Journal of Research in Innovative Teaching - National University

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published in the United States. Retrieved from www.education.wisc.edu/ccbc/books/pcstats.htm. Creighton, D. (1997). Critical literacy in the elementary classroom. Language Arts, 74(6), 438–445. Davis, K., Brown, B., Liedel-Rice, A., & Soeder, P. (2005). Experiencing diversity through children's multicultural literature. Kappa Delta Pi Record, 41(4), 176–179. Dressel, J. (2003). Teaching and learning about multicultural literature: Students reading outside their culture in a middle school classroom. Newark, NJ: International Reading Association. Fang, Z., Fu, D., & Lamme, L. (1999). Rethinking the role of multicultural literature in literacy instruction: Problems, paradox, and possibilities. The New Advocate, 12(3), 259–275. Flint, A. (2000). Envisioning the possible: Building a critical literacy curriculum. Primary Voices K–6, 9(2), 30–33. Foss, A. (2002). Peeling the onion: Teaching critical literacy with students of privilege. Language Arts, 79(5), 393– 403. Fox, M. (2001). Reading magic: Why reading aloud to our children will change their lives forever. New York, NY: Harcourt. Freire, P. (2000). Pedagogy of the oppressed. New York, NY: Continuum International. (Original work published 1970). Hadaway, N., & Young, T. (2009). Dispelling or reinforcing myths Learning a new language as portrayed in children's picturebooks. Language Arts 86(3), 165–177. Hall, L., & Piazza, S. (2008). Critically reading texts: What students do and how teachers can help. Reading Teacher, 62(1), 32–41. Heffernan, L., & Berghoff, B. (2000). Making real world issues our business: Critical literacy in a third-grade classroom. Primary Voices K–6, 9(2), 22–25. Henkin, R. (1998). Who's invited to share Using literacy to teach for equity and social justice. Portsmouth, NH: Heinemann. Houser, N. (1999). Critical literature for the social studies: Challenges and opportunities for the elementary classroom. Social Education, 63(4), 212–215. Jackson, T., & Boutte, G. (2009). Liberation literature: Positive cultural messages in children's and young adult literature at freedom schools. Language Arts, 87(2), 108–116. Jones, S. (2004). Living poverty and literacy learning: Sanctioning topics of students’ lives. Language Arts, 81(6), 461–469. Kaser, S., & Short, K. (1998). Exploring culture through children's connections. Language Arts, 75(3), 185–192. Kohl, H. (1995). Should we burn Babar Essays on children's literature and the power of stories. New York, NY: New Press. Leland, C., & Harste, J. (2000). Critical literacy: Enlarging the space of the possible. Journal of National Council of Teachers of English, 9(2), 3–7. Leland, C., & Harste, J. (2002). Supporting critical conversations in classrooms. In A. McClure, & J. Kristo, (Eds). Adventuring with books: A book list for preK-grades 6 (pp. 465–487). Urbana, IL: National Council of Teachers of English. Leland, C., Harste, J., Ociepka, A., Lewison, M., & Vasquez, V. (1999). Talking about books: Exploring critical literacy: You can hear a pin drop. Language Arts, 77(1), 70–73. Lewison, M., Flint, A., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 382–392. Macphee, J. (1997). "That's not fair": A white teacher reports on white first graders' responses to multicultural literature. Language Arts, 74(1), 33–40. McLaughlin, M., & DeVoogd, G. (2004). Critical literacy as comprehension: Expanding reader response. Journal of Adolescent & Adult Literacy, 48(1), 52–58. Mitchell, D., Waterbury, P., & Casement, R. (2003). Children's Literature: An invitation to the world. Boston, MA: Pearson Education, Inc. Möller, K. (2002). Providing support for dialogue in literature discussions about social justice. Language Arts, 79(6), 467–477. Moss, J. (2002). Literary Discussion in the Elementary School. Urbana, IL: National Council of Teachers of English. Moulton, K. (2002). Understanding literacy as a social practice. Practically Primary, 7(1), 4–5. National Council of Teachers of English. (1996). Standards for the English language arts. Retrieved from http://www.ncte.org/library/NCTEFiles/Resources/Books/Sample/StandardsDoc.pdf. 99
