Kappa Delta Pi Record 2008 - 2009: Vol 45 Index

1.4 MB·English

INDEX
Kappa Delta Pi Record, Volume 45
Authors and Articles | Martinson, D. L. Adjusting Grades? Let Ethics S. Bergmann, J. Brough, and D. Shepard.
Arem, G. L. Three Strategies for Grading on Im- Be Your Guide, 122-26 Larchmont, NY: Eye On Education. 2008.
provement in Physical Education, 132-34 McBride, R. See Simpson, C. G. Reviewed by K. Walters, 143
Brewer, E. A., and S. Brown. Perspectives on McDonald, D. March of the Not-So-Perfect Web Literacy for Educators by A. November.
Social Studies and Visual Arts Integration, Penguins: Storytelling as Pedagogy, 180-83 Thousand Oaks, CA: Corwin Press. 2008.
135-39 Moriarty, A. Managing Confrontations Safely Reviewed by S. Hipsky, 95
Brown, S. See Brewer, E. A. and Effectively, 78-83
Subjects
Butts, P. H. Frequent Absences? Help Students Nissman, B. S. Priceless Gifts, 144
Keep Up, Not Drop Out, 163-65 Patterson, K. B., S. M. Syverud, and J. Note: Page numbers in boldface indicate a table
Chalker, C. S., and K. Stelsel. A Fresh Approach Seabrooks-Blackmore. A Call for Collabo- or figure.
to Alternative Education: Using Malls to Reach ration: Not Jack of All Trades, 16-21 | absenteeism, 163-65
At-Risk Youth, 74-77 Phillips, T. Teaching Is Like a Box of Chocolates, | academic: accountability standards, 89; achieve-
Chandler, C. See Hovland, M. 101-03 ment, 70, 161; preparation, 84-85; red-
Crump, C. See Hollingshead, B. Putman, M. Running the Race to Improve Self- shirting, 119; skills, 109
Davis, W. j. Controversial Curriculum? Ask the Efficacy, 53-57 | action research, 5-7
Community! 149-52 Ratz, M. Shakespeare in Circles: How a New Ap- | accountability standards, 89
DeMik, S. Music to My Heart, 96 proach Enlivened My Classroom, 40-44 | alternative schools, 74-77
Eddy, R. See Hollingshead, B. Rowe. D. See Hollingshead, B. | anticipatory set, 12-14
Edwards, P. Motivating Readers with Illustrative Rushmore, S. See Van Reken, R. E. | arts, 136
eText, 35-39 Seabrooks-Blackmore, J. See Patterson, K. B. | assessments, 42
Freedman, R. L. Crossing Bridges, 188 Simpson, C. G. See Gaus, M. D. | AT (assistive technology), 35-39, 172-75
Garrett, J. L. “Bring It” to Convo, 58-59; A Simpson, C. G., R. McBride, V. G. Spencer, | AT devices, 36, 174-75
Place for Education in the Stimulus Package, J. Lowdermilk, and S. Lynch. Assistive | at-risk students: alternative schools, 74—77;
156-57; SOS: Written English Is in Trouble, Technology: Supporting Learners in Inclusive | targeted intervention, 109
8-9; Time for a Change: The Promise for Classrooms, 172-75 aural learner, 165
Education, 104-05 | Spencer, V. G. See Simpson, C. G. authority, 81
Gaus, M. D., and C. G. Simpson. /ntegrat- Stelsel, K. See Chalker, C. S. autism, 12
ing Physical Activity into Academic Pursuits, Syverud, S. M. See Patterson, K. B. | AYP (Adequate Yearly Progress), 116-17
88-91 Tougaw, P. W. Twenty Minutes to Impress: Keys | behavioral challenges, 184
Gerzel-Short, L., and E. A. Wilkins. Response to a Successful Interview, 84-87 bilingual education, 169-70
to Intervention: Helping All Students Learn, | Van Reken, R. E., and S. Rushmore. Thinking body language, 33
106-10 | Globally When Teaching Locally, 60-68 brain health, 158-62
Godt, P. Using Books to Keep Families Together Varney, J. Humanistic Mentoring: Nurturing the brain-based learning, 11
Even While Separated, 45-46 Person Within, 127-31 calendars, 42, 165
Gould, M. A. Teacher as Researcher: A Paradigm Watts, J. H. Teachers as Writers, 154-55 _ CBM (Curriculum-Based Measurements), 107
