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Descriptors:
Foreign Countries; Educational Technology; Student Attitudes; Second Language Learning; Case Studies; Constructivism (Learning); Mathematics Instruction; Elementary Secondary Education; Educational Games; Higher Education; Computer Games; Student Motivation; Females; Grade 7; Social Studies; Standards; Handheld Devices; Nutrition Instruction; Computer Simulation; College Instruction; Teaching Methods; Instructional Design; Curriculum Implementation; Grade 4; Art Education; Computer Science Education; Adolescents; Preservice Teacher Education; Internet; Education Courses; Simulation; Animation; Manipulative Materials; Reflection; Computer Software Evaluation; Business Administration Education; Usability; Use Studies; Physics; Engineering Education; Fiction; Elementary School Students; Nursing Education; High School Students; Middle School Students; Social Networks; Adult Students

Abstract:
In K-12 classrooms, as well as on the college and university level, the incorporation of digital games has played a vital role in the educational system. While introducing teachers to new fields, these digital games have been designed and implemented for the classroom and have shown positive results at a variety of educational levels. Cases on Digital Game-Based Learning: Methods, Models, and Strategies analyzes the implementation of digital game applications for learning as well as addressing the challenges and pitfalls experienced. Providing strategies, advice and examples on adopting games into teaching, this collection of case studies is essential for teachers and instructors at various school levels in addition to researchers in game-based learning and pedagogic innovation. Contents include: (1) "Come Fly with Us": Playing with Girlhood in the World of Pixie Hollow (Maria Velazquez); (2) Using MMORPGs in Classrooms: Stories vs. Teachers as Sources of Motivation (Mete Akcaoglu); (3) Are Wii Having Fun Yet? (Christina Badman and Matthew DeNote); (4) Beyond Hidden Bodies and Lost Pigs: Student Perceptions of Foreign Language Learning with Interactive Fiction (Joe Pereira); (5) Civilization IV in 7th Grade Social Studies: Motivating and Enriching Student Learning with Constructivism, Content standards, and 21st Century Skills (Solomon Senrick); (6) QRienteering: Mobilising the M-Learner with Affordable Learning Games for Campus Inductions (Christopher Horne); (7) Enhancing Nutritional Learning Outcomes within a Simulation and Pervasive Game-Based Strategy (Mark McMahon); (8) "Sell Your Bargains" or Playing a Mixed-Reality Game to Spice-Up Teaching in Higher Education (Chrissi Nerantzi); (9) Medicina: Methods, Models, Strategies (Amanda Muller and Gregory Mathews); (10) Strategies for Effective Digital Games Development and Implementation (T. Lim, S. Louchart, N. Suttie, J. M. Ritchie, R. S. Aylett, I. A. Stanescu, I. Roceanu, I. Martinez-Ortiz, and P. Moreno-Ger); (11) Learning and Teaching as Communicative Actions: Broken Window as a Model of Transmedia Game Learning (Scott J. Warren and Anjum Najmi); (12) Get Your Head in the Game: Digital Game-Based Learning with Game Maker (Brian Herrig); (13) Elements of Game Design: Developing a Meaningful Game Design Curriculum for the Classroom (Danielle Herro); (14) Game-Making in a Fourth Grade Art Classroom Using Gamestar Mechanic (Michelle Aubrecht); (15) Using Game Design as a Means to Make Computer Science Accessible to Adolescents (Roxana Hadad); (16) 3D GameLab: Quest-Based Pre-Service Teacher Education (Chris Haskell); (17) Preparing Pre-Service Teachers for Game-Based Learning in Schools (Soojeong Lee); (18) Death in Rome: Using an Online Game for Inquiry-Based Learning in a Pre-Service Teacher Training Course (Shannon Kennedy-Clark, Vilma Galstaun and Kate Anderson); (19) Games, Models, and Simulations in the Classroom: Designing for Epistemic Activities (Terence C. Aher and Angela Dowling); (20) The Role of Animations and Manipulatives in Supporting Learning and Communication in Mathematics Classrooms (Lida J. Uribe-Florez and Jesus Trespalacios); (21) It's All in How You Play the Game: Increasing the Impact of Gameplay in Classrooms (Shani Reid, Helene Jennings and Scot Osterweil); (22) Challenges of Introducing