANG Jie

Reading List Choices:
What are the advantages and disadvantages of having a reading list? What are the consequences of having a required reading list?

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Report #2 ** "Expanding the Canon: Shaping Inclusive Reading Lists." by Vicky Greenbaum **

Report #3 **Pace, Barbara G. "The Textbook Canon: Genre, Gender, and Race in US Literature Anthologies." **  **﻿**

Leading Classroom Discussions
What are some ways to lead an effective classroom discussion? How can the teacher, as the discussion leader, get students engaged and active in the discussion? How can a teacher prepare to lead an effective discussion?

Report #1: "Classroom Discussion: Models for Leading Seminars and Deliberations" by Walter C. Parker

Using Graphic Novels in the Classroom
What is the vallidity of using graphic texts in a classroom setting? What strategies can be learned using a graphic text? How can this meium help struggling readers/writers as well as high-level readers and writers?

Report 1: "Using Comics and Graphic Novels in the Classroom" by NCTE -The Council Chronicle [] Report 2: "Understanding the Manga Hype: Uncovering the Multimodalities of Comic-Book Literacies" by Adam Schwartz and Eliane Rubinstein-Ãvila. Report 3: "Using Graphic Novels, Anime and the Internet in an Urban High School" by Nancy Frey and Douglas Fischer.

Classroom Management
=== Even though all classroom contexts differ, it seems that there must be some guiding, foundational ideas and strategies that new teachers can use to cultivate a positive, productive, and safe classroom environment for their students. What are some of these ideas and strategies that new teachers can learn to effectively develop and manage their classrooms? ===

Report 1: “The Key to Classroom Management” by Robert J. Marzano and Jana S. Marzano. Article 1 link: []

Report 2: “Playing the Classroom-as-Game: Building a Community of Learners at the Start of a New Year” by David Lee Carlson. Article 2 link: (requires NCTE login) []

Report 3: “Research Matters: What Is Engaged Learning?” by Rick VanDeWeghe. Article 3 link: (requires NCTE login) []

[[file:Article Report #1.pdf]]
Article 1 link: (requires NCTE login) []

Article #2: "Best Practices in Bully Prevention and Intervention" by U.S. Department of Health and Human Services

Article 2 link: []
Article #3: "In Defense of Bullies (but Not Bullying)" by Chris Crutcher Article 3 link: (requires NCTE login) []

Learning Centers/Stations
How could center-based learning tap into young students’ needs for movement, choice, freedom and self-determination? Article #1:

Amber M. Simmons and Melissa Page. [|“Motivating Students through Power and Choice.”] //English Journal// 100.1 (2010): 65–69 Article #2: //English Journal//, May 2010. Mary Kendrick. “Using Student Collaboration to Foster Progressive Discourse.” __[|Kendrick Article]__

//English Journal//, Jan 2006. Ross, Hunter and Chazanow. “Reading Aloud: The //Moby-Dick// Marathon.” __ [] __

[[file:ArticleReport3DSJG.doc]]
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**Grading Student Essays**
What are the most efficient, helpful, and encouraging ways to grade essays so that students improve as writers?

Article Report #1: Article Report #2: Article Report #3:

Writing: An Interdisciplinary Affair
What happens in an English Language Arts classroom when teachers use ideas from other academic disciplines and popular culture to engage students in writing to learn? How is this a worthwhile pursuit? When can effectively writing to learn be employed?

Report 1: "Writing to Learn Means Learning to Think" by Syrene Forsman [|http://www.eric.ed.gov:80/PDFS/ED262419.pdf]

Report 2: "Using Jay-Z to Reflect on Post-9/11 Race Relations" by Marc Lamont Hill @http://dl.dropbox.com/u/7327943/Hill_EJ_96.2.pdf

Report 3: "Zen and the Art of Knowledge Management" by No Doubt Research []

Teacher's Unions
What are the pros and cons of teacher's unions? Should a first year teacher join them?

Report #1 "Learning Curve" by Jonathan Chait []

Report #2 Smarick "Diplomatic Mission: President Obama's Path to Performance Pay"

Report #3 Pantuosco " The Impact of Teachers Unions on State-Level Productivity"

Increasing Student Motivation and Accountability
How can teachers use brain research to their advantage to reduce feelings of apathy in the classroom? How effective are negative consequences for unmotivated students? How can I avoid turning students "off" of learning? What do I need to do to get students to want to come to my class? How can teachers stay motivated, especially when their students aren't?

