JANUARY 2003 MIDDLE GRADES NEWSLETTER
1. Examining Media Literacy
2. Internet Library for Children
3. "A Class Size of 500"
4. Minority Students Equally Driven
5. Teacher Preparation Correlated to CAHSEE Success
6. Teaching Diverse Learners
7. Unrecognized Warning Signs May Lead to Violence
8. "Strong Neighborhoods: Strong Schools"
9. Support for Highly Mobile Students
10. Engaging the Public in Supporting Professional Development
11. Discipline Resource Online
12. Raising Children in America
13. Resources for Assessing School Needs
14. Project-Based Learning Resources
15. Public School Is Keystone of Democracy
16. Teaching for Wisdom
17. Resources on Emotional Intelligence
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1. EXAMINING MEDIA LITERACY
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An education group teaches teachers about the consumer culture that
inundates our children's lives and how to scrutinize media
information in the article, "Brave New World" (Teacher Magazine,
January 2003). Writer Rich Shea shares how to teach media literacy:
"The ability not only to read the subject matter contained therein,
but also to analyze it, so that you know exactly who's sending out
messages, why, and what effects they may have." The study of media
literacy began in the early 1970s with a look at advertisement on
television and movies. It has now expanded to include "newspapers,
magazines, movies, TV news and entertainment, and advertising in
every form imaginable," including the Internet.
http://www.teachermagazine.org/tmstory.cfm?slug=04media.h14
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2. INTERNET LIBRARY FOR CHILDREN
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Education Week (November 27, 2002) describes a new digital online
library with almost 200 titles representing the various cultures
around the world. The International Children's Digital Library (ICDL)
was introduced at the Library of Congress in November 2002 and will
eventually have over 10,000 titles on its virtual shelves. "We'd
like this site used for teaching about diversity and international
understanding," states E. Jane White, ICDL director. There are no
fees to use the site and ICDL promises no advertisement. All online
books will be fully illustrated and in their original languages, with
some translations available.
http://www.edweek.org/ew/ewstory.cfm?slug=13digital.h22
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3. "A CLASS SIZE OF 500"
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Harry and Rosemary Wong discuss effective teaching strategies and
classroom management (The Teachers.net Gazette, Nov 2002).
"Ineffective teachers will yell and scream, pound on tables, and
flick lights, yet the students continue without paying attention and
the noise level remains. Effective teachers, on the other hand, can
bring a group of students to attention in seconds without opening
their mouths or showing any annoyance." This article shares one
teacher's techniques for effectively managing classroom programs.
http://teachers.net/gazette/NOV02/wongprint.html
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4. MINORITY STUDENTS EQUALLY DRIVEN
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The Minority Student Achievement Network (MSAN) has challenged the
idea that certain minority groups are less academically driven than
others. MSAN, a collaborative network that is studying ways to
address the achievement gap, notes that Latino and African American
students want to succeed in school as much as their white and Asian
counterparts. The findings in the study (November 2002) were based
on a survey of 40,000 middle and high school students across the
country.
http://www.msanetwork.org/pub/111902.pdf
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5. TEACHER PREPARATION CORRELATED TO CAHSEE SUCCESS
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"California's Teaching Force: Key Issues and Trends 2002," a report
from The Center for the Future of Teaching and Learning, provides
information on teacher preparation in California. Data indicate
that one in seven teachers across the state have not completed a
teacher credential program and do not have a preliminary credential.
Poor and minority students are much more likely to be taught by
teachers who are underprepared. Additionally, schools with the
lowest passing rates on the California High School Exit Exam (CAHSEE)
have the highest percentages of underprepared teachers. The Center
projects that given current teacher employment and credentialling
trends, by the end of this decade, more than one in five teachers in
California will be underprepared.
http://www.cftl.org/documents/KeyIssues2002.pdf
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6. TEACHING DIVERSE LEARNERS
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The "Teaching Diverse Learners" Web site published by The Educational
Alliance of Brown University provides resources designed to assist
teachers to work equitably and effectively with all students.
Resources on teaching and learning strategies, assessment, policy,
family and community engagement, and grants are included.
http://www.lab.brown.edu/tdl/
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7. UNRECOGNIZED WARNING SIGNS MAY LEAD TO VIOLENCE
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Research shows that hate words, including derogatory comments about
race, ethnicity, sexuality, gender, and religion, can set in motion a
chain of events that can contribute to violence at schools.
