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Articles 1 - 8 of 8
Full-Text Articles in Education
“Everyone Is Doing It”: When Did Teenage Peer Sexual Harassment Become “Normal”?, Kathleen Phillips, Misty Rhoads, Lauri J. Deruiter-Willems, Shelia Simons, Richard Cavanaugh, Katrina Werner
“Everyone Is Doing It”: When Did Teenage Peer Sexual Harassment Become “Normal”?, Kathleen Phillips, Misty Rhoads, Lauri J. Deruiter-Willems, Shelia Simons, Richard Cavanaugh, Katrina Werner
Lauri J. DeRuiter-Willems
A disturbing trend involves the ambivalence of students towards actions and behaviors of sexual harassment that they consider “normal”. This poster explores perceptions among teens concerning acceptance of peer-peer sexually implicit actions and behaviors.
Assessing And Addressing Historical Misrepresentations Within Children’S Literature About The Civil Rights Movement, John H. Bickford Iii
Assessing And Addressing Historical Misrepresentations Within Children’S Literature About The Civil Rights Movement, John H. Bickford Iii
John Bickford
No abstract provided.
Muslim Immigrant Children In The United States: Practical Suggestions For Teachers, Shamah Md-Yunus
Muslim Immigrant Children In The United States: Practical Suggestions For Teachers, Shamah Md-Yunus
ShamAh Md-Yunus
Immigrant children from Muslim communities come from a variety of ethnic and cultural backgrounds, and speak 60 different languages. Some of their religious beliefs, values, and practices have created issues and challenges for Western society. This article provides basic information about Muslim and Islamic practices, issues, and challenges Muslim immigrant children face in schools and offers some suggestions for teachers on how to accommodate Muslim immigrants in the United States.
Using History-Based Trade Books As Catalysts For Historical Writing, Speaking, And Listening In Elementary Curricula, John H. Bickford Iii, Dylan Dilley, Valerie Metz
Using History-Based Trade Books As Catalysts For Historical Writing, Speaking, And Listening In Elementary Curricula, John H. Bickford Iii, Dylan Dilley, Valerie Metz
John Bickford
State and national initiatives have aligned to compel change in elementary classroom curricula and instructional practice (Council of Chief State School Officers [CCSSO], 2012; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA & CCSSO], 2010; Partnership for Assessment of Readiness for College and Careers [PARCC], 2012). An increased focus on informational texts and content area literacy are two significant changes intended to both facilitate and integrate historical thinking and historical content. For a subject that has struggled to maintain relevancy in elementary curricula, the social studies has a new, stronger position (Center on …
Historical Thinking, Reading, And Writing About The World’S Newest Nation, South Sudan, John H. Bickford Iii, Molly Sigler Bickford
Historical Thinking, Reading, And Writing About The World’S Newest Nation, South Sudan, John H. Bickford Iii, Molly Sigler Bickford
John Bickford
State and national education initiatives have significantly increased expectations of students’ non-fiction reading and writing. These initiatives provide the space for potential interdisciplinary units in English/language arts and social studies/history centered on content area reading and writing. To do so, teachers must locate age-appropriate, historically representative curricular materials and implement discipline-specific writing prompts. To guide elementary teachers’ instruction, we select a novel, underused topic: the birth of the Republic of South Sudan. Age-appropriate children’s trade books are coupled with diverse informational texts—oral histories, current event news articles, and artwork—to extend the trade books’ narratives into the realm of current events. …
Scrutinizing And Supplementing Children’S Trade Books About Child Labor, John H. Bickford Iii, Cynthia W. Rich
Scrutinizing And Supplementing Children’S Trade Books About Child Labor, John H. Bickford Iii, Cynthia W. Rich
John Bickford
State and national initiatives place an increased emphasis on both students’ exposure to diverse texts and teachers’ integration of English/language arts and history/social studies. The intent is for students to critically examine diverse accounts and perspectives of the same historical event or era. Critical examination can be accomplished through teachers’ purposeful juxtaposition of age-appropriate, engaging trade books and relevant informational texts, such as primary source materials. To guide interested elementary and middle level teachers, researchers can evaluate trade books for historical representation and suggest divergent or competing narratives that compel students to scrutinize diverse perspectives. Researchers can locate germane primary …
Understanding Immigrant Children From Muslim Backgrounds: Issues And Challenges, Shamah Md-Yunus
Understanding Immigrant Children From Muslim Backgrounds: Issues And Challenges, Shamah Md-Yunus
ShamAh Md-Yunus
Immigrant children from Muslim communities come from a variety of ethnic and cultural backgrounds, speaking 60 different languages. Some of their religious beliefs, values, and practices created issues and challenges for teachers of these children. This article provides basic information about Muslim and Islamic practices, issues, and challenges Muslim immigrant children face in new country and in the school and offers some suggestions for teachers on how to understand Muslim immigrants.
Examining The Historical Representation Of The Holocaust Within Trade Books, John H. Bickford Iii, Lieren Schuette, Cynthia W. Rich
Examining The Historical Representation Of The Holocaust Within Trade Books, John H. Bickford Iii, Lieren Schuette, Cynthia W. Rich
John Bickford
State and national education initiatives provide American students with opportunities to engage in close readings of complex texts from diverse perspectives as they actively construct complicated understandings as they explore complex texts. Opportunities for interdisciplinary units emerge as the role of non-fiction in English/language arts and informational texts in history/social studies increases dramatically. Trade books are a logical curricular link between these two curricula. The initiatives, however, do not prescribe specific curricular material so teachers rely on their own discretion when selecting available trade books. Scholarship indicates that historical misrepresentations emerge within trade books to varying degrees, yet only a …