Kappa Delta Pi Record 2006 - 2007: Vol 43 Index & Table of Contents

1.2 MB·English

INDEX
Kappa Delta Pi Record, Volume 43
Authors and Lumpkin, A. Caring Teachers—The Key Learning, by J. Willis. Alexandria,
Articles to Student Learning, 158-60 VA: Association for Supervision and
Malikow, M. Staying Motivated and Curriculum Development. 2006.
Ackerman, B. PRAISE for Students with
Avoiding Burnout, 117-21; Teaching in Reviewed by S. Hipsky, 142
Behavioral Challenges, 39-41
the Affective Domain: Turning a Crier Why We Teach, by S. Nieto. New York:
Allen, K. Maria Carandas—Student
into a Crier, 36-38 Teachers College Press. 2005.
Teacher/Intern of the Year, 186-87
McKnight, A. Stand Up, 48 Reviewed by K. Zittleman and D.
Anderson, D. See Lambert, C.
Mullen, C. A. Best Writing Practices Sadker, 47
Arnoff, K. Donna Gail Shaw: Paying Back
for Graduate Students: Reducing the Write Now! Publishing with Young
by Paying Forward, 88-90; Katrina and
Discomfort of the Blank Screen, 30-35 Authors PreK-Grade 2, by K. W. Tunks
kKDP—One Year Later, 42-46; Record
Murphy, J. C. Hey, Ms. A! One Student and R. M. Giles. Portsmouth, NH:
Report Card, 101
Teacher’s Success Story, 52-55 Heinemann. 2007. Reviewed by L. H.
Batey, J. J. Doing Well, Considering . . ., 95
Normore, A. H., and K. S. Loughry. Kinniburgh, 188
Brasher, J. P. See Britt
Avoiding the Pitfalls of the Rookie Year:
Britt, J., j. P. Brasher, and L. D.
How a Mentor Can Help, 25-29 Subjects
Davenport. Balancing Books and
Pass, $. Child Abuse and Neglect:
Bytes, 122-27 Abandonment, 138
Knowing When to Intervene, 133-38
Bukowiecki, E. M. Teaching Children Abused children, 129-32, 137
Poetter, T. S. Teachers Critique the
How to Read, 58-65 Academic skills, 143
Carlson, D. L. Linking the ‘Leaky Edges’ Curriculum: Frame Factors at Play, Academic writing, 30-35
82-87
of the Outside with the Individual Inside, Accelerated Math (AM) program,
Preisman, K. Don’t Be Afraid! Take Action
154-57 124, 127
Coombs-Richardson, R. Personalizing to Improve Your Educational Practices, Accelerated Reader (AR) program,
102-03
Distance Learning, 71-75 124, 127
Richardson, W. Teaching in a Web 2.0
Copeland, A. P. Welcoming International Action research, 102-03
World, 150-51
Parents to Your Classroom, 66-70 Action-based learning, 159
Rockwell, S. Facilitating the Fourth R:
Davenport, L. D. See Britt Active learning, 159-60
Resilience, 14-19
DePaepe, J. See Lambert, C. Aesthetic experience, 112
Rowan, L. O. Making Classrooms Bully-
Franklin, C. A. See Snow-Gerono Affective domain teaching, 36-38
Free Zones: Practical Suggestions for
Garrett, J. L. Across the Threshold, AlphaSmart, 125, 127
Educators, 182-85
12-13; Civics Education, 152-53; American parents, 67-69
Sewell, K. L. See Hill-Jackson
Homework, 56-57; Privatizing Analysis, structural, 60
Education, 104-05 Snow-Gerono, J. L., and C. A. Analyzing behavior, 40
Franklin. Mentor Teachers Share
Giacchino-Baker, R. Educating Ethnic Anti-bullying, 183, 185
Views on NCLB Implementation, 20-24
Minorities in Vietnam: Policies and Art-making model, 110-16
Sprunger, K. A Dynamic Partnership,