for Professional Development, 5—7 Wetig, S. Beloved, 48 | Chains of Kindness and Compassion, 114
Heiterbran, V. R. Linking Character Education | Wilkins, E. A. See Gerzel-Short, L. | Chapter Profile Worksheet, 44
and Global Understanding through Children’s Willis, J. How Students’ Sleepy Brains Fail Them, | character education, 69-73, 111-15
Picture Books, 69-73 158-62 | character traits, 70-73
Hollingshead, B., C. Crump, R. Eddy, and D. Wright, R. J. Methods for Improving Test Scores: | chawans, 137-38
Rowe. Rachel’s Challenge: A Moral Compass The Good, the Bad, and the Ugly, 116-21 | cheating, 118
for Character Education, 111-15 | Classrooms: centers, 13; climate, 33-34; global
Book Reviews
Honigsfeld, A. ELL Programs: Not ‘One Size Fits awareness, 64-67; inclusive, 172; physical
All,’ 166-71 How to Reach & Teach ALL Students, Simplified activity, 89; UDL (Universal Design for Learn-
Hoviand, M., and C. Chandler. Enhanced by E. Breaux. Larchmont, NY: Eye on Edu- ing), 173
Teacher Preparation Coming to You Live from cation. 2007. Reviewed by S. R. Ordu, 47 || closure, 13, 15
the Teacher Learning Center! 26-31 | Lost at School: Why Our Kids with Behavioral cognitive abilities, 177
Hruska, B. The Receptive Side of Teaching, 32-34 Challenges Are Falling Through the Cracks | Cognitive Coaching, 28, 30-31
Jones, R. B. See Lockett, J. S. and How We Can Help Them by R. W. | collaboration: action research, 6; classroom
Lockett, J. S., and R. B. Jones. Why Tell Stories? Greene. New York: Scribner. 2008. Re- teachers, 89, 108; at conferences, 58—59;
176-78 viewed by M. Malikow, 184 educational specialists, 108-09; general
Lowdermilk, J. See Simpson, C. G. Take Action! Lesson Plans for the Multicultural education teachers, 16-17, 109; ISQ (In-
Lumpkin, A. Three Keys to Success for Principals Classroom by L. Langer de Ramirez. Up- structional Satisfaction Questionnaire), 20;
(and Their Teachers), 22-25 per Saddle River, Nj: Pearson Education. modeling, 17; physical education teach-
Lynch, S. See Simpson, C. G. 2009. Reviewed by S. Tyree, 185 ers, 89; problem solving, 184; reasons for,
Lynch, S. A., and L. Warner. Creating Lesson Teach My Kid, | Dare You! The Educator's Es- 17-18; RTI (Response to Intervention), 109;
Plans for All Learners, 10-15 sential Guide to Parent Involvement by special education, 17-19, 108-09; university
190 KAPPA DELTA PI RECORD @ SUMMER 2009
INDEX
Kappa Delta Pi Record, Volume 45
Authors and Articles | Martinson, D. L. Adjusting Grades? Let Ethics S. Bergmann, J. Brough, and D. Shepard.
Arem, G. L. Three Strategies for Grading on Im- Be Your Guide, 122-26 Larchmont, NY: Eye On Education. 2008.
provement in Physical Education, 132-34 McBride, R. See Simpson, C. G. Reviewed by K. Walters, 143
Brewer, E. A., and S. Brown. Perspectives on McDonald, D. March of the Not-So-Perfect Web Literacy for Educators by A. November.
Social Studies and Visual Arts Integration, Penguins: Storytelling as Pedagogy, 180-83 Thousand Oaks, CA: Corwin Press. 2008.
135-39 Moriarty, A. Managing Confrontations Safely Reviewed by S. Hipsky, 95
Brown, S. See Brewer, E. A. and Effectively, 78-83
Subjects
Butts, P. H. Frequent Absences? Help Students Nissman, B. S. Priceless Gifts, 144
Keep Up, Not Drop Out, 163-65 Patterson, K. B., S. M. Syverud, and J. Note: Page numbers in boldface indicate a table
Chalker, C. S., and K. Stelsel. A Fresh Approach Seabrooks-Blackmore. A Call for Collabo- or figure.
