Table Of Content

Index Kappa Delta Pi Record, Volume 39 Teaching Community: Lessons Potter, S., and B. H. Davis. A First- Authors and Articles Learned in Wartime, 156-59. Year Teacher Implements Class Anderson, R. Achieving Consistency Howard, C. J. See McLoughlin. Meetings, 88-90. in Writing across the Curriculum, Johnson, K. G. See Porcaro. Richards, J. It’s Been a Bad Day! 6-8. 187-88. Johnson, S. E. See McLoughlin. Scrivner, C. M. See McLoughlin. Araujo, L., and J. Strasser. Con- Kienholz, K., N. Segall, and D. Segall, N. See Kienholz. fronting Prejudice in the Early Yellin. The Block: Implicationfso r Siegesmund, R. Bringing Account- Childhood Classroom, 178-82. Secondary Teachers, 62-65. ability to ElementarAyrt , 24-28. Barkley, S. G. Motivating Students Knuison, J. Reflections on a Magical Sikula, J. A Professional-Develop- with Live-Event Learning, 130-33. Year:A n Interview with Michele ment Model That Works, 40-42. Beckett, A.M. Removing Cultural Forman, National Teacher of the Simmons, M. P., and P. Macchia Jr. Barriers to Motivation, 126-29. Year, 43-46. Strategies for Modeling Technol- Bowden, S. H. Transforming the Kohn, A. Professors Who Profess: ogy Integration, 136-39. Spirit of Learning: From Kinder- Making a Difference as Scholar- Smith, L. C. See Gilbert. garten to College, 183-85. Activists, 108-13. Smith, T. W. See McEwin. Brandt, S. What Parents Really Law, A. Every Kid Counts ... Right? Soep, E. Arts in the City, 12-16. Want out of Parent-Teacher 150-52. Spencer, R. C. See Hoffman. Conferences, 160-63. Lee, G.-L. Understanding Immigrated Stevens, K. School as Studio: Burdine, L. What I Learned from Korean Children’s Educational Learning through the Arts, 20-23. Charlie, 144. Needs, 168-72. Strasser, J. See Araujo. Campbell, B. K. See McLoughlin. Macchia, P., Jr. See Simmons. Taylor, R.T., and D. S. Peterson. Choi, W. C. KIPP: Reaching MacIntosh, C. L. See McLoughlin. RISE: Service and Learning Underserved Middle Schoolers, Manner, J.C. Arts throughout the Combine, 70-73. 66-69. Curriculum, 17-19. Tichenor, M.S., J. M.Tichenor, T. Clark, R. E. Performance Assessment McEwin, C. K.,T.S. Dickenson, Hannah, N. Paterniti, and S. in the Arts, 29-32. and T.W. Smith. Why Specialized Wilson. Education in Germany, Corcoran, C. A. See Parsley. Preparation Is Critical, 58-61. 94-95. Davis, B. H. See Potter. McLoughlin, S. W., B. K. Campbell, Tumposky, N. Motivation: What Do Dickenson,T . S. See McEwin. J. E Eagle, C. J. Howard, S. E. Teachers Need to Know? 114-17. Diket, R. M. The Arts Contribution Johnson, C. L. MacIntosh, C. M. Weber, T. The Haves, the Needs, and to Adolescent Learning, 173-77. Scrivner, and A. Y. Williams. the Don't Cares, 55. Eagle, J. R See McLoughlin. Student Motivation: A Home Williams, A. Y.S ee McLoughlin. Evans, J. E September 11: Students Remedy, 122-25. Wilson, S. See Tichenor. Became Teachers, 36-39. Monsour., FE. Mentoring to Develop Yellin, D. See Kienholz. Fisher, H. L. Motivational Strategies and Retain New Teachers, 134-35. Zirkle, C. Course Web Site Enhances in the Elementary School Setting, Morris, R. C. A Guide to Curricular Classroom, 91-93. 118-21. Integration, 164-67. Forman, M. See Knutson. Null, J.W. Who Is Responsible for Book Reviews Gilbert, S. L, and L. C. Smith. A Student Learning? 101-03. Bumpy Road to Action Research, Olson, L. Inspiration, 104-05. Classroom Management: A Re- 80-83. Parsley, K., and C. A. Corcoran. The source Manual for Frontline Hannah,T . See Tichenor. Classroom Teacher's Role in Teachers, by R. Petty. Lanham, Heck, S.T. Changes and Challenges Preventing School Failure, 84-87. Md..: Scarecrow Press, Inc. 2001. for Middle and High Schools, Paterniti, N. See Tichenor. Reviewed by J. L. Olson, 96. 