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The article discusses the use of differing and mixed genres in high school writing instruction. Topics include the use of differing genres in assignments that had previously called for nonfiction prose writing, literary writing for papers on literature, and the blending of the research paper and short story genres in a student assignment. Writing sections of standardized tests are addressed.

The article offers information on the importance of the digital reading as an skill but when it comes to complex texts, the brain prefers paper. Topics discussed include in a study for comprehension of texts, print readers did better than digital readers on questions probing for more detailed; ability to recall, retrieve and locate, tied to the physical layout of the text; and also mentions about building a habit of persevering in reading complex texts.

The article focuses on high school underground press that can be regarded as a chief organ to formulate dialogue among faculty members, administrators, students, and between general community and youth in the U.S. This medium of underground press can reveal students' insight on criticism of adult society, their innovative ideas and restrictions imposed on their expressions, and can free away societal problems, thereby rendering solutions. The on-campus issues contained affairs on student behavior, campus politics, dress codes, students' involvement with educational problems, and campus malpractice between rivals. The importance of high school underground press lies in covering present convictions and aspirations and of future political action.

Emphasizes that middle school teachers can integrate writing strategies across the curriculum to enhance students' content understanding while improving their everyday writing skills. Key factor to good writing; Characteristics of the sentence synthesis strategy in writing; Process involved in the Question All-Write Strategy; Content of frames in writing.

The article discusses the importance of a paper, which contains instruction, to instruct students to involve in discussion which permitting ideas in rough form to develop naturally. Topics discussed include how can a student write silently during discussion, the book "Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings" by Jeff Zwiers and Marie Crawford, and how the paper provides a roadmap for discussion to student when a speaker hesitates.

This article offers a look at the video term paper undertaken by Stoughton High School students for their Contemporary Political Issues class. Basically, the project went through five, sometimes overlapping phases: topic selection, community research, videotape production, editing and dissemination. After brainstorming, the class focused on narrowing the choices to accessible and carefully defined issues with immediate relevance for others in the community. With the help of the host of The Wisconsin Magazine, a statewide public television program in Wisconsin, students learned effective questioning and interview techniques. The students found themselves getting ever deeper into the complexities of life as they dug into issues and politics involved in toxic waste, school district and governmental decision making and intercultural relations. Each group accumulated about eight hours of half-inch video home system videotape over six weeks. The editing process taught many other lessons: that the same words mean different things to different people, that interesting speakers are not necessarily pleasing to look at and that attractive people may have nothing of substance to say.

The article presents a college administrator's approach on how to handle the conflicts between faculty, students and school administrators. Administrators, faculty and students have clashed over the roles to be played by each group within the framework of institutions of higher learning. Demonstrations, confrontations, sit-ins and force negotiations have resulted from student and faculty unrest. Americans have watched the problems of the colleges and universities of this nation with interest. The resolution of this problem has caused the public to react through their state legislatures and elected officials.

The article focuses on helping new teachers manage misconceptions and challenges in their early careers. Topics include the importance of open communication with school leaders to address unrealistic expectations, the need for effective classroom management based on relationships rather than just class dynamics, and the role of parents in supporting, rather than complicating, the educational process.

A personal narrative is presented which discusses the author's experience of developing model that made feedback efficient for students.

The author draws upon an epiphany she had after evaluating her 7th and 8th grade students' research papers. She had always heard the axiom that students need to write about what they know, but she understood it in a new way when she saw the corollary: students need to know about what they write. Based on her belief that good writing communicates meaning about content that matters and enables writers to make connections among ideas, she and a colleague developed an approach called Writing for Understanding. She explores the principles of the method including building working knowledge, developing vocabulary, comprehending text, and refining understanding through discussion, and she outlines the process itself.

The article focuses on the steps taken by the author of the article to improve the writing skills of the students. The author used to teach in Tikigaq School, a K-12 school in Point Hope on the coast of northwest Alaska. Although the students were showing improvement in the reading skills, yet their writing skills were still lacking. Since, the author considered herself as a reading teacher, therefore focusing on writing was a bit of a stretch for her. But, still she decided to make plans for school wide writing projects. The first decision taken by her was to give a pre-school and post-school year writing assessment, which she scored using the 6 +1 Trait Writing rubric. But, the scores proved to be discouraging. Therefore, in order to go beyond this hurdle, the author gave each student a piece of laminated writing paper and a nonpermanent marking pen. The kids liked the novelty of the slick surface and colored pens and the ease of erasing with tissues rather than with paper-tearing erasers. The idea of the author behind this was to make writing a part of the classroom routine by the time, the novelty of using laminated paper wore off.

In this article author talks about revitalizing learning teams to build collective teacher efficacy, but then teachers complain that they do not have enough time to grade papers or communicate with parents. Topics include examines strategic focus on mathematics instruction pays off with student gains in math proficiency, but lose ground on reading scores.