Serious Games and Virtual Worlds in Educational Curriculum (C. Ribeiro, J. Pereira, C. Calado, and C. Ferreira); (23) Serious Games for Reflective Learning: Experiences from the MIRROR Project (L. Pannese, M. Prilla, A. Ascolese, and D. Morosini); (24) Evaluating Games in Classrooms: A Case Study with DOGeometry (Gunter Wallner, Simone Kriglstein, and Johannes Biba); (25) Learning with the Support of a Digital Game in the Introduction to Finance Class: Analysis of the Students' Perception of the Game's Ease of Use and Usefulness (M. Romero and M. Usart); and (26) Racing Academy: A Case Study of a Digital Game for Supporting Students Learning of Physics and Engineering (Richard Joiner, Ioanna Iacovides, Jos Darling, Andy Diament, Ben Drew, John Duddley, Martin Owen, and Carl Gavin). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Literacy; Teaching Methods; Novices; Classrooms; History Instruction; Writing (Composition); Writing Instruction; Social Studies; Classroom Observation Techniques; Interviews; Middle School Students; Middle School Teachers; Case Studies; Teacher Education; Adolescents; Teacher Education Programs; Writing Assignments

Abstract:
Using artifacts of teachers' practices, classroom observations, and interviews, we explore how 2 novice history teachers use writing in their middle school classrooms. Both teachers focused on evidence-based, interpretive writing in their preservice work, an approach promoted by their methods courses. After graduation, one teacher continued this focus and improved his ability to scaffold his students' essay writing. The second teacher emphasized summary of content and proper formatting in her use of writing, although some of her assignments integrated evidence-based interpretive writing. These case studies illustrate how 2 similarly prepared teachers convey entirely different notions of history through their use of writing. These teachers' school contexts and disciplinary understandings influence their use of writing. Their experiences make the case for integrating general literacy skills with disciplinary literacy and practicing historical writing instruction in different contexts during teacher education in order to meet the demands novices face in diverse school contexts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Geography Instruction; Global Education; Citizenship; Popular Culture; Democracy; Citizenship Education; Second Language Learning; Experiential Learning; Educational Change; Social Studies; Inclusion; Elementary School Curriculum; Values Education; Standards; History Instruction; Theory Practice Relationship; Culturally Relevant Education; Race; Sexual Orientation; Gender Issues; Special Education; English Language Learners; Secondary School Curriculum; Reading Instruction; Emotional Development; Discussion; Learner Engagement; Educational Technology; Teacher Education; Internet; Computer Literacy; Web 2.0 Technologies; Case Studies; Accountability; Educational Testing; College Curriculum; Educational Media

Abstract:
The field of social studies is unique and complex. It is challenged by the differing perspectives related to the definition, goals, content, and purpose of social studies. Contemporary Social Studies: An Essential Reader discusses the contemporary issues surrounding social studies education today. Contemporary Social Studies: An Essential Reader encourages and inspires readers to think. The chapters included in this volume are written by prominent scholars in the field of social studies. The collection inspires and provokes readers to reconsider and reexamine social studies and its contemporary state. Readers will explore the various critical topics that encompass contemporary social studies. This collection provides readers with rich chapters which are sure to be cited as key works. Compelling and accessible, this collection brings to light the critical topics relevant to contemporary social studies and is sure to serve as a cornerstone and seminal text for the future. This book is divided into five sections. Section I, Purpose and Approach, contains the following: (1) 21st Century Democratic Social and Citizenship Education: A Hybrid Perspective (Ellen Santora); (2) Towards an Inclusive Definition of Democratic Education (Jonathan