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George, Marshall A. – Theory Into Practice, 2011
Written primarily for other English teacher educators, this article explores one university professor's attempt to reflect on, review, and revise the content, pedagogy, and assessments utilized to teach a graduate course in adolescent literature to preservice and in-service teachers. The new and improved course is designed to simultaneously build…
Descriptors: Adolescent Literature, English Teachers, Pedagogical Content Knowledge, Teacher Educators
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Ness, Molly K.; George, Marshall A.; Turner, Kristen Hawley; Bolgatz, Jane – InSight: A Journal of Scholarly Teaching, 2010
In this article, we investigate what happened when, contrary to the typical isolation of faculty in higher education, a group of higher educators from various disciplines in a graduate school of education met regularly to discuss issues related to our teaching and social justice. More specifically, we explored the following research question: How…
Descriptors: Social Justice, Educational Change, Professional Development, Beliefs
George, Marshall A.; Breslin, Mary Claire; Evans, William – Principal Leadership, 2007
Although the transition from elementary school to middle school can be an exciting time for students, it can also be vexing and traumatic. Often, when parents drop off their children at middle school on the first day of school, the scene is reminiscent of the first day of school for kindergarteners and their parents. At Albert Leonard Middle…
Descriptors: Middle Schools, Middle School Students, Middle School Teachers, School Orientation
George, Marshall A. – 2001
Although much has been written about the effectiveness of book clubs (also known as literature circles) as one approach to reading and discussing literature in the classroom, M.A. George (1998) found that adolescent literature as a genre and book clubs as an instructional approach were being underutilized in a group of New York City middle…
Descriptors: Adolescent Literature, Educational Research, Ethnography, Instructional Effectiveness
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George, Marshall A. – Clearing House, 2002
Explores the use of faculty book clubs as a means to introduce middle school teachers to acclaimed adolescent literature, including recently published novels, in hopes that they might incorporate the books they read into their language arts and social studies classes. Examines the extent to which the book club participants incorporated the novels.…
Descriptors: Adolescent Literature, Curriculum Design, Middle Schools, Professional Development
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George, Marshall A. – English Journal, 2001
Relates stories of three middle and high school teachers to describe how teachers can effectively integrate young adult literature into the curriculum. Notes a variety of strategies, including the particularly effective use of multiple genre thematic units, where a variety of texts are linked by some common theme, allowing students to use…
Descriptors: Adolescent Literature, English Instruction, Integrated Activities, Interdisciplinary Approach
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George, Marshall A. – Voices from the Middle, 2002
Argues that educators must take responsibility for putting a stop to the hatred for and disenfranchisement of students who are seen as being different. Suggests doing that by making sure the expository texts are set within the context of themes--those ideas that matter to students. Presents an annotated list of novels and expository texts to help…
Descriptors: Annotated Bibliographies, Reading Instruction, Reading Material Selection, Secondary Education
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George, Marshall A. – Middle School Journal (J3), 2004
This article describes the participation of two urban middle schools in a faculty book club, in which adults and students meet together on a regular basis to discuss works of adolescent literature. The participation of students and adults in book clubs was voluntary, and people were invited to come even if they had not read or finished the book…
Descriptors: Middle Schools, Novels, Clubs, Adolescent Literature
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George, Marshall A.; Stix, Andi – Social Studies, 2000
Discusses the benefits of using young adult literature and trade books when teaching social studies to middle school students, especially in relation to student motivation and reading level. Addresses how to use young adult literature, student choice of books, and cooperative learning. Describes two classroom activities for a follow-up to…
Descriptors: Adolescent Literature, Cooperative Learning, Educational Strategies, Instructional Effectiveness
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George, Marshall A.; Davis-Wiley, Patricia – College Teaching, 2000
Describes the authors' experience team teaching a graduate school clinical research course for students concentrating in secondary teaching. Examines the team planning process, actual team teaching, and team grading and evaluation. Most students responded positively to the approach. Each instructor also wrote a reflective piece on the experience.…
Descriptors: College Instruction, Course Evaluation, Course Organization, Graduate Study
Starr, Louis M., Ed. – 1968
This volume contains the proceedings of the Second National Colloquium on Oral History. The reported proceedings consist of the transcript of a panel of historians discussing oral history, a review of his own memoirs by Alfred A. Knopf, a paper on the literature of oral history, and an essay on oral history and libel laws. A summary of the…
Descriptors: Communication (Thought Transfer), History, Interdisciplinary Approach, Methods
Skorton, David J. – Chronicle of Higher Education, 2007
Speaking at a Harvard University commencement 60 years ago, Secretary of State George C. Marshall proposed a massive program of aid and redevelopment--since known as the Marshall Plan--to bring a war-ravaged Europe back to economic health, political stability, and peace. Today colleges and universities need a new such plan, with university…
Descriptors: Living Standards, Foreign Countries, Educational Policy, College Presidents
Thompson, Rachel Yarnell; Sittig, Linda H. – 2000
This teaching unit about George C. Marshall contains a teacher's guide, a resource packet, and a teacher's notebook. The teacher's guide includes ten introductory, overarching, and culminating activities: (1) About this Guide; (2) Getting to Know Him; (3) Marshal on Video; (4) Share a Space with a Hero; (5) On a Global Stage--Links; (6) A Picture…
Descriptors: European History, Foreign Countries, Korean War, Leadership