Table of Conents

Reclaiming the Common Good in Education: Teaching Social Responsibility Through Service Learning (PDF)

Prentice T. Chandler, Ph.D.
Kathy Buck, Ph.D.
Debra Ferguson, Ed.D.
Athens State University

Abstract: This article provides an overview of the use of service learning in the middle schools as a way to instill and foster civic responsibility and citizenship in students. In addition to a discussion about service learning’s major aspects, the authors provide concrete examples of how to implement service learning across the curriculum in middle school settings.

Lesson Plan Using Artistic Ways of Thinking (PDF)

Penelope Miller
Coastal Carolina University

Abstract: Today with teacher cutbacks looming, and more integration units, general teachers might be required to teach the visual arts. Therefore, teachers need a clear definition of the discipline of art and personal exposure to aesthetic experiences. Many references are made to classic art education research. When lesson plan formats are generic it trivializes the discipline’s content and knowledge structure. Grounded theory research methods are used to develop an art lesson
plan format. Using art making as the exemplar, a lesson plan expanding the art knowledge base thereby allowing children to think like artists is presented step-by-step – set the problem, design time, studio space, and display. Preservice teacher results are shared.

Differentiation in Practice: An Exploration of First Year Teacher Implementation of Differentiation Strategies as Expected Outcomes of Teacher Preparation Program (PDF)

Allison Nazzal, Ph.D.
University of West Georgia
Curriculum and Instruction

Abstract: Differentiated instruction, or designing instruction to meet the needs of a variety of learners, has received much attention in continuing and higher education for several years and the middle school philosophy has centered upon differentiation as fundamental to effective teaching. Vast amounts of human and capital resources have been committed to improving the skills of classroom teachers to differentiate instruction. However, very little research has been completed that investigates how well those trained to differentiate instruction actually implement it in their practice. The purpose of this study is to investigate how superior graduates of a teacher education program that focused on differentiation implemented differentiation in their first year of teaching. The results of the study provide insight into some of the difficulties of moving beyond training to implementation.