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Informationen zum Autor By Audrey Cohan and Andrea Honigsfeld Klappentext Similar to the previous three volumes, Breaking the Mold of School Instruction and Organization: Innovative and Successful Practices for the 21st Century (Honigsfeld & Cohan, 2010), Breaking the Mold of Preservice and Inservice Teacher Education: Innovative and Successful Practices for the 21st Century (Cohan & Honigsfeld, 2011), and,Breaking the Mold of Education for Culturally and Linguistically Diverse Students: Innovative and Successful Practices for the 21st Century (Honigsfeld & Cohan, 2012), the purpose of this book is to offer a carefully selected collection of documented best practices for empowering students. The contributing authors represent diverse backgrounds, cultures, and experiences, yet their chapters recognize similarities among students so that the innovations can be transferred to other contexts. Each chapter represents practical, research-based success stories as well as authentic accomplishments which motivate and engage all students. The 20 chapters in this volume are organized into four sections: (a) making personal connections and engaging students in reflection; (b) engagement with literacy and language; (c) music, movement, arts, drama and other creative engagements; and (d) school culture, community, and student success. The compelling chapters shared in this volume-focused on innovation and transformation-will help thrust education and teacher action (rather than reaction) in a positive trajectory of change. Zusammenfassung The compelling chapters shared in this volume—focused on innovation and transformation—will help thrust education and teacher action (rather than reaction) in a positive trajectory of change. Inhaltsverzeichnis Foreword Kenneth C. Williams Preface Audrey Cohan and Andrea Honigsfeld Acknowledgments Section I: Making Personal Connections and Engaging Students in Reflection Using Urban Youth Culture to Activate the Racial Literacy of Black and Latino Male High School StudentsYolanda Sealey-Ruiz Embracing Project-Based Learning with Emerging Technologies in theMultiage Classroom Shannon T. Page, Andrew P. Charland, April A. Scott, and Hiller A. Spires Nurturing Curiosity by Teachers' Purposeful Self-Evaluation and Reflective PracticeAngela K. Salmon and Thomas G. Reio, Jr. Partnerships for the Common Good: Democratic Citizenship Through Writing, New Media, and the Arts Susan N. Wood, Nancye E. McCrary, Kate Larken, and Sioux Finney Section II: Student Engagement with Literacy Empowering English Language Learners: Reluctant Readers Learn to Believe in ThemselvesAudrey Figueroa Murphy and Robin E. Finnan-Jones Teacherless Discussion: Engaging Middle School Students Through Peer-to-Peer TalkPatricia M. Breslin and Rebecca Ambrose Staying Afloat in Ninth-Grade English: Letting Students Trim the SailsBeverly S. Faircloth and Samuel D. Miller The Power of Technology to Advance Literacy, Learning, and AgencyEvelyn M. Connolly It's All About Me; I Mean You; I Mean Me: Strategies for Engaging Students in the Language Arts ClassroomMeg Goldner Rabinowitz Everything Old is New Again: 21st Century College Students as Engaged ReadersHeather Rogers Haverback Section III: Music, Movement, Arts, Drama, and Other Creative Engagements Increasing Student Engagement Through the Implementation of Interactive Teaching StrategiesMara Sapon-Shevin Competition and Considerations: The Use of Active Gaming in Physical Education ClassEve Bernstein, Anne Gibbone, and Ulana Lysniak Low SES Primary School Students Engaging in an Afterschool Robotics ProgramVinesh Chandra, Annette Woods, and Amanda Levido Stepping into Pictures and Music Scores: Imaginative Dramatic PlayJoanne Kilgour Dowdy and Mary T. Toepfer Classrooms or Rock Stages? Learning...
