An Annotation by Bobbie Dunn
This article explained how boys are scoring lower than girls on reading tests, and how the gap continues to grow as students get older. It lays out different ways to get boys more interested in reading, and explains how their brains are not as ready for some activities as soon as [...]
An Annotation by Jeffery Ayer
McPherson focuses one the differences between wikis and blogs, the different types of wikis available (as of 2006), how reading levels of various wikis and electronic information should be considered by teachers, and inherent learning objectives involved when using wikis in the classroom.
First, McPherson clarifies that the overriding advantage of wikis [...]
Before I was introduced to wikis in April 2008, I never would have envisioned how much my teaching could use these new technologies. More importantly, my students could not be more ready to take their education to a new level that I sincerely hope will better connect them to the world and prepare them to participate in a digital world. The time is now, and while students have been hungry for this opportunity, the reinforcing research is thorough enough to justify using wikis,blogs, podcasts, Flickr, Moodle, and online writing technologies that I feel can significantly improve students’ writing, and perhaps more importantly, prepare them for digital citizenship. This series, based on action research I collected while studying for my M.Ed, explores the impact digital technology can have on how our students learn, and how we, as educators, can leverage that impact for the good of our students.
Haertling Thein, A., Beach, R., & Parks, D. (Nov. 2007) Perspective-taking as transformative practice in teaching multicultural literature to white students. English Journal, 97. Retrieved June 6, 2008, for ProQuest database.
An Annotation by Laurie Walsh
The authors state that teaching multicultural literature “must somehow be about changing students’ cultural perspectives and helping students to better understand [...]
Buehl, D. (1995). Classroom strategies for interactive learning. Schofield, Wisconsin:
Wisconsin State Reading Association.
An Annotation by Laurie Walsh
This book is loaded with practicality! The author explains reading as a constructive process. Meaning is determined by the reader’s experiences, the text itself, the learning context, and the strategies applied by the reader to obtain meaning. The first [...]
Brookfield, S.D. (1995). Storming the citadel: reading theory critically. In Becoming a critically reflective teacher. Jossey-Bass Inc. (pp. 185-206).
An Annotation by Laurie Walsh
The title hooked me, the ideas made me think, the article applies to my professional reading for my action research and the M.Ed. program, and the article offers perspectives for me to consider [...]
Goldberg, G., Roswell, B. (2002). Reading, writing and gender: Instructional strategies and classroom activities that work for boys and girls. Larchmont, NY: Eye On Education.
An Annotation
Recommended for grades 3-8, this book is loaded with specific lessons, tools, and activities designed to teach Language Arts skills (such as reading and writing) with gender in mind. The [...]
Welcome to the third issue of the Edge of Education Carnival, a collection of links to the most innovative teachers using and sharing tips and techniques on the cutting edge of teaching and learning. With 17 outstanding submissions, this is by far our best issue yet.
An annotation:
Wilhelm, J. (2002). Getting boys to read: it’s the context! It’s not the text type so much as the situation that determines why and how boys engage with reading. Scholastic Instructor 16-18.
Wilhelm contends that when trying to engage boys in reading, it has more to do with the content than the [...]