The article provides strategies on how teachers can utilize educational technology regardless of their familiarity with computers. Particular attention given to the development and maintenance of a class website that provides students with educational resources such as reference materials, handouts, and announcements. Other noted strategies include reducing paper use to promote the use of electronic readers (e-readers), using quick-response (QR) codes to provide access to resources and students' work, and encouraging online research.

The author shares his perspective on the fundamentals of expository writing criteria for high school students. He asserts that while style, fluency, tone, and correct grammar are certainly important in writing, content has value as well, but across the U.S. even the most prestigious writing workshops for teachers generally bypass substance to focus on style. However, students must know facts, dates, and the viewpoints of various experts and authors to write their college term papers. It is suggested that writing about oneself can be the work of genius, but limiting high school students to thinking and writing almost entirely about themselves can lead them to believe that they don't need to seek information about anything outside of their own feelings and experiences.

The article explores the detrimental effects of micromanagement on teachers' autonomy and student outcomes, advocating for collaborative leadership models to promote innovation and engagement in schools.

Presents the poem "Who Am I?," by Theron Jacobson. First Line: I am Negro; Last Line: I'm glad, I'm Me.

The article recommends turning complicated education-based problems into a series of specific questions to narrow down relevant research to solve the challenge. Topics discussed include a two-step process to funnel down the research needed, the importance of asking the right questions, and the three main categories under which research questions can be brainstormed including questions about diagnosis, impact, and implementation.

The article announces that the journal has reduced the length of the print edition of its May 2022 issue due to a severe paper shortage at their printer and will be available as a downloadable PDF on the publication's website.

The article announces the acceptance of manuscripts for the "Research Supplement," for the "Educational Leadership." This section publishes research analysis or analysis of widely quoted research studies. The criteria for the selection of articles include: the manuscript must report data which includes evidence, the article should be about educators and their behavior, and it should present a discussion of the results that is clear for the readers. Additional information regarding the specifications of the manuscripts can be found in the article.

The article offers information on research supplement. It also identified criteria for the selection of articles. First to be stated is that the manuscript should convey data. It should involve some evidence to strengthen the reliability of the measures implemented in the study. The article should concentrate with teachers' behavior and that of students as variables. It should also offer a discussion of the results in a way that the meaning of the research is comprehensible to readers. An invitation for authors to submit manuscripts related to research in education is presented.

This article discusses the criteria for judging which articles are to be included in the Research Supplement of the journal. The manuscript must report data concerning the behaviors of teachers and students. Also, the article should present a discussion of the results in such a manner that the meaning of the research is clear to readers. Interested authors should submit their manuscripts to James Raths of the Bureau of Educational Research and Field Services, College of Education, University of Maryland. The lengths of the manuscripts should be from 500 to 800 words.

The article discusses ways to help students learn through an unconventional approach to testing, including learning through creating the test, learning through taking the test, and learning through marking the test. In creating the test, the teacher has students write the main points they have learned as homework. Then the class brainstorms learning points, which helps the teacher to see what they have learned. Groups of five students design a test based on the material. Students take the test in groups, but turn in individual test papers. The teacher marks the tests and has the class retake the test together in groups. Each student corrects his or her own test using a different color pen. This multifaceted, informal approach allows students to digest the material in many different ways.

In the article, the author offers tips to aspiring school leaders on how to successfully pursue a degree in educational leadership by citing her own experiences. She discusses her experiences in teaching her high school students, managing her four children, and pursuing a graduate degree in educational leadership, management, and policy at Seton Hall University. Also mentioned are her tips in time management like using technology to assign student work and learning lessons while commuting.

The article focuses on the Georgia Southern University paid residency program, which supports student teachers financially and emotionally while they gain classroom experience. Topics include the financial benefits and support structures of the residency model, the role and impact of mentor teachers, and the alignment challenges between residency assignments and educational requirements.

The article focuses on the transformative journey from early teaching failures to professional growth through embracing imperfection and continuous learning. Topics include the shift from perfectionism to viewing teaching as a craft, the importance of creating a culture of vulnerability and experimentation, and the need to disrupt martyrdom narratives in education to support sustainable careers for new teachers.

The article focuses on the study of contemporary education through comparison of educational activities with games. Many educators, as well as school bureaucracies, consciously or unconsciously are involved in activities which resemble games. Four games played in many educational organizations are "Bureaucracy," "Deviance," "Performance" and "Game." The introduction of these games to studying an educational organization can be revealing of bureaucratic structures. The fit between social arrangements, such as organizations and creative and/or intelligent personalities, becomes evident through analysis of the games being played. Bureaucracy is a low-level game to add more resources to the school, or to climb in the traditional power structure. If played as a game, Bureaucracy readily leads to fantasy. When examined, Bureaucracy releases hostile feelings induced by organizational stress. The frustrations felt by people caught up in bureaucratic structures can be revealed in stark relief, especially by teachers and students. Deviance is a useful game for exploring the meaning which various outside people represent to the organization and to ascertain behaviors or actions which appear somewhat different from those acceptable to the group.