Perspectives, 168-73 Asian Development Bank, 169, 171
92-93
Gilbert, L. A. From Plain to Extraordinary, Assessment: student learning, 77-81;
Superson, S. The Courage of Their
189 types, 64-65
Convictions, 144
Hall, K. W., and J. Hargis. Insights, Assisted learning, 35
Thompson, R. Deidra Gammill: Doing
Reflections, and Comparisons of a At-risk students, 14—19
Something Worthwhile, 139
Russian Kindergarten, 161-67 Authentic assessment, 64, 77-78
Waters, C. See Hill-Jackson
Hargis, }. See Hall Behavior, 39-41, 138
Heid, K. Seeing Feelings through Shared Willis, J. Teachable Moments Build Belief perseverance, 37
Relational Memories, 106-09
Art Making, 110-16 Blackboard Learning System, 73
Hill-Jackson, V., K. L. Sewell, and Blogs, 150
Book Reviews
C. Waters. Having Our Say about Brain, 107
Multicultural Education, 174-81 The Homework Myth: Why Our Kids Get Bullying, 182-85
Kirk, R. Q&A on Child Abuse, 128-32 Too Much of a Bad Thing, by A. Kohn. Burnout, preventing, 118-21
Lambert, C., J. DePaepe, L. Lambert, Cambridge, MA: Da Capo Press. Burns, 138
and D. Anderson. e-Portfolios in 2006. Reviewed by M. Malikow, 94 CAPTA (Child Abuse Prevention and
Action, 76-81 The Power of Play: How Spontaneous, Treatment), 134
Lambert, L. See Lambert, C. Imaginative Activities Lead to Happier, Carandas, Maria, 186-87
Larson, C. McClean. Confessions of an Healthier Children, by D. Elkind. Careers, 120
‘Awtul’ Teacher: The Impact of Culture Cambridge, MA: De Capo Lifelong Caring: peers, 111-12; relationship,
Shock on Teaching in Low-Performing Books. 2007. Reviewed by N. Prince- 116; teachers, 158-60
Schools, 7-11 Cohen, 143 Catastrophic events, 12
Loughry, K. S. See Normore Research-Based Strategies to Ignite Student Characters, visua‘izing relationships
196 KAPPA DELTA PI » SUMMER 2007
INDEX
Kappa Delta Pi Record, Volume 43
Authors and Lumpkin, A. Caring Teachers—The Key Learning, by J. Willis. Alexandria,
Articles to Student Learning, 158-60 VA: Association for Supervision and
Malikow, M. Staying Motivated and Curriculum Development. 2006.
Ackerman, B. PRAISE for Students with
Avoiding Burnout, 117-21; Teaching in Reviewed by S. Hipsky, 142
Behavioral Challenges, 39-41
the Affective Domain: Turning a Crier Why We Teach, by S. Nieto. New York:
Allen, K. Maria Carandas—Student
into a Crier, 36-38 Teachers College Press. 2005.
Teacher/Intern of the Year, 186-87
McKnight, A. Stand Up, 48 Reviewed by K. Zittleman and D.
Anderson, D. See Lambert, C.
Mullen, C. A. Best Writing Practices Sadker, 47
Arnoff, K. Donna Gail Shaw: Paying Back
for Graduate Students: Reducing the Write Now! Publishing with Young
by Paying Forward, 88-90; Katrina and
Discomfort of the Blank Screen, 30-35 Authors PreK-Grade 2, by K. W. Tunks
kKDP—One Year Later, 42-46; Record
Murphy, J. C. Hey, Ms. A! One Student and R. M. Giles. Portsmouth, NH:
Report Card, 101
Teacher’s Success Story, 52-55 Heinemann. 2007. Reviewed by L. H.
Batey, J. J. Doing Well, Considering . . ., 95
Normore, A. H., and K. S. Loughry. Kinniburgh, 188
Brasher, J. P. See Britt
Avoiding the Pitfalls of the Rookie Year:
Britt, J., j. P. Brasher, and L. D.