to Alternative Education: Using Malls to Reach ration: Not Jack of All Trades, 16-21 | absenteeism, 163-65
At-Risk Youth, 74-77 Phillips, T. Teaching Is Like a Box of Chocolates, | academic: accountability standards, 89; achieve-
Chandler, C. See Hovland, M. 101-03 ment, 70, 161; preparation, 84-85; red-
Crump, C. See Hollingshead, B. Putman, M. Running the Race to Improve Self- shirting, 119; skills, 109
Davis, W. j. Controversial Curriculum? Ask the Efficacy, 53-57 | action research, 5-7
Community! 149-52 Ratz, M. Shakespeare in Circles: How a New Ap- | accountability standards, 89
DeMik, S. Music to My Heart, 96 proach Enlivened My Classroom, 40-44 | alternative schools, 74-77
Eddy, R. See Hollingshead, B. Rowe. D. See Hollingshead, B. | anticipatory set, 12-14
Edwards, P. Motivating Readers with Illustrative Rushmore, S. See Van Reken, R. E. | arts, 136
eText, 35-39 Seabrooks-Blackmore, J. See Patterson, K. B. | assessments, 42
Freedman, R. L. Crossing Bridges, 188 Simpson, C. G. See Gaus, M. D. | AT (assistive technology), 35-39, 172-75
Garrett, J. L. “Bring It” to Convo, 58-59; A Simpson, C. G., R. McBride, V. G. Spencer, | AT devices, 36, 174-75
Place for Education in the Stimulus Package, J. Lowdermilk, and S. Lynch. Assistive | at-risk students: alternative schools, 74—77;
156-57; SOS: Written English Is in Trouble, Technology: Supporting Learners in Inclusive | targeted intervention, 109
8-9; Time for a Change: The Promise for Classrooms, 172-75 aural learner, 165
Education, 104-05 | Spencer, V. G. See Simpson, C. G. authority, 81
Gaus, M. D., and C. G. Simpson. /ntegrat- Stelsel, K. See Chalker, C. S. autism, 12
ing Physical Activity into Academic Pursuits, Syverud, S. M. See Patterson, K. B. | AYP (Adequate Yearly Progress), 116-17
88-91 Tougaw, P. W. Twenty Minutes to Impress: Keys | behavioral challenges, 184
Gerzel-Short, L., and E. A. Wilkins. Response to a Successful Interview, 84-87 bilingual education, 169-70
to Intervention: Helping All Students Learn, | Van Reken, R. E., and S. Rushmore. Thinking body language, 33
106-10 | Globally When Teaching Locally, 60-68 brain health, 158-62
Godt, P. Using Books to Keep Families Together Varney, J. Humanistic Mentoring: Nurturing the brain-based learning, 11
Even While Separated, 45-46 Person Within, 127-31 calendars, 42, 165
Gould, M. A. Teacher as Researcher: A Paradigm Watts, J. H. Teachers as Writers, 154-55 _ CBM (Curriculum-Based Measurements), 107
for Professional Development, 5—7 Wetig, S. Beloved, 48 | Chains of Kindness and Compassion, 114
Heiterbran, V. R. Linking Character Education | Wilkins, E. A. See Gerzel-Short, L. | Chapter Profile Worksheet, 44
and Global Understanding through Children’s Willis, J. How Students’ Sleepy Brains Fail Them, | character education, 69-73, 111-15
Picture Books, 69-73 158-62 | character traits, 70-73
Hollingshead, B., C. Crump, R. Eddy, and D. Wright, R. J. Methods for Improving Test Scores: | chawans, 137-38
Rowe. Rachel’s Challenge: A Moral Compass The Good, the Bad, and the Ugly, 116-21 | cheating, 118
for Character Education, 111-15 | Classrooms: centers, 13; climate, 33-34; global
Book Reviews
Honigsfeld, A. ELL Programs: Not ‘One Size Fits awareness, 64-67; inclusive, 172; physical
All,’ 166-71 How to Reach & Teach ALL Students, Simplified activity, 89; UDL (Universal Design for Learn-
Hoviand, M., and C. Chandler. Enhanced by E. Breaux. Larchmont, NY: Eye on Edu- ing), 173
Teacher Preparation Coming to You Live from cation. 2007. Reviewed by S. R. Ordu, 47 || closure, 13, 15
the Teacher Learning Center! 26-31 | Lost at School: Why Our Kids with Behavioral cognitive abilities, 177
Hruska, B. The Receptive Side of Teaching, 32-34 Challenges Are Falling Through the Cracks | Cognitive Coaching, 28, 30-31
Jones, R. B. See Lockett, J. S. and How We Can Help Them by R. W. | collaboration: action research, 6; classroom
Lockett, J. S., and R. B. Jones. Why Tell Stories? Greene. New York: Scribner. 2008. Re- teachers, 89, 108; at conferences, 58—59;
176-78 viewed by M. Malikow, 184 educational specialists, 108-09; general
