Instruction

Post articles and article summary here for Instruction: 1) Tilley, C., & Callison, D. (2007). New Mentors for New Media: Harnessing the Instructional Potential of Cognitive Apprenticeships. //Knowledge Quest//, //35//(5), 26-31. Retrieved from ERIC database. http://edma-696.wikispaces.com/file/detail/New+Mentors+for+New+Media+PeerR.pdf (This is a peer reviewed article)

2) James Griffith. (2004). Relation of principal transfornational leadership to school staff job satisfaction, staff turnover, and school performance. Journal of Educational Administration, 42 (3), 333-356. Retrieved February 3, 2010, from ABI/INFORM Global. (Document ID: 707533691). (This is a peer reviewed article)

3) Friedkin, N., & Slater, M. (1994). School Leadership and Performance: A Social Network Approach. //Sociology of Education//, //67//(2), 139-157. Retrieved from SocINDEX with Full Text database.

4) Prensky, M. (2008). Turning On the Lights. Educational Leadership, 65(6), 40-45. Retrieved from Academic Search Premier database. (not peer reviewed)

5) Fiske, E., President's Committee on the Arts and the Humanities, W., & Arts Education Partnership, W. (1999). Champions of Change: The Impact of the Arts on Learning. Committee on the Arts & the Humanities, Arts Education Partnership, Washington, D.C.,

6) 7 ( peer reviewed - looks good - but I haven't downloaded article:) |slrl','');|Educational Researcher, v36 n6 p318-334 2007. 17 pp. (Peer Reviewed Journal)ISSN:0013-189XAbstract:In the knowledge-based economy that characterizes the 21st century, most previously industrialized countries are making massive investments in education. The United States ranks poorly on many leading indicators, however, primarily because of the great inequality in educational inputs and outcomes between White students and non-Asian "minority" students, who comprise a growing share of the U.S. public school population. Standards-based reforms have been launched throughout the United States with promises of greater equity, but while students are held to common standards--and increasingly experience serious sanctions if they fail to meet them--most states have not equalized funding and access to the key educational resources needed for learning. The result of this collision of new standards with old inequities is less access to education for many students of color, rather than more. This article outlines current disparities in educational access; illustrates the relationships between race, educational resources, and student achievement; and proposes reforms needed to equalize opportunities to learn. (Contains 6 figures, 5 tables and 2 notes.) 8) peer reviewed Darling-Hammond, L. (2009). President Obama and education: The possibility for dramatic improvements in teaching and learning. //Harvard Educational Review//, //79//(2), 210-223. Retrieved from PsycINFO database.
 * Donaldson, M. (2008 ** ). ANGLING FOR ACCESS, BARTERING FOR CHANGE: HOW SECOND-STAGE TEACHERS EXPERIENCE DIFFERENTIATED ROLES IN SCHOOLS. // Teachers College Record //, // 110 //(5), 1088-1114. Retrieved from America: History & Life database. Not sure if Peer Reviewed.

From the unique perspective gained heading Obama's education policy transition team, **//Darling//**-**//Hammond