- Page 1 and 2: TEACHER RESEARCHIN THE BACKYARDKiti
- Page 3 and 4: Table of contentsEditors’ forewor
- Page 5 and 6: Editors’ forewordThe primary purp
- Page 7 and 8: knowledge base. The idea here is th
- Page 9 and 10: Teacher research in the backyard:Th
- Page 11 and 12: connection. The Kitimat M.Ed. cohor
- Page 13 and 14: Light In KitimatMore times than I c
- Page 15 and 16: Gardens and rainstorms:The classroo
- Page 17 and 18: As a result of my concern for how s
- Page 19 and 20: going through the rule-developing p
- Page 21 and 22: how, with little to no encouragemen
- Page 23 and 24: students using the vending machine
- Page 25 and 26: exactly what kind of mood I am capa
- Page 27 and 28: Joining learning to livingNick Sluy
- Page 29 and 30: demonstration, review questions, an
- Page 31 and 32: I could keep track of off-task beha
- Page 33: ReferencesSchon, D. (1987). Educati
- Page 37 and 38: “I only know twosorts of boys.Mea
- Page 39 and 40: “I am fond ofchildren(except boys
- Page 41 and 42: computer, and analyze student trans
- Page 43 and 44: “A good book isthe best of friend
- Page 45 and 46: of materials that they borrow. Read
- Page 47 and 48: Amazon.com readers’ survey of all
- Page 49 and 50: bookmark the interesting web sites,
- Page 51 and 52: 5“Promoting Boys’ Achievement.
- Page 53 and 54: An alternate solution“It’s not
- Page 55 and 56: every staff member. The purpose of
- Page 57 and 58: “oh well, maybe I’ll go toMath
- Page 59 and 60: going out and doing drugs or drinki
- Page 61 and 62: At MESS you’re asmall pea in thep
- Page 63 and 64: about it all the time. “I don’t
- Page 65 and 66: instead of nobody caring. Like even
- Page 67 and 68: myself—but if you mess with one N
- Page 69 and 70: The same themes consistently recurr
- Page 71 and 72: Lived learningLiving, learning, exp
- Page 73 and 74: the French Riviera, Switzerland, an
- Page 75 and 76: When actual percentages began to be
- Page 77 and 78: whether educational travel is a fac
- Page 79 and 80: “I went to Hawaii the following y
- Page 81 and 82: Respondents here were mixed—about
- Page 83 and 84: The road to literacySharon LeonardI
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“Successful readerslearn a system
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“Researchindicates that,particula
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children most at risk were assessed
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Did the shoe fit?Judging merely fro
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“When childrenenter school, wenee
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Bribery: Do reading incentives work
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The journey: Gathering pertinent da
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validated the common teacher’s pr
- Page 101 and 102:
Being observant as a way of teachin
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error would be easier to track and
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These results donot paint anaccurat
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In starting this project, I had env
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As I studied the student surveys, I
- Page 111 and 112:
Songs unsung:A critical look at a b
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see an equal decline of 13% in both
- Page 115 and 116:
Improving math skillsfor the scienc
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• What sorts of questions should
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• The average scores for each of
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changes should be decided well in a
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Reading for at risk studentsReading
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and I decided to implement a new re
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identify letters and associate soun
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confident that he would become a re
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focussed more on meaning and visual
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lower-case letters of the alphabet
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change as children’s needs change
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An analysis of Nechako ElementarySc
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member. This generated considerable
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9) Pink slips by gradeWith the exce
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Action PlanTeacher’s performing a
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Appendix 1Discipline TypesHANDS ON
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Guided reading:An early interventio
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children enjoy the novelty of being
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matching a printed word with a spok
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Does coaching help?Dighton HaynesPe
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In the community, I was surprised a
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Now I was more eager to see how sch
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The survey results show students wh
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A journey through anearly literacy
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took the job.” The race began aga
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“eau,” “ai,” and “an.”
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Releasing SisyphusJackie WorboysIn
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Social Issues Division of the B.C.
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The ProcessIn January, at our first
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Teachers wereconcerned aboutwhat st
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own curriculum. The depth of feedba
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“It reminded methat I need to bes
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“I believe,” he writes, “the
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1. Fullan, M. The New Meaning of Ed
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Strategies fordeveloping self-estee
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gentle, kind, patient, encourager,
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Emotion board findingsWeek one: Som
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she went over and put an emotion on
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They used the emotion board to help
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significant move up the self-esteem
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Weeding the gardenShelly JacksonI,
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“Imagine them asyour own children
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What, then,makes thesestudentssucce
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1. Obtaina) parent permission forms
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Peer mentoring case study:criteria
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Then I asked Debbi: “Would you li
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What did you learn while working on
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Homework, for example, is being com
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be sure she’d be there. Nathalie
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Did mentoring help Nathalie with Fr
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food, and left for class. I arrived
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CASE STUDY # 4—Steve R. and Lesli
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Conclusion:mentoring is about relat
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BibliographyJane Cawthorne, Letter
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RELUCTANT participants; due to its
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I am also planning to continue to e
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Notes on the authorsMaureen Atkinso
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subject matter; learning to underst
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Carol-Anne Rauschenberger is a spec