Lowdermilk, J. See Simpson, C. G. Take Action! Lesson Plans for the Multicultural education teachers, 16-17, 109; ISQ (In-
Lumpkin, A. Three Keys to Success for Principals Classroom by L. Langer de Ramirez. Up- structional Satisfaction Questionnaire), 20;
(and Their Teachers), 22-25 per Saddle River, Nj: Pearson Education. modeling, 17; physical education teach-
Lynch, S. See Simpson, C. G. 2009. Reviewed by S. Tyree, 185 ers, 89; problem solving, 184; reasons for,
Lynch, S. A., and L. Warner. Creating Lesson Teach My Kid, | Dare You! The Educator's Es- 17-18; RTI (Response to Intervention), 109;
Plans for All Learners, 10-15 sential Guide to Parent Involvement by special education, 17-19, 108-09; university
190 KAPPA DELTA PI RECORD @ SUMMER 2009
level, 16-21 physical activity, 89; special educators kinesthetic learner, 165
communication: assistive technology, 174; and, 16-17 late-exit bilingual education, 169
across cultures, 64; with families, 102; | geography, 90-91 leadership, 22-24
grades, 126; RTI (Response to Intervention), | geo-robics, 90 learning: for all children, 106-10; differenti-
109 | global: awareness, 60-68; citizenship, 70 ; ating, 133; gaps in, 66; guide, 37, 39;
communities, 150, 152 education, 66-67; understanding and improvement measures, 134; kindness
compassion, 112 picture books, 69-73 and compassion, 112; pyramid, 12, 14;
computer adventure games, 37-39 globalization, 9 Vygotsky's socio-cultural theory of, 11
confrontations, 80-83 goals, 56 legalism, 124
conscience, 125 | golden mean, 126 LEP (Limited English Proficient), 167
controversial curriculum, 149-52 grade books, 164 lesson plans: differentiated, 10-15; multi-
core curriculum, 108, 110 | grades, 122-26 cultural 185; online, 164; second grade,
creative thinking, 37, 181 | graduation rate, 77 14-15
critical thinking, 37, 41, 112, 181 | great person theory, 23 listening skills, 177-78
cultural: awareness, 63-68; diversity, 7; under- | great trait theory, 23 literature circles, 40-41, 42-44
standing, 71, 178 group energy, 33-34 maintenance bilingual education, 167, 169
currencies, 66 | heterogeneous grouping, 11 mastery learning, 133
curriculum: controversial, 149-52; high-stakes | higher-order thinking skills, 37-39 mathematics, 90-91
tests, 119; innovative, 135; integration, high-stakes tests, 117-21 memory: brain function, 158-62; and story-
136-39; multiculturalism, 185; overlapping, holonomy, 30 telling, 177
12; Rachel’s Challenge and, 114; school | homeschooling, 119 mentoring, 21, 29-30, 127-30
leadership, 120 homework, 6—7 metric system, 67
data team, 108-09 | homosexuality, 150, 152 minority-language dominant programs, 170
democracy, 112 honesty, 72 modeling, 9, 130
developmental: bilingual education, 167, 169; | Humanistic Mentoring, 127-31 motivation, 130
delay, 184 | humanizing, 129 multicultural education, 150
differentiated instruction, 7, 11-15, 71, 96 | IC (Innovation Configuration) map, 113-14 multiculturalism, 185
differentiating learning, 133 | IDEA (Individuals with Disabilities Education multiple intelligences, 11, 37, 188
diverse families, 149-52 Act), 16, 18, 35, 172 music and cultures, 65
diversity: awareness education, 151; past mod- JEP (Individualized Education Plan), 109, 133, NAEP (National Assessment of Educational
els, 67; reaching all students, 47; society, 11; 172 progress), 119-20
universality, 71 illustrative eText, 35-37, 39 NASPE (National Association for Sport and
dropouts, 75, 157, 163 | immersion program, 167 Physical Education), 89
dual language programs, 170 | immigrant population, 167 national graduation rate, 77
educational specialists, 108-09 impact-aid construction grants, 157 National Physical Education Content Stan-
EF Tours Global Awareness Adventure Scholar- | inclusion, 17, 96, 172 dard, 133
ship, 60-61, 68 individualized tennis program, 133-34 neuroplasticity, 160
elementary level: character education, 112-15; | inmates keeping families together with new teachers, 27-29, 127
principal leadership, 23 books, 45-46 No Child Left Behind: faculties driving test
ELL (English Language Learners), 166-71 | innovative curriculum, 135 scores, 116; modeling requirements,