How a Mentor Can Help, 25-29 Subjects
Davenport. Balancing Books and
Pass, $. Child Abuse and Neglect:
Bytes, 122-27 Abandonment, 138
Knowing When to Intervene, 133-38
Bukowiecki, E. M. Teaching Children Abused children, 129-32, 137
Poetter, T. S. Teachers Critique the
How to Read, 58-65 Academic skills, 143
Carlson, D. L. Linking the ‘Leaky Edges’ Curriculum: Frame Factors at Play, Academic writing, 30-35
82-87
of the Outside with the Individual Inside, Accelerated Math (AM) program,
Preisman, K. Don’t Be Afraid! Take Action
154-57 124, 127
Coombs-Richardson, R. Personalizing to Improve Your Educational Practices, Accelerated Reader (AR) program,
102-03
Distance Learning, 71-75 124, 127
Richardson, W. Teaching in a Web 2.0
Copeland, A. P. Welcoming International Action research, 102-03
World, 150-51
Parents to Your Classroom, 66-70 Action-based learning, 159
Rockwell, S. Facilitating the Fourth R:
Davenport, L. D. See Britt Active learning, 159-60
Resilience, 14-19
DePaepe, J. See Lambert, C. Aesthetic experience, 112
Rowan, L. O. Making Classrooms Bully-
Franklin, C. A. See Snow-Gerono Affective domain teaching, 36-38
Free Zones: Practical Suggestions for
Garrett, J. L. Across the Threshold, AlphaSmart, 125, 127
Educators, 182-85
12-13; Civics Education, 152-53; American parents, 67-69
Sewell, K. L. See Hill-Jackson
Homework, 56-57; Privatizing Analysis, structural, 60
Education, 104-05 Snow-Gerono, J. L., and C. A. Analyzing behavior, 40
Franklin. Mentor Teachers Share
Giacchino-Baker, R. Educating Ethnic Anti-bullying, 183, 185
Views on NCLB Implementation, 20-24
Minorities in Vietnam: Policies and Art-making model, 110-16
Sprunger, K. A Dynamic Partnership,
Perspectives, 168-73 Asian Development Bank, 169, 171
92-93
Gilbert, L. A. From Plain to Extraordinary, Assessment: student learning, 77-81;
Superson, S. The Courage of Their
189 types, 64-65
Convictions, 144
Hall, K. W., and J. Hargis. Insights, Assisted learning, 35
Thompson, R. Deidra Gammill: Doing
Reflections, and Comparisons of a At-risk students, 14—19
Something Worthwhile, 139
Russian Kindergarten, 161-67 Authentic assessment, 64, 77-78
Waters, C. See Hill-Jackson
Hargis, }. See Hall Behavior, 39-41, 138
Heid, K. Seeing Feelings through Shared Willis, J. Teachable Moments Build Belief perseverance, 37
Relational Memories, 106-09
Art Making, 110-16 Blackboard Learning System, 73
Hill-Jackson, V., K. L. Sewell, and Blogs, 150
Book Reviews
C. Waters. Having Our Say about Brain, 107
Multicultural Education, 174-81 The Homework Myth: Why Our Kids Get Bullying, 182-85
Kirk, R. Q&A on Child Abuse, 128-32 Too Much of a Bad Thing, by A. Kohn. Burnout, preventing, 118-21
Lambert, C., J. DePaepe, L. Lambert, Cambridge, MA: Da Capo Press. Burns, 138
and D. Anderson. e-Portfolios in 2006. Reviewed by M. Malikow, 94 CAPTA (Child Abuse Prevention and
Action, 76-81 The Power of Play: How Spontaneous, Treatment), 134
Lambert, L. See Lambert, C. Imaginative Activities Lead to Happier, Carandas, Maria, 186-87
Larson, C. McClean. Confessions of an Healthier Children, by D. Elkind. Careers, 120
‘Awtul’ Teacher: The Impact of Culture Cambridge, MA: De Capo Lifelong Caring: peers, 111-12; relationship,
Shock on Teaching in Low-Performing Books. 2007. Reviewed by N. Prince- 116; teachers, 158-60
Schools, 7-11 Cohen, 143 Catastrophic events, 12
Loughry, K. S. See Normore Research-Based Strategies to Ignite Student Characters, visua‘izing relationships
196 KAPPA DELTA PI » SUMMER 2007
between, 156 Education: accountability, 21; Incompetent teachers, 9
CHEA (Council for Higher Education improving practices, 102-03; learner- Individualism, 69
Accreditation), 77-78 centered, 159; minority groups, 173; Inequalities in education, 84, 87, 179
Child abuse, 128-37 multicultural, 174-80; privatizing, informality, and international
Child protective services, 129, 16-05 parents, 68-69
136-37 Effects of testing, 84-87 Institutional inequality, 179
Children: aesthetic and cognitive Egalitarianism, 69 Institutionalized racism, 178
development, 110; chances for Einstein, Albert, 120 Interactive learning, 163
success, 14; low-income families, Elections, 152 Intercultural sensitivity, | 79
52-53; playing, 143 Electronic portfolios (e-portfolios): International parents, 67-70
Citizens, 152-53 76-81 internationalism, 173
Civics education, 152-53 Elementary school: civics education, Internet resources, | 25