Article Report #1: "How to Create Nonreaders: Reflections on Motivation, Learning, and Sharing Power" by Alfie Kohn - //English Journal// 2010 Article Report #1 Link:[| http://www.ncte.org/library/NCTEFiles/Resources/Journals/EJ/1001-sep2010/EJ1001Focus.pdf] (Must be NCTE member and //English Journal// subscriber)

Article Report #2: "Creating Motivating Learning Environments: What We Can Learn from Researchers and Students" by Erika Daniels - //English Journal// 2010 Article Report #2 Link: [] (Must be NCTE member and //English Journal// subscriber)

Article Report #3: "The Negative Impact of Rewards and Ineffective Praise on Student Motivation" by Julie Kelsey - //ESSAI// 2011 Article Report #3 Link: []

**Using Graphic Narratives to Provoke Social Action and Change**
===How can graphic narratives, such as //A.D.: New Orleans after the Deluge// and //The 9/11 Report: a Graphic Adaptation//, be taught in the language arts classroom as nontraditional texts used to promote and inspire social action and change? How can graphic narratives be just as effective--if not more effective—as traditional textbooks in teaching students about democracy and social issues in modern times? What are the challenges of teaching a graphic narrative that depicts a real life event to high school students? ===

Report #1: Gordon, Ian. “Let Us Not Call Them Graphic Novels: Comic Books as Biography and History.”

Link: []

Report #2: Carter, James Bucky. Transforming English with Graphic Novels: Moving toward Our “Optimus Prime” Link: [] (Must have NCTE membership to log into this article)

Report #3: Frey, Nancy and Douglas Fisher. Using Graphic Novels, Anime, and the Internet in an Urban High School

Link: [] (Must have NCTE membership to log into this article)

**Fisbowl Discussion**
What is the best way to promote discussion in the classroom? Is the fishbowl discussion technique the best way to create a stronger academic bond in the classroom? Report 1: "A Fishbowl Discussion: A Strategy for Large Honors Classes" By Maria A. Priles

[] Report 2: "Talking About Poetry: Teaching the Students to Lead a Discussion" by Nancy Steineke [] Article Report 3: "The Fishbowl Motivates Students to Participate" By Karen M. Dutt

[]
 * Adrienne Razavi**

**Classroom Design**
How does the physical classroom environment influence learning? Report #1: "Assorted Seating Configurations" PDF created using Harry Wong's //The First Days of School//. You can find the original [|article] here.

[[file:first article report tip.docx]]
Report #2: "Adaptable Spaces and Their Impact on Learning"



Report #3: "What Happens in the Arcade Shouldn't Stay in the Arcade: Lessons for Classroom Design."



**Teaching Shakespeare to High School Students in a Meaningful Way**
What are some of the best strategies for teaching Shakespeare in high school in a memorable and meaningful way to apathetic and/or struggling readers? Report #1: Spangler, Susan. "Stop Reading Shakespeare!" Report #2: Franco, Caitlin, and Joseph R. Scotese. "What Value Do Side-by-Side or Parallel-Text Editions Such as //No Fear Shakespeare// or //Shakespeare Made Easy// Have in a Classroom?" Report #3: Teaching Shakespeare with YouTube

Educating Students With Special Needs
How can we ensure students with special needs are receiving the instruction they need in our classroom? What strategies, modifications, and accommodations can teachers make to create an environment that is conducive to all students' learning? In what ways can educators make inclusion an effective reality?

Report 1: "Top Ten Things New High School Teachers Need To Know About Servicing Students With Special Needs" by Kimberly LaPrairie



Report 2: "Learning to Write: Technology for Students with Disabilities in Secondary Inclusive Classrooms" by Patricia M. Barbetta and Linda A. Spears-Bunton



Report 3: The Regular Educator's Role in the Individual Education Plan Process" by Mary Konya Weishar



The Discursive Classroom, Its Usefulness, and How to Prepare a Class to be an Open Forum for Discussion.
Is the discursive classroom an effective way of teaching a text? What kind of relationship building is most effective in getting a class to feel safe enough to openly express their opinions without fear of reprisal? How much guidance is too much (or not enough) to engender open, student driven, discussion of a text? What are some effective techniques for encouraging student developed inquiry into a text?

[|“Bringing the Background to the Foreground: What Do Classroom Environments That Support Authentic Discussions Look Like?”]



[|“Discussion-Based Approaches to Developing Understanding: Classroom Instruction and Student Performance in Middle and High School English”]



[|Research Matters: What Kinds of Classroom Discussion Promote Reading Comprehension?] (requires NCTE subscription)

Teaching Grammar in Context
How do educators teach grammar in context? What are the best strategies and activities that support functional and lifelong skills in grammar?

Article Report 1: "Grammar in Context: Why and How"

Article Report 2: "On Not Teaching Grammar"



Article Report 3: "Grammar Matters"

Student Engagement and Self-stimulation in the Classroom
Report 1: AttentionArticle report 1.docx

Report 2: Engagement Report 3: Self-Motivation

What are the pros and cons of joining a teacher's union? Article Report 1: Colorado Education Association Article Report 2: Newsweek Debate Article Report 3: NPR Interview
 * Lindsey Winkler**
 * Teacher's Unions**