Miller-Lane); (3) Global Education: Responding to a Changing World (Merry M. Merryfield); (4) The Place of Global Citizenship in the Social Studies Curriculum (Anatoli Rapoport); and (5) Character, Moral, and Values Education: The Foundation of Effective Citizenship (Stewart Waters and William Benedict Russell, III). Section II, Curriculum, Content, and Standards, contains the following: (6) History: From Learning Narratives to Thinking Historically (Keith C. Barton); (7) Geography Education: Making Sense of Our World with Spatial Relationships (Reese H. Todd); (8) Standards-Based Educational Reform and Social Studies Education: A Critical Introduction (Kevin D. Vinson, E Wayne Ross, and Melissa B. Wilson); and (9) The Marginalization of Social Studies in the Elementary Grades: An Overview (Beverly Milner (Lee) Bisland). Section III, Diversity & Perspective, contains the following: (10) Culturally Responsive Social Studies Teaching: Models of Theory into Practice (Paul G. Fitchett and Tina L. Heafner); (11) Race and Social Studies (Prentice T. Chandler and Douglas McKnight); (12) GLBTQ Issues in the Social Studies (J. B. Mayo Jr.); (13) Gender and Social Studies: Are We There Yet? (Christine Woyshner); (14) Building the Bridge between Social Studies and Special Education: Perspectives and Practices (Timothy Lintner and Windy Schweder); and (15) English Language Learners (ELLs) and Social Studies (Jason O'Brien). Section IV, Pedagogy, contains the following: (16) Reading, Democracy and Secondary Social Studies Education (Michelle Reidel and Christine Draper); (17) Situating the Nation: History Pedagogy for the 21st Century (Kyle A. Greenwalt and Patrick N. Leahy); (18) Pedagogical Paradox of Social Studies: Teaching for Intellectual and Emotional Learning (Christy Folsom); (19) Facilitating Discussions in Social Studies Classrooms (Anne-Lise Halvorsen); (20) Engagement in the Social Studies: Using Experiential Learning in the Social Studies Classroom (Brad Burenheide); and (21) Social Studies Pedagogy (Thomas Turner, Jeremy Clabough, Sarah Philpott, and Lance McConkey). Section V, Media, Technology, and Teacher Education, contains the following: (22) Media and Popular Culture (Cameron White and Trenia Walker); (23) Internet Literacies for Active Citizenship and Democratic Life: In Search of the Intersection (David Hicks, Stephanie van Hover, Elizabeth Yeager Washington, and John K. Lee); (24) Using Web 2.0 to Transform a Brick & Mortar School into a Participatory Media Rich Civic Learning Environment (Joseph O'Brien); (25) Broadening Social Studies Curricula: Integrating Global Education in a Teacher Education Program (Lydiah Nganga and John Kambutu); (26) Examining Teacher Development: The Role of Teacher Thinking, Observation, and Reflection (John Sturtz and Kevin Hessberg); and (27) A Capstone Course in a Master's Social Studies Program in an Age of Accountability and Testing: A Case Study (Jesus Garcia, Paula S. McMillen, and David To). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Reading Instruction; Teaching Methods; Secondary Schools; Foreign Countries; English Teachers; Text Structure; Adolescents; Reading; Hermeneutics; Personal Narratives; Low Achievement; Reading Difficulties; Reading Teachers; Grade 7; Reading Comprehension

Abstract:
Teachers of reading in secondary schools know how important it is for low-attaining readers to read whole narratives but time to do this in a crowded curriculum is limited and progress is more easily measured through reading smaller parts of texts. This paper reports on a longitudinal critical action research project in which three English teachers in two different urban secondary schools in the south of England read whole complex narratives with their classes of average and low-attaining Year 8 students (12- to 13-year-olds) with their practice newly theorised by hermeneutics and intertextuality. These theoretical approaches encouraged the teachers to situate the texts in relation to other related texts that supported students in making inferential links. Moreover, teacher pedagogic discourse became newly focused on text structure and coherence as the whole class read the text together and rapidly to the end with pleasure and understanding. The long-term impact of the action research suggests that such a theorised approach can influence teachers' practice at a deep and sustainable level and in one school led to the introduction of a daily reading lesson where students read whole narratives they selected themselves, raising their reading ages and creating a reading culture. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Federal Legislation; Health Education; Sex Education; Public Health; Consumer Education; Environmental Education; Family Life Education; Accident Prevention; Safety; Mental Health; Nutrition; Physical Health; Prevention; Goal Orientation; Decision Making; Substance Abuse; Physical Activities; Life Style; Self Control; Academic Standards; Grade 9; Grade 10; Grade 11; Grade 12; State Standards; Public Schools; Art Education; Music Education; Dance Education; Theater Arts; Visual Arts; Motion; Human Body; Psychomotor Skills; Cognitive Development; Literacy; Cooperative Learning; Creativity; Evaluation Methods; Health Promotion; Student Evaluation; Cultural Influences; Physical Education; Health Behavior; Parent Role; Second Language Instruction; Native Language Instruction; Interpersonal Competence; Interpersonal Communication; Cultural Pluralism; Reading Instruction; Reading Fluency; Vocabulary Development; Reading Comprehension; Literature; Writing Instruction; Revision (Written Composition); Visual Literacy; Punctuation; Language Arts; Listening Skills; Speech Skills; Public Speaking; Mathematics Instruction; Numeracy; Mathematical Concepts; Number Concepts; Data Analysis; Probability; Algebra; Geometry; Problem Solving; Graphs; Mathematical Logic; Validity; Measurement; Science Instruction; Inquiry; Science Process Skills; Scientific Principles; Science and Society; Social Studies; United States History; World History; Geography; Government Role; Civil Rights; Economics; Social Influences; Technology Education; Computer Literacy; Ethics; Job Skills; Teamwork; High School Students

Abstract:
This publication contains Arizona public schools' updated academic standards for high school. The contents of this document contain: (1) The Arts Standard 2006--High School; (2) Comprehensive Health Education/Physical Activity Standards 1997--Proficiency and Distinction (Grades 9-12); (3) Foreign and Native Language Standards 1997--Proficiency and Distinction (Grades 9-12); (4) Reading Standard Articulated by Grade Level 2003--High School; (5) Writing Standard Articulated by Grade Level 2004--High School; (6) Language Arts Standards 1996--Proficiency and Distinction (Grades 9-12), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008--High School (Grades 9 and 10) and College Work Readiness (Grades 11 and 12); (8) Science Standard Articulated by Grade Level 2004--High School; (9) Social Studies Standard Articulated by Grade Level 2006--High School; (10) Technology Standards 2000--Proficiency and Distinction (Grades 9-12); and (11) Workplace Skills Standards 1997--Proficiency and Distinction (Grades 9-12). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Instruction; Word Recognition; Reading Comprehension; Reading Fluency; Silent Reading; High School Students; Reading Difficulties; Suprasegmentals; Grade 9; Low Achievement; At Risk Students; Teaching Methods

Abstract:
Although reading fluency has been identified as a critical element in successful literacy curricula for elementary students, fluency has been relatively neglected beyond the elementary grades. Prior research has shown that word recognition automaticity (one component of fluency) is strongly associated with overall reading proficiency among secondary students. Prosody (expressive oral reading; the other component of fluency) has not been previously studied with secondary students. The present study examines the relationship between oral prosody and silent reading comprehension among secondary students. Findings indicate a strong association between prosody and silent reading comprehension. Moreover, a significant number of students have not achieved even a minimally acceptable level of prosody in their reading. Based on these and previous studies into fluency and secondary students' reading, we argue that fluency be made an integral part of reading instruction for secondary students struggling in reading. (Contains 2 tables, 1 figure, and 3 resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Reading Comprehension; Reprography; Instructional Materials; Reading Instruction; Special Needs Students; Secondary School Curriculum; Response to Intervention; High School Students; Middle School Students; Junior High School Students; Literacy; Program Implementation; Student Evaluation; Teaching Methods; Guidelines; Educational Resources; Educational Strategies; Scheduling