English language: various spellings of words, 67; | in-service teachers and reflection, 30-31 18; objectives and requirements, 104;
writing problems, 8-9 instructional: accountability standards, 89; reauthorization of, 16
English-language monolingual program, 167 coaches, 28; leadership, 23 nuclear families, 150—51
English-monolingual-plus-ESL program, 167 | integrity, 23 obesity, 161
ERCs (Education Resource Centers), 75—77 | intelligence, 11 objectives, 13-14
ESL (English as a Second Language), 167-69 | Intensive or Individual Intervention Tier, observation, 33
ethics, 123-24 108-09 online grade books and lesson plans, 164
ethnographic study, 152 international education, 67-68 oral skills and storytelling, 177
evaluation strategy, 13, 15 | Internet, 95 parents: academic red-shirting, 119; improv-
exclusionary dynamics, 33 interventions, 108-09, 115 ing student behavior and achievement,
facts, acquiring, 178 | interviews, 84-87 7; online access to grades, 164; school
faculty areas of expertise, 20-21 Japanese tea ceremony, 137-38 environment and, 143
families: diversity, 149-51; keeping together juku, 119 parochial schools, 119
with books, 45-46; nuclear, 150-51; justice, 123 personal character, 72
teacher’s communication with, 102 | justification, 125 personal growth, 113
feedback, 56 | Kappa Delta Pi: collaborating with Taipei personal safety, 82
first-year teachers, 28 Municipal University of Education, 92-93; personalizing effect, 129
five states of mind, 30-31 Convocation, 58-59; Educational Foun- perspective consciousness, 61-62
focus, 12-14 dation Roll of Honor, 140-41, 186-87; physical activity, 88-91, 161
fostering understanding, 66-67 Literacy Alive! project, 45-46; Memoran- physical education: grading, 132-34; inte-
GEAR (Getting Energized and Recharged), 91 dum of Understanding, 92-93 grated with academics, 88-89; students
general education teachers: collaboration, 109; | kindness, 112 with physical disabilities, 174
KAPPA DELTA PI RECORD # SUMMER 2009 191
picture books: character education and global special education, 16-18, 108-09 5; influencing and guiding students, 144;
understanding, 69-72, 73; keeping families standards and multiculturalism, 185 justice and, 123; justifying decisions, 125;
together while separated, 45-46; writing state-of-the-planet awareness, 62-63 living what students are learning, 155;
instruction, 154 stereotyping, 63 moral classroom climate, 70; motivation
poverty, 102-03 stimulus package, 156-57 and development, 128; new, 27-29, 127;
practicum, 85 storytelling, 177-78, 180-83 professional development, 5; role models,
pre-employment test, 85 strategic leaders, 23 47, 70; saving jobs, 156-57; seminal
pre-reading strategies, 120 structured immersion program, 167 experiential stories, 181; as social worker,
preservice teachers: elementary teaching experi- struggling readers, 54-56 102; success and mentoring, 128; sup-
ence, 181, 183; mentoring benefits, 129-30; students: absences, 163-65; academic and port functions, 30; transforming culture,
observing how to teach, 27-28; reflection, behavioral interventions, 106; academic 115; trust and, 102; writing and writing
30-31 cram schools, 119; assessing achieve- instruction, 9, 154-55
principals, 22-25, 119 ment, 132; assignments, 42, 188; behav- Teachers as Writers group, 155
problem-solving model, 108-09 ioral challenges, 184; body language, 33; Teachers-in-Residence, 28-31
professional development: action research, 5-7; Curriculum-Based Measurements, 107; teaching: academic stress, 116; children in
principals, 23; student teaching, 29; under- celebrating success, 56-57; character poverty, 102; expressive behaviors, 32;
standing poverty, 102; writing workshop, formation, 70; choice, 55—56; core cur- globalization, 60-68; good character, 70;
154 riculum, 108; critical thinking, 73; cross- kindness and compassion, 112; model-
professionalism, 85 cultural skills, 60-61; cultural differences, ing, 9; moral development and academic
progress monitoring, 106, 108-09 11, 66-67; developmentally appropriate achievement, 70; receptive skills, 32-34;