“Unrecognized Warning Signs” by Richard Van Dorn (Education Week,
November 13, 2002) details the impact that hate words can have on
students and offers some strategies for identifying troubling acts
and trouble areas in the schools.
http://www.edweek.com/ew/ewstory.cfm?slug=11vandorn.h22
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8. "STRONG NEIGHBORHOODS: STRONG SCHOOLS"
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This report from the Cross City Campaign for Urban School Reform
documents the positive impact that community organizing can have on
schools. In a study of efforts in five urban cities, community
organizing efforts increased community engagement with schools,
community capacity building, and organizational development of
community organizations. Community organizing work supported school
reform, and contributed to higher student achievement. Research
findings, implications for practice, and directions for future study
are included in the report.
http://www.crosscity.org/programs/indicators/findings.htm
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9. SUPPORT FOR HIGHLY MOBILE STUDENTS
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“Slowing the Revolving Door: Schools Reach Out to Mobile Families”
(Education Update, November 2002) notes that many students move
frequently for a variety of reasons. This mobility causes
difficulties for both the student and the school. Author Laura
Varlas investigates the impact of high student mobility rates as
well as strategies that schools are using to serve highly mobile students.
http://www.ascd.org/readingroom/edupdate/2002/frame0211eu.html
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10. ENGAGING THE PUBLIC IN SUPPORTING PROFESSIONAL DEVELOPMENT
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Convincing the public that teacher professional development is a
necessary part of improving the achievement of students is not always
an easy task. The National Foundation for the Improvement of
Education has published “Engaging Public Support for Teachers’
Professional Development.” The report outlines several strategies
that can be used to both inform and engage the public in support of
educator professional development.
http://www.nfie.org/publications/engaging.htm#case
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11. DISCIPLINE RESOURCE ONLINE
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The MASTER Teacher has a Web site that lists over 100 common
discipline problems, discusses the probable cause, and suggests
teacher behaviors and interventions to address the issue. Readers
can also sign up to be on the “Tip of the Week” mailing list.
http://www.disciplinehelp.com/
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12. RAISING CHILDREN IN AMERICA
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Public Agenda has published its latest report, “A Lot Easier Said
Than Done: Parents Talk About Raising Children in Today’s America.”
One of the findings of this report is that “America is an
inhospitable climate for raising children.”
http://www.publicagenda.org/specials/parents/parents.htm
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13. RESOURCES FOR ASSESSING SCHOOL NEEDS
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The National Clearinghouse for Comprehensive School Reform highlights
the topic of assessing school needs in its November 2002 online
report. This report is one of a series of reports that examines a
phase in the process of schoolwide improvement. Links are provided
to other needs assessment resources.
http://www.goodschools.gwu.edu/pubs/book/nov02.html#1
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14. PROJECT-BASED LEARNING RESOURCES
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The George Lucas Foundation provides a free online professional
development module for educators on project-based learning. This
module describes project-based learning, discusses the importance
of project-based learning, describes the project-based learning
process, and provides links to additional resources.
http://www.glef.org/PBL/index.html
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15. PUBLIC SCHOOL IS KEYSTONE OF DEMOCRACY
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“The greatest single innovation of this democratic republic has
been the idea of the public school.” President and CEO of the John S.
and James L. Knight Foundation, Hodding Carter III, quoted in the
Miami, Florida Herald (October 23, 2002) and excerpted in the Public
Education Network, notes the impact that public education has had on
America. Carter notes that 90 percent of students continue to be
educated by the public schools, and calls for all institutions to
support the public school system.
http://www.publiceducation.org/news/demobedrock.asp
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16. TEACHING FOR WISDOM
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Arguing that students are taught skills and knowledge but not how to
apply what they learn in a responsible manner, author Robert J.
Sternberg, in an article “Teaching for Wisdom in Our Schools,”
(Education Week, November 13, 2002) calls for schools to teach
responsibility and the importance of using knowledge to guide
ethical action.
http://www.edweek.com/ew/ewstory.cfm?slug=11sternberg.h22
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17. RESOURCES ON EMOTIONAL INTELLIGENCE
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Dealing with violence and conflict in the schools cannot be handled
simply with more rules. The George Lucas Educational Foundation
notes that schools must also promote skills that help students deal
with their emotions, resolve conflict in a non-violent manner, and
respect differences.
http://www.glef.org/eihome.html
This electronic newsletter is sponsored by the Region 8 California
Professional Development Consortium (PDC) administered by the
Kern County Superintendent of Schools Office. For more information about
the PDC call 5661 636-4331or send fax to 661-636-4135. To subscribe
or unsubscribe from this newsletter, email Chris Doyle at cdoyle@kern.org, or
send a fax to 661-636-4135.
If you wish to receive our free electronic High School Newsletter,
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