Abstract:
Grounded in the best current knowledge, this book shows how to implement response to intervention (RTI) in middle and high school contexts. Detailed guidelines are presented for teaching reading comprehension, vocabulary, and other aspects of literacy across the content areas, and for providing effective interventions for students who require additional support. The authors describe RTI procedures that are specifically tailored to the needs of struggling adolescent learners and that take into account the challenges and logistics of secondary-level implementation. The volume features 26 reproducible tools for planning, assessment, progress monitoring, and multi-tiered instruction; the large-size format facilitates photocopying. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
School Readiness; Federal Legislation; Health Education; Sex Education; Public Health; Consumer Education; Environmental Education; Family Life Education; Accident Prevention; Safety; Mental Health; Nutrition; Physical Health; Prevention; Goal Orientation; Decision Making; Substance Abuse; Physical Activities; Life Style; Self Control; Kindergarten; Academic Standards; Public Schools; Art Education; Music Education; Dance Education; Theater Arts; Visual Arts; Motion; Human Body; Psychomotor Skills; Cognitive Development; Literacy; Cooperative Learning; Creativity; Evaluation Methods; Health Promotion; Student Evaluation; Cultural Influences; Physical Education; Health Behavior; Parent Role; Second Language Instruction; Native Language Instruction; Interpersonal Competence; Interpersonal Communication; Cultural Pluralism; Reading Instruction; Reading Fluency; Phonics; Phonemic Awareness; Vocabulary Development; Reading Comprehension; Literature; Writing Instruction; Revision (Written Composition); Visual Literacy; Language Arts; Listening Skills; Speech Skills; Public Speaking; Mathematics Instruction; Numeracy; Mathematical Concepts; Number Concepts; Data Analysis; Probability; Algebra; Geometry; Problem Solving; Graphs; Mathematical Logic; Validity; Measurement; Science Instruction; Inquiry; Science Process Skills; Scientific Principles; Science and Society; Social Studies; United States History; World History; Geography; Government Role; Civil Rights; Economics; Social Influences; Technology Education; Computer Literacy; Ethics; Job Skills; Teamwork

Abstract:
This publication contains Arizona public schools' academic standards for kindergarten. The contents of this document include the following: (1) The Arts Standard 2006--Kindergarten; (2) Comprehensive Health Education/Physical Activity Standards 1997--Readiness (Kindergarten); (3) Foreign and Native Language Standards 1997--Readiness (Kindergarten); (4) Reading Standard Articulated by Grade Level 2003--Kindergarten; (5) Writing Standard Articulated by Grade Level 2004--Kindergarten; (6) Language Arts Standards 1996--Readiness (Kindergarten), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008--Kindergarten; (8) Science Standard Articulated by Grade Level 2004--Kindergarten; (9) Social Studies Standard Articulated by Grade Level 2006--Kindergarten; (10) Technology Standards 2000--Readiness (Kindergarten); and (11) Workplace Skills Standards 1997--Readiness (Kindergarten). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Federal Legislation; Health Education; Sex Education; Public Health; Consumer Education; Environmental Education; Family Life Education; Accident Prevention; Safety; Mental Health; Nutrition; Physical Health; Prevention; Goal Orientation; Decision Making; Substance Abuse; Physical Activities; Life Style; Self Control; Academic Standards; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; State Standards; Public Schools; Art Education; Music Education; Dance Education; Theater Arts; Visual Arts; Motion; Human Body; Psychomotor Skills; Cognitive Development; Literacy; Cooperative Learning; Creativity; Evaluation Methods; Health Promotion; Student Evaluation; Cultural Influences; Physical Education; Health Behavior; Parent Role; Second Language Instruction; Native Language Instruction; Interpersonal Competence; Interpersonal Communication; Cultural Pluralism; Reading Instruction; Reading Fluency; Vocabulary Development; Reading Comprehension; Literature; Writing Instruction; Revision (Written Composition); Visual Literacy; Punctuation; Language Arts; Listening Skills; Speech Skills; Public Speaking; Mathematics Instruction; Numeracy; Mathematical Concepts; Number Concepts; Data Analysis; Probability; Algebra; Geometry; Problem Solving; Graphs; Mathematical Logic; Validity; Measurement; Science Instruction; Inquiry; Science Process Skills; Scientific Principles; Science and Society; Social Studies; United States History; World History; Geography; Government Role; Civil Rights; Economics; Social Influences; Technology Education; Computer Literacy; Ethics; Job Skills; Teamwork

Abstract:
This document contains the Arizona academic standards for Grade 7. The following 11 standards are reviewed: (1) The Arts Standard 2006 --Grade 7; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003--Grade 7; (5) Writing Standard Articulated by Grade Level 2004--Grade 7; (6) Language Arts Standards 1996--Essentials (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008--Grade 7; (8) Science Standard Articulated by Grade Level 2004--Grade 7; (9) Social Studies Standard Articulated by Grade Level 2006--Grade 7; (10) Technology Standards 2000--Essentials (Grades 4-8); and (11) Workplace Skills Standards 1997--Essentials (Grades 4-8). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Federal Legislation; Health Education; Sex Education; Public Health; Consumer Education; Environmental Education; Family Life Education; Accident Prevention; Safety; Mental Health; Nutrition; Physical Health; Prevention; Goal Orientation; Decision Making; Substance Abuse; Physical Activities; Life Style; Self Control; Academic Standards; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; State Standards; Public Schools; Art Education; Music Education; Dance Education; Theater Arts; Visual Arts; Motion; Human Body; Psychomotor Skills; Cognitive Development; Literacy; Cooperative Learning; Creativity; Evaluation Methods; Health Promotion; Student Evaluation; Cultural Influences; Physical Education; Health Behavior; Parent Role; Second Language Instruction; Native Language Instruction; Interpersonal Competence; Interpersonal Communication; Cultural Pluralism; Reading Instruction; Reading Fluency; Vocabulary Development; Reading Comprehension; Literature; Writing Instruction; Revision (Written Composition); Visual Literacy; Punctuation; Language Arts; Listening Skills; Speech Skills; Public Speaking; Mathematics Instruction; Numeracy; Mathematical Concepts; Number Concepts; Data Analysis; Probability; Algebra; Geometry; Problem Solving; Graphs; Mathematical Logic; Validity; Measurement; Science Instruction; Inquiry; Science Process Skills; Scientific Principles; Science and Society; Social Studies; United States History; World History; Geography; Government Role; Civil Rights; Economics; Social Influences; Technology Education; Computer Literacy; Ethics; Job Skills; Teamwork

Abstract:
This publication contains the updated academic standards of Arizona for Grade 8. The contents of this document include the following: (1) The Arts Standard 2006--Grade 8; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003--Grade 8; (5) Writing Standard Articulated by Grade Level 2004--Grade 8; (6) Language Arts Standards 1996--Essentials (Grades 4-8), including Standard 3: Listening and Speaking; and Standard 4: Viewing and Presenting; (7) Mathematics Standard Articulated by Grade Level 2008--Grade 8; (8) Science Standard Articulated by Grade Level 2004--Grade 8; (9) Social Studies Standard Articulated by Grade Level 2006--Grade 8; (10) Technology Standards 2000--Essentials (Grades 4-8); and (11) Workplace Skills Standards 1997--Essentials (Grades 4-8). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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