publicity, 125-26 learning, 132; disabilities, 11, 14, 35-39, rewards, 144; Shakespeare, 40-44; to
question design, 72-73 172-74; evaluating, 124; feedback, 132; test, 119; thinking skills, 37; variety in,
Rachel's Challenge, 112-15 gathering information about, 34; grades, 101-03; writing, 155
reading: concurrent strategies to employ, 120; 125; high expectations, 188; high-stakes teamwork, 24-25
correlating with writing, 155; disabilities and tests, 118; inclusion, 11; intellect and technology: assistive, 172-75; expanding in
assistive technology, 36-39; individual assess- morals, 70; itemized progress reports, classroom, 95; writing, 9
ments, 109; literature circles, 41; self-efficacy, 164; kindness and compassion, 112; Tennis Task Sheet, 134
55-57 learning, 23, 106-10; life expectancy, testing and improving scores, 116-21
reciprocal affect, 80 88; living conditions, 102; mastering text-to-speech software, 175
reflection, 30-31, 102, 113-14 skill, 132; moral judgments, 113-14; theme-based summer school, 65
REM sleep, 159-60 moral lessons, 24; motivation, 54-55; themes and professional development, 5
respect, 188 obesity, 89; observations on, 34; poverty, theory of reciprocal affect, 80
responsibility, 188 102-03; practice time, 132; responsibil- thesaurus, 175
résumés, 85 ity for learning, 42-43, 75, 134, 188; thinking skills, 37
Rockwall Independent School District, 111-15 retained memory, 160; role models, 85; three-tier RTI model, 108
role models, 47 self feedback, 56; sleep and, 158-62; TLC (Teacher Learning Center), 27-31
RTI (Response to Intervention), 106-07, 108-09, special needs, 14; stress, 81; struggling T/LS (Thinking/Learning System), 35-39, 38
110 with issues, 101-02; success for all, 133; topics: multicultural perspectives, 185; rel-
scenario-oriented questions, 72 targeted intervention, 109; teaching to evant and interesting, 5
school boards, 151 win, 119; thinking independently, 37; traditional: course delivery model, 17~18;
school districts: culture of kindness and compas- universal screening, 110 schools, 77; staff development, 5
sion, 111-15; language support program, student teachers, 29 transactional leaders, 23
167; subdivisions, 152; Simon Youth Founda- summer homework, 6-7 transformational leaders, 23
tion and, 76 SYF (Simon Youth Foundation), 75-76 Transitional Bilingual Education, 167, 169
schools: AYP (Adequate Yearly Progress), 116-17; syn-naps and sleep, 161 truancy, 163
cheating, 118; culture, 23-24, 113, 115; Taipei Municipal University of Education, Two-Way Bilingual Immersion, 170
democracy and tolerance, 112; environment 92-93 UDL (Universal Design for Learning) class-
and parents, 143; leadership, 23; moral Targeted Intervention Tier, 108-09 rooms, 172
education, 70; sleep-friendly, 161-62; social TAR (Teachers as Readers), 154 understanding, 48, 66-67
injustices, 112; unreported crime, 80; writing TAW (Teachers as Writers), 154 Universal Intervention Tier, 108-09
groups, 154 teacher candidates and collaboration, 20 universality, 71
secondary schools, 112-13 teacher education programs, 84-85, 155 universalizable decisions, 123
SEI (Structured English Immersion), 168 teacher education students and EF Educa- universal screening, 108-10
self-efficacy, 54-57, 130 tional Tours, 60 URL addresses, 95
self-questioning, 120 teachers: active readers, 154; assessing visual: arts, 135-39; learner, 165
sex education, 149-50 students, 28-29; body language, 33; vocabulary, 177
Shakespeare and literature circles, 40-43, 44 character education, 70; cheating, 118; word prediction software, 175
short-term goals, 56 collaboration, 108; effective develop- worldviews, 61-62
six pillars of character, 24 ment, 29-30; emphasizing values, 24; writing: development, 177-78; English
sleep and brain health, 158-62 empowering, 24; ethical practice, 118; language, 8-9; groups and instruction,
social: challenges, 184; injustices, 112-13; persua- evaluating students, 124; favorite, 48; 154-55
sion, 130; promotion, 117; studies, 135-39 globa! perspective, 92; impacting change, zone of proximal development principle, 11
192 KAPPA DELTA PI RECORD @ SUMMER 2009