Nieto, S., Botelho, J., & Rudman, M. K. (2002). Critical literacy and social justice. Journal of National Council of Teachers of English, 79(5), 430–431. Norton, D. (2009). Multicultural children’s literature: Through the eyes of many children. Upper Saddle River, NJ; Pearson-Merrill Prentice Hall. Owens, W., & Nowell, L. (2001). More than just pictures: Using picture story books to broaden young learner’s social consciousness. The Social Studies, 57(3), 33–40. Powell, R., Cantrell, S., & Adams, S. (2001). Saving Black Mountain: The promise of critical literacy in a multicultural democracy. The Reading Teacher, 54(8), 772–781. Rosenblatt, L. (1995). Literature as exploration. New York, NY: Modern Language Association of America. Shannon, P. (2002). Critical literacy in everyday life. Language Arts, 79(5), 415–424. Trelease, J. (2001). Read-aloud handbook. New York, NY: Penguin Group. Vasquez, V. (2004). Negotiating critical literacies with young children. Mahwah, NJ: Lawrence Erlbaum. Wham, M., Barnhart, J., & Cook, G. (1996). Enhancing multicultural awareness through the storybook reading experience. Journal of Research and Development in Education, 30(1), 1–7. Wolk, S. (2004). Using picture books to teach for democracy. Language Arts, 82(1), 26–35. Yenika-Agbaw, V. (1997). Taking children's literature seriously: Reading for pleasure and social change. Language Arts, 74(6), 446–453. Yokota, J., & Cai, M. (2002). Children's books that encourage reflection. Language Arts, 80 (2) 148–153. Children's Books Cited Bunting, E. (2002). Cheyenne again. Boston, MA: Houghton Mifflin. Bunting, E. (1998). So far from the sea. Boston, MA: Houghton Mifflin. Golenbock, P. (1992). Teammates. Boston, MA: Houghton Mifflin. Lorbiecki, M. (2000). Sister Annie’s hands. New York, NY: Penguin Group. Mochizuki, K. (1993). Baseball saved us. New York, NY: Harcourt. Uchida, Y. (1993). The bracelet. New York, NY: Penguin Group. About the Author Suzanne Evans EdD, Assistant Professor School of Education National University La Jolla, CA sevans@nu.edu Major research interests: Multicultural literature, critical literacy, literacy instruction, staff development in literacy 100
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 84 and 85: Stick Figure, by Lori Gottlieb As t
Page 86 and 87: psychological awareness to encourag
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95: elementary-age students. Linked wit
Page 96 and 97: considered in multicultural literat
Page 98 and 99: In Finding One, the conclusion was
Page 100 and 101: Stephanie: “I learned that some p
Page 102 and 103: importance in society and in school
Page 106 and 107: Reading Practices in Elementary Sch
Page 108 and 109: groups of students reading by apply
Page 110 and 111: Table 2 Participant-Reported Teachi
Page 112 and 113: Table 5A Teachers’ Reading Task P
Page 114 and 115: Because electronic texts are increa
Page 116 and 117: Conclusion As teachers work to impr
Page 118 and 119: Bilingual Education and Second Lang
Page 120 and 121: successful in hiring enough qualifi
Page 122 and 123: Five Innovative Strategies That Wor
Page 124 and 125: The third strategy is “Determinin
Page 126 and 127: the categories, synthesized and def
Page 128 and 129: Fereshteh, M. H. (1995). Multicultu
Page 130 and 131: Can Balanced Bilingualism Be Achiev
Page 132 and 133: As may be seen from this discussion
Page 134 and 135: Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 138 and 139: Conclusion SL learning must be a tw
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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