The article presents the discussion on strategy for closing learning gaps accompanying accelerated learning opportunities being tutoring informing efforts for reducing COVID-19 learning loss and catalyzing a national dialogue.

The article provides suggestions to teachers from other teachers about how to organize a learning environment and keep it organized for the entirety of the school year. It addresses the importance of daily maintenance of organizational habits, as well as comments on the stress-reducing benefits of a well-organized classroom. Suggestions include eliminating the use of a catch-all junk drawer, using the summer vacation to create schedules of important dates and meetings, and using shared Internet resources to eliminate clutter caused by paper.

The article discusses how to present students with a research project that is engaging and interesting while retaining certain levels of rigor. The author suggests that assigning research topics can disengage students while self-selection of a topic without guidance can be ineffective. Information is provided on topic-vetting activities that promote new areas of research for students while the author also discusses how students can use surveys and interviews to improve their reports.

An interview with author Susan M. Brookhart is presented. When asked about the importance of feedback in the formative assessment process, she states feedback is central to the process. She believes that not commenting on good-quality papers is a missed opportunity for teachers because good students want their teachers to notice their good work. She mentions that every student is an active learner, no matter what their age is.

The article discusses effectiveness in writing instruction in relation to student creativity. Topics include the personalization of student writing assignments, problems with assigning only essay writing to students, and social aspects of writing in relation to group work and the need for students to have an audience for their writing.

The article discusses the role of writing instruction in all content areas of K-12 education. Topics include the promotion of analytic thinking through writing in various disciplines, the use of writing and group learning instead of focusing on individual grading, and the need for teachers to check for understanding.

The article discusses the use of the scoring system Analytic Writing Continuum, developed by the organization National Writing Project, in writing instruction in the U.S. Topics include the use of the AWC as a rubric for assessing student writing, the use of the AWC to involve students in thinking about their working, and the use of the AWC for professional learning groups of teachers.

The article focuses on the significant impact of children's physical environments on their health and development, exploring factors like air and water quality, housing conditions, and access to resources. Researchers emphasize how environmental factors, influenced by historic and current social policies, contribute to health disparities among children, particularly along racial lines. It suggest that communities have the ability to enact policies that promote space wellness.

The article focuses on leveraging artificial intelligence (AI) alongside human creativity to enhance student engagement and active learning in K-12 education. It explores various AI applications like robotics, natural language processing, and machine learning, highlighting their potential to transform traditional classroom dynamics and create more interactive learning experiences.

The article emphasizes the pivotal role teachers play in addressing chronic absenteeism by fostering supportive classroom environments and strong relationships with students and families. It discusses various strategies, including personalized outreach, nurturing a sense of belonging, and providing engaging learning opportunities, all aimed at improving attendance and student well-being post-Covid-19-pandemic.

The article argues against the requirement for teachers to submit detailed lesson plans in advance, emphasizing that this practice is outdated, inefficient, and undermines teacher autonomy. Topics discussed include the challenges of rigid lesson planning in dynamic classroom environments, the impact on teacher morale and agency, and alternative approaches such as unit planning and collaborative curriculum design.

The article explores key factors for developing a successful STEM program, focusing on vision, culture, student engagement, and resources. Topics include crafting a shared vision for STEM, fostering inclusivity and diversity in STEM education, engaging students through hands-on activities and empathy-driven lessons, and accessing various resources such as free online platforms and networking with other educators and organizations.

The article presents an interview with NASA edtech specialist Lyle Tavernier, who aims to make STEM education more accessible and engaging for students and teachers. Tavernier discusses strategies for integrating hands-on STEM learning, adapting activities for remote instruction during COVID-19, and offering practical advice for teachers to seamlessly incorporate STEM concepts into their curriculum.

The article emphasizes that while not all students will become data scientists, they need to learn data skills for the data-driven era. It discusses the contributions of Katherine Johnson, Dorothy Vaughan, and Mary Jackson to aerospace engineering and space exploration, highlighting the importance of rigor in data science, decision-making with data and models, programming understanding, and contextual comprehension.

The article introduces a new approach to science education focused on phenomena-based teaching, emphasizing students' engagement in real-world scientific practices. Topics include the shift in instructional methods towards phenomena-based learning, the role of instructional leaders in supporting teachers through this transition, and strategies for implementing phenomenon-based science teaching.

The article offers information on the concerted effort started at the Park Forest Elementary School in State College, Pennsylvania in 2013 to decrease carbon footprints and reach zero waste in the school. It mentions that the program encouraged community members to recycle, reuse, reduce and repurposing the waste products. It also states that the effort suggests students ways to reduce the production of waste by practices like using one paper towel in toilet and store plastic in bins.