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| Good Teachers, Plural | |
| Educational Leadership, February 2001 The authors examine the various perspectives used throughout the twentieth century to describe what makes a good teacher | |
| They argue that because none of the previous theories satisfies everyone, we should recognize many kinds of good teaching and develop evaluation systems that encompass the full range of what could be considered effective teaching | |
| What I Hope for in My Children's Teachers: A Parent's Perspective | |
| The Clearing House, September October 2001 | |
| David Boers provides a parent's perspective on effective teaching that captures the research on the topic | |
| He argues that caring, thoughtful, and knowledgeable teachers will always have parental support | |
| He sets a high standard for teachers who reflect on their classrooms, refine their skills, know their students, and meet their students' needs to understand and develop | |
| What Urban Students Say About Good Teaching | |
| Educational Leadership, September 2002 | |
| Interviews with inner-city adolescents revealed that these students care deeply about learning and that they value adults who are willing to help them learn | |
| They define effective teachers as those who push students to learn and are willing to explain the material, vary classroom activities, and otherwise help until they do learn | |
| Helping Children Cope With Loss, Death, and Grief: Response to a National Tragedy, National Association of School Psychologists, October 22, 2001 | |
| This pertinent article, provided by the National Association of School Psychologists, discusses the range of reactions that children and adolescents display in response to loss, death, and grief and suggests ways that teachers and parents can help them cope with their own personal situation and the national tragedy of September 11, 2001 | |
| Development | |
| Childhood | |
| Shaping the Learning Environment: Connecting Developmentally Appropriate Practices to Brain Research | |
| Early Childhood Education Journal, Volume 29, Number 1, 2001 | |
| The authors discuss the relationships between recent findings in brain research and developmentally appropriate practices in order to explore the implications for early childhood learning and teaching | |
| To Be Successful-Let Them Play! | |
| Childhood Education, Winter 2002 | |
| 2003 How important is play to young children? | |
| This article offers insights into how play contributes to the cognitive and social development of children | |
| Adolescence | |
| The School and the Child and the Child in the School | |
| Middle School Journal, September 2001 | |
| This article describes the unique developmental needs of young adolescents and how middle school teachers can create a curriculum and classroom to accommodate those needs | |
| Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship | |
| Middle School Journal, January 2001 | |
| The authors discuss the characteristics and needs of gifted adolescents as well as the instructional implications and programs for middle schools | |
| Exceptional and Culturally Diverse Children | |
| Educationally Disabled | |
| ‘Mom, Will Kaelie Always Have Possibilities?' | |
| The Realities of Early Childhood Inclusion, Mary Frances Hanline and Steven Daley, Phi Delta Kap | |
| Table of Contents provided by Publisher. All Rights Reserved. |