Classroom: behavior problems, 39; 152; literacy, 92 InterWrite SchoolPad, 127
computers, 123; environments, 12 Empathic distress, 38 Jobs, 120
Classroom management: bullying, Empowering students, 41 Keller, Helen, 159
182-85; plan, 54; PRAISE, 39-41 Engagement, sustaining, 108-09 Kindergartens, Russian, 161-67
Cognitive dissonance, 178 English language, 15, 60 Language arts instruction, 63-64
Colleagues and culture, 84 English Language Learners (ELL), 22 Leadership and technology, 125-26
Collective passion, 150 Environment, learner-centered, 160 Learner-centered education, 159-60
Community: culture, 84; leadership Equality in education, 68 Learning: academic ability, 142;
decline, 152; protective factors, 16; Equity pedagogy, 175 active, 159-60; experiential, 159;
within community, 112-14 Ethnic minorities in Vietnam, motivation, 142; problem-based, 159;
Comprehension, 61-63 168-73 sense of caring environment, 111
Computers, 122-23 Event memories, 107 Learning First Alliance, 8, 11
Connoiseurship, 110 Evolution, 4 Lesson mastery, 54-55
Contemporary talk shows, 155-56 Experiential learning, 159 Literacy, and elementary school, 92
Convergent learners, 72 Facebook, 150 Literature, 155-57, 185
Cooperative behaviors, 54 Familial protective factors, 16 LiveText, 78
Countries, educational approaches, 70 FanFiction.net, 151 Lower Secondary Teacher Training
CPS (Classroom Performance System), Fantasizing, with infantile behavior, Project, 169
b23,, 325, 127 138 Low-performing schools, 8-11
Cretinism, 109 F.A.T. City Workshop, 38 Madison City School System, 123-24
CRIER (complaining, responding, Fishbowls, 156 Management chart, with behavioral
initiating, embedding, and Fitness and Russian schools, 163, expectations, 54
recruiting), 37 166 Maslow, Abraham, 118
Critical distinction, 120 Flashbulb memories, 107 Mcintosh, Irene, and Hurricane Katrina,
Critical writing skills, 32 Frame factors, 83-87 42-46
Cultural: diversity, 67, 84; Freud, Sigmund, 119 Memories, with personal meaning, 107
expectations in Russia, 163; frame Gifted and Talented program, 144 Mental scanning, 107
factors, 82-87 Gifted students, 144 Mentor teachers, 21-28, 187
Culture: 64, 84, 155-56; shock, 10-11 Government leadership, 152 Mentoring programs, 27
Curriculum: graduate student's Graduate students: developing Mentor-mentee relationship, 26-28
development, 82-87; international curriculum, 82-87; learning academic Ministry of Education and Training,
parents, 68; play-based, 163 writing, 31-35; research, 102 173
Damage model, 16 Graduation project, required, 78 Minority groups, and education,
Data collection form, 18 Guided play, 165 173
Delphi technique, 137 Habits of the mind, 37 Minority students, in Vietnam, 170
Differentiating instruction, 54 Heritage Elementary case study, Minority teachers, in Vietnam, 173
Direct instruction, 165 123-26 MINT (Mentors Influencing New
Direct reading, 63 High school, graduation requirements Teachers) program, 26-29
Discipline, 40 and senior project, 77-78 Mirroring, 38
Distance learning, 71-75 High-stakes tests, teaching to, 21 Misbehavior, 40-41
Diverse learners: distance learning, 72; Hispanic youth, 176 Motivation, 118-21, 142
reading, 63-64 Homework, 56-57, 94 Multiage classroom, 110-16
Diversity, student, 175 Honeymoon phase, 10-11 Multiage student pairs, | 10-11
Domain of emotional response, Human growth and development, Multicultural: classroom, 176-80;
36-38 73 teachers, 175
Draft writing, 34-35 Hurricane Katrina, 42-46 Multiculturalism, 173
Dramatic forms, 156 Hygiene, 138 MySpace, 150
Dreams, 157 irnmersion burns, 138 National Assessment of Adult
Dress, 138 ‘nappropriate dress, 138 Literacy, 153
KAPPA DELTA PI » SUMMER 2007 191
National Assessment of Education, Regression phase, 11 Studio environment, 33-34
152 Rehabilitated, 119 Success versus obedience, 121
National Center for Education Reinforcements, 40 Sullivan, Anne, 159
Statistics, 75 Rejection phase, 10-11 Supervision, consistent lack of, 138
National Council for Accreditation Relational memories, 107 Survey results, abuse and neglect, 137
of Teacher Education, 175 Requirements, State Board of Symbols, 112
National Education Association Education, 78 Tableaux, 156
Code of Ethics of the Education Research and graduate students, Teachable moments, 107-09
Profession, 129 102 Teacher education programs, 24,