54-55. Peterson, D. S. See Taylor. Getting Started: Reculturing Schools Henry, C. Standards: Encouraging Porcaro, J.J., and K. G. Johnson. to Become Professional Learning the Arts in Schools, 33-35. Building a Whole-Language Communities, by R. Eaker, R. Hoffman, D. H., and R. C. Spencer. Writing Program, 74-79. DuFour, and R. Burnette. Kappa Delta Pi Record « Summer 2003 Index Kappa Delta Pi Record, Volume 39 Teaching Community: Lessons Potter, S., and B. H. Davis. A First- Authors and Articles Learned in Wartime, 156-59. Year Teacher Implements Class Anderson, R. Achieving Consistency Howard, C. J. See McLoughlin. Meetings, 88-90. in Writing across the Curriculum, Johnson, K. G. See Porcaro. Richards, J. It’s Been a Bad Day! 6-8. 187-88. Johnson, S. E. See McLoughlin. Scrivner, C. M. See McLoughlin. Araujo, L., and J. Strasser. Con- Kienholz, K., N. Segall, and D. Segall, N. See Kienholz. fronting Prejudice in the Early Yellin. The Block: Implicationfso r Siegesmund, R. Bringing Account- Childhood Classroom, 178-82. Secondary Teachers, 62-65. ability to ElementarAyrt , 24-28. Barkley, S. G. Motivating Students Knuison, J. Reflections on a Magical Sikula, J. A Professional-Develop- with Live-Event Learning, 130-33. Year:A n Interview with Michele ment Model That Works, 40-42. Beckett, A.M. Removing Cultural Forman, National Teacher of the Simmons, M. P., and P. Macchia Jr. Barriers to Motivation, 126-29. Year, 43-46. Strategies for Modeling Technol- Bowden, S. H. Transforming the Kohn, A. Professors Who Profess: ogy Integration, 136-39. Spirit of Learning: From Kinder- Making a Difference as Scholar- Smith, L. C. See Gilbert. garten to College, 183-85. Activists, 108-13. Smith, T. W. See McEwin. Brandt, S. What Parents Really Law, A. Every Kid Counts ... Right? Soep, E. Arts in the City, 12-16. Want out of Parent-Teacher 150-52. Spencer, R. C. See Hoffman. Conferences, 160-63. Lee, G.-L. Understanding Immigrated Stevens, K. School as Studio: Burdine, L. What I Learned from Korean Children’s Educational Learning through the Arts, 20-23. Charlie, 144. Needs, 168-72. Strasser, J. See Araujo. Campbell, B. K. See McLoughlin. Macchia, P., Jr. See Simmons. Taylor, R.T., and D. S. Peterson. Choi, W. C. KIPP: Reaching MacIntosh, C. L. See McLoughlin. RISE: Service and Learning Underserved Middle Schoolers, Manner, J.C. Arts throughout the Combine, 70-73. 66-69. Curriculum, 17-19. Tichenor, M.S., J. M.Tichenor, T. Clark, R. E. Performance Assessment McEwin, C. K.,T.S. Dickenson, Hannah, N. Paterniti, and S. in the Arts, 29-32. and T.W. Smith. Why Specialized Wilson. Education in Germany, Corcoran, C. A. See Parsley. Preparation Is Critical, 58-61. 94-95. Davis, B. H. See Potter. McLoughlin, S. W., B. K. Campbell, Tumposky, N. Motivation: What Do Dickenson,T . S. See McEwin. J. E Eagle, C. J. Howard, S. E. Teachers Need to Know? 114-17. Diket, R. M. The Arts Contribution Johnson, C. L. MacIntosh, C. M. Weber, T. The Haves, the Needs, and to Adolescent Learning, 173-77. Scrivner, and A. Y. Williams. the Don't Cares, 55. Eagle, J. R See McLoughlin. Student Motivation: A Home Williams, A. Y.S ee McLoughlin. Evans, J. E September 11: Students Remedy, 122-25. Wilson, S. See Tichenor. Became Teachers, 36-39. Monsour., FE. Mentoring to Develop Yellin, D. See Kienholz. Fisher, H. L. Motivational Strategies and Retain New Teachers, 134-35. Zirkle, C. Course Web Site Enhances in the Elementary School Setting, Morris, R. C. A Guide to Curricular Classroom, 91-93. 118-21. Integration, 164-67. Forman, M. See Knutson. Null, J.W. Who Is Responsible for Book Reviews Gilbert, S. L, and L. C. Smith. A Student Learning? 101-03. Bumpy Road to Action Research, Olson, L. Inspiration, 104-05. Classroom Management: A Re- 80-83. Parsley, K., and C. A. Corcoran. The source Manual for Frontline Hannah,T . See Tichenor. Classroom Teacher's Role in Teachers, by R. Petty. Lanham, Heck, S.T. Changes and Challenges Preventing School Failure, 84-87. Md..: Scarecrow Press, Inc. 2001. for Middle and High Schools, Paterniti, N. See Tichenor. Reviewed by J. L. Olson, 96. 54-55. Peterson, D. S. See Taylor. Getting Started: Reculturing Schools Henry, C. Standards: Encouraging Porcaro, J.J., and K. G. Johnson. to Become Professional Learning the Arts in Schools, 33-35. Building a Whole-Language Communities, by R. Eaker, R. Hoffman, D. H., and R. C. Spencer. Writing Program, 74-79. DuFour, and R. Burnette. Kappa Delta Pi Record « Summer 2003 Bloomington, Ind.: National 189-90; talking, 190 Elementary schools, accountabil- Educational Service. 2002. Bilingual demo language lesson, 190 ity to art, 24-28; high school Reviewed by A. M. Eppolito, 143. Block scheduling, 62-65 reading tutors, 70-71; motiva- How to Create a Professional Character building, 158 tion, 118-21; reading, 70-73 Electronic Portfolio: A Guide for Class meetings, 88-89 Emotional intelligence, 157 the Preservice and Beginning Classrooms, anti-bias environ- Empathy, 158 Teacher, by M. L. Dice and B. L. ment, 181; art classrooms as English, community building, 159; Goldenhersh. Dubuque, Iowa: refuge, 24; building community studying novels, 5 Kendall/Hunt. 2002. Reviewed by within, 104, 157; confronting Extra-school learning, 176 D. S. Goldsby, 188. prejudice in, 178-82; desk Extrinsic motivators, 125 How to Teach the Novel & Meet the formation, 8; management, 5, Five Pillars model, 68-69 Challenge of High School English, 96; more time in, 67-68; motiva- Flexible Modular Scheduling by B. Rendelstein and L. tion strategies, 114-17 (FMS), 62-64 Rendelstein. Matawan, N.J.: Collectivism, 128-129 Fourth-generation evaluation, Teaching Adventure Publica- Collectivistic value system, 123-24 160-63 tions. 2002. Reviewed by G. E. Community, as curriculum Germany, 94-95 Mabie, 5. resource, 16; developing sense Goal theory, 119 of, 157-59; recognition of, 124 Hierarchy of motivators, 131 Conflict resolution, 158 High schools, block scheduling, Subjects Connected integration model, 165 62-64; challenges, 54—55; Note: Page numbers in boldface Course Web site, 91-93 number of graduates, 153; indicate a chart, diagram, or figure. Culture, collectivism, 128-29; of students as reading tutors, 70-73; critique, 16; differences in, 126- studying novels, 5 Academics, motivation for, 121; 27; diversity, 180-182; impor- High-stakes testing, 111 failure, 84-87; high expectations, tance of, 122-24; individualism, Immersed integration model, 165 68-69; standards, 18 128-29; Korean, 169-70; and Immigrant students, 126; Korean, Accessibility, 151 literature, 129; removing barriers 168-72 Accountability, 24-28, 102, 110- to motivation, 126-29; transmis- Incidental learning, 133 111; arts and, 13-14 sion in education, 22; under- Inclusion, 150—52 Action plans, 162-63 standing, 158; youthful readings Indiana, 54 Action research, 80-83 of, 175 Individualism, 128-129 Activities, integrated, 18; transi- Curriculum, alignment of, 110; Influence vs. control, 102-03 tions between, 7 consistency in writing, 186-87; Inspiring students, 104-05 Adolescents, arts contributions to in Germany, 95; integration, Integrated curriculum, 164-67 learning, 173-77; stereotypes, 58 164-67; integration ofa rts, 17-23 Intentional learning, 133 Anti-bias environment, 181 Disabilities, children with, 150-52 Interactions, 15 Arts, accountability, 13-14, 24— Diversity, 104, 180-82 Interdisciplinary activities, 14-15 28; community building, 159; Education, alternative paths to International, 4 contributions to adolescent reform, 22-23; arts importance, Interpersonal understanding, 158 learning, 173-77; education 174; distrust of, 111; Five Pillars KIPP (Knowledge Is Power status, 21-22; encouraging in model, 67-69; in Germany, 94— Program), 66-69 schools, 33-35; implications for 95; inclusion ofc hildren with Knowledge, 184-85 learning, 15-16; integration disabilities, 150-52; Korean Korean children, 168-72 throughout curriculum, 17-23; culture importance, 169-70; Language arts, 159 non-school settings, 12-16; schools as factories, 20; schools Learning, from arts, 12-16; difficult performance assessment, 29-32 as studio, 20-23; time of day experiences with, 116; disequilib- At-risk students, 84-86; parental and, 6-7; transmission of rium, 183; incidental vs. inten- support, 125; special assistance culture, 22; voucher plans, 48; tional, 133; motivation, 112, 114— for, 157-58 wartime changes to, 157 16, 131-32; block scheduling, 64; Attribution theory, 116-17, 119 Educational psychology, 115 responsibility for students, 101- Beginning Teacher Assistance Educators, erroneous assump- 03; styles of, 105; transforming Program, 134-135 tions, 110-11; motivation and, spirit of, 183-85 Belongingness, 157 122-25; shortage of, 142; Literature, 5, 129 Behavior, 182; ‘after- lunch not teaching future educators, 112-13 Live-event learning, 130-33 interested’ syndrome, 140; Effort, 116-17 Mastery orientation, 116 distracted, 6-8; out-of-control, Electronic portfolio, 188 Mathematics, community build- Kappa Delta Pi Record * Summer 2003. 191 ing, 159; improving teaching Prejudice, confronting in class- motivators, 131; immigrant, 126; methods, 87; links with art, 19 room, 178-82 improving behavior of, 88-90; Mentoring teachers, 134-35 Principals, influence vs. control, inattention of, 6-8; input for Middle schools, categorizing 102-03; power to lead, 68 teaching, 184; inspiring, 104—05; students in, 55; challenges for, Problem solving, 157 lessons, 144; low-performing, 69; 54-55; focusing on results, 69; Professional development, 44—46 motivation, 5; personal space, 6; KIPP (Knowledge Is Power PT® (Preparing Teachers to Use as reading tutors, 70-73; respon- Program), 66-69; specialized Tomorrow’s Technology), 136-39 sibility for learning, 101-03; professional teacher preparation, Reading, aesthetic, 129; improv- routines, 7; self-assessment, 163; 58-61; studying novels, 5; ing, 87; level, 70-73 task-goal orientation, 119; underserved students, 66-69 Research, action, 80-83; curricu- underserved middle schoolers, 66- Minority students, accountability lum integration, 166; favored 69; writing improvements, 187 of, 102; college enrollment, 153; concepts, 110; improving Studio, 20-23 KIPP 66-69 teaching practices with, 80; Talking, 190 Mission statements, 39, 104 knowledge and skills, 81; effect Task-goal orientation, 119 Modeling technology integration, on public policy, 111; methods of Teachers, accountability, 25; 136-39 conducting, 111-12; teachers benefits of arts for, 25-26; Models, Five Pillars, 67-69; profes- performing, 80-83 classroom management, 96; sional development, 40-42 RISE (Reading Intervention Sans commitment-to-excellence Motivation, apathetic about Expense), 70-73 form, 68; consistently respond- science, 140-41; bribery, 116; RISE model, 120-21 ing to writing, 186; core beliefs, building academic success, 121; Routines, 7 183-84; course Web site, 91-93; building on mutual trust, 124-25; Rubrics, 32 experience and motivation, 116; community recognition, 124; Scholar activists, 108-12 influence vs. control, 102-03; of culture and, 117, 122-24, 126-29; Schools, accountability, 25, 102; Korean students, 169-72; effective techniques, 119; effort, aftermath of September 11 and, mentoring, 134-35; methods of 116-17; elementary school, 118- 36-37; back-to-basics thrust, 22; teaching teachers, 113; motiva- 21; hierarchy, 131; live-event communities, 125, 143; encour- tion, 119-20; preparation, 8, 58— learning, 130-33; parents and, aging arts in, 33-35; environment 61; proficiency in technology, 122-25; RISE model, 120-21; and at-risk students, 84-85; 137-38; relationships with strategies, 114-17; student, 101- implications for the arts, 15-16; students, 85-87; as researchers, 03; teachers as motivators, 116, reform, 22-23, 101; standardized 80-83; shortage of, 142; student- 119-20; theories, 114-17, 119; measurement of, 40; as studio, teacher transformation into, 36— universal needs model, 117 20-23; violence in, 48; wartime 39; wartime challenges, 158-59 Multicultural education, 181 challenges, 157-58 Teaching, abroad, 4; building Multiple intelligences, 104-05 Science, community building, 159; respect for students, 184-85; National Visual Arts Standards, 34 students apathetic about, 140—41 future educators, 112-13; in Naturalistic students, 105 Self-determination theory, 119 Germany, 95; test scores as Nested-integration model, 165 Sequenced-integration model, 165 measures of, 111-12 Networked-integration model, Shared-integration model, 165 Technology, 136-39 165-66 Single discipline—based activities, 18 Test scores as measures, 111-12 Nonsymbolic thinking, 28 Social sciences, 159 Threaded integration model, 165 Oral storytelling, 181-82 Specialized middle-school teacher Time management, 185 Parents, action plans, 162-63; at- preparation, 58-61 Tolerance, 158, 180 risk students, 125; commitment- Spirit of learning, 183-85 Tougher-standards movement, 110 to-excellence form, 68; impor- Standards movement, 33-34 Universal-needs model, 117 tance of culture, 84, 122-24; Student teachers, 36-39 Violence, 48, 158 motivation and, 122-25; parent- Students, academic and personal Visual thinking, 26-28 teacher conferences, 160-63; habits, 84; action plans, 162-63; Wartime teaching, 156-59 RISE, 71-72 at-risk, 84-87; benefits of Whole-language writing program, Parent-teacher conferences, 160-63 technology, 138; breaks during 74-79 Peer critique and the arts, 14 lessons, 6-7; building respect for, Withitness, 110 Peer edits, 77-79 185; commitment-to-excellence Writing, consistency across Performance assessment, 30-32 form, 68; computers for, 153; curriculum, 186-87; whole- Physical education, 159 course Web site, 91, 93; effects of language writing program, 74-75, Positive interaction skills, 88-90 war on, 156-57; hierarchy of 76-78, 79 192 Kappa Delta Pi Record * Summer 2003