National Reading Panel, 60 Research-based writing skills, 32 169, 175
NCLB (No Child Left Behind): 21, 60; Resilience, 14-19 Teacher Training Colleges, 169
educational system of mediocrity, Reticular Activating System, 107 Teachers: assumptions about students,
144; fully qualified clause, 72; Reviews, 34 95; basal reading programs, 60;
substantial lack of funding, 104-05 Risk factors, 16-18 bullying, 183, 185; burnout, 118-21;
Negative behaviors, 39-40 Rote memory skills, 18 caring about students, 158-60;
Neglect, 137-38 Russian kindergarten, 161-67 child abuse, 128-35; culture shock,
Occupations, 120 Sample Reading Inventory, 80 11; curriculum related mandates,
Old Dominion University, 73 Schema theory, 62 12; enforcement of rules and
Online: instructor, 73-74; learning Schools: bullying, 182; computers, 122; procedures, 183, 185; incompetent,
environments, 150-51 culture, 84 9; increasing demands made on, 12;
Organizational frame factors, 83 Science and Russian schools, 165-66 ineffectiveness, 9-10; low-performing
Parents: 18; elementary school, 92; Self-control and at-risk students, schools, 8-9; multicultural, 175; new,
international, 67-68 18-19 23-29; planning instruction, 39-40;
Persisting, reasons for, 16-17 Self-efficacy, 179-80 preservice, 180, 183; proactive, 185;
Personal: frame factors, 83-86; Self-fulfilling prophecy, 158-59 reading, 59-65; reflective, 160; roles,
motivation, 118; paradise, 157 Sexual Abuse chart, 136 12; salaries, 161; stereotyping and
Phonics, 60 Shared art-making model, 110-16 biases, 95; student teachers, 52-55,
Physical: abuse chart, 136; frame Shaw, Donna Gail, 88-90 187; technology, 122-27; training,
factors, 83 Sight words, 60 123; Vietnam, 171
Planning instruction, 39-40 Sincerity, 41 Teaching: affective domain, 36-38;
Play-based curriculum, 163 Skinner, B. F., 119 balancing strategies, 126-27; cultural
Playing, 143 SMART Board, 127 stress, 11; motivation, 118-20;
Political-legal frame factors, 83 Snapshot dramas, 156 personal frame factor, 84; reading,
Portfolios: checklist, 80; student Social domination, 178 59-65; traditional and contemporary
learning, 77 Sociological factors, 12-13 strategies, 127; writing, 32-33
Post-reading activities, 63 Spiritual dimension, 120-21 Techniques: Reader Response, 63;
Poverty, 14-15 Standardized tests, 23, 64-65 reading fluency skills, 61
PowerPoint presentations, | 25 STAR Math, 124, 127 Technology: 150; Heritage Elementary
PRAISE (Proactive, Reinforcements, STAR Reading, 124, 127 case study, 123-26; Russian schools,
Assessing, Intent of misbehavior, State Board of Education 165-66
Sincere, and Empowering students), requirements, 78 Temporal frame factors, 83
39-41 STIClassroom software, 123, 127 Text, visualizing, 156-57
Preservice teachers, 180, 183 Strategic reading, 62 Title | schools, 22
Primary school, 161 Structural analysis, 60 Truancy, 138
Principals’ Expectations for Student teaching, 52-55, 187 Vietnam, educating ethnic minorities,
Parental Involvement, 68 Student-centered activities, 84 168-73
Prior Knowledge Activities, 62 Students: academic writing, 30-35; Vocabulary, 61-62
Privatizing education, 104—05 actively engaging in learning, Volunteerism, 153
Proactive, 39-40 159-60; assessing learning, 77-81; Web 2.0, 150
Problem-based learning, 159 believing in abilities, 158-59; civics, White preservice teachers (WPTs),
Processes facilitating success, 17-19 152; communicating through and multicultural ideas and concepts,
Protective factors, 16 behaviors, 40; conflict resolution, 185; 175-80
Psychology, 118 culture, 64, 84, 155-66; diversity, Withdrawal, 138
Pygmalion effect, 158-59 175; empowering, 41; gifted, 144; Word processing, 124-25
Quick writing experience, 108-09 international parents, 68; language, Word recognition, 60-61
Racism, institutionalized, 178 64; mediators, 185; multiple risk Worldviews, 178-79
Ranking of Course Components, 74 factors, 18; plain, 189; portfolios, Writers, 33-34
Reading, teaching, 59-65 77; psychological aspects of, 12; Writing: 32-35, 108-09, 125, 151,
Read/Write Web, 150 responsibility and teamwork, 185; 188; programs, 32-33; studio, 34
Recovery phase, 11 self-directed work, 77; stereotypical Youths, at-risk, 14-19
Reflective teachers, 160 views of, 180; writing, 33, 64 Zone of proximal development, 112
192 KAPPA DELTA PI | * SUMMER 2007
Riteg
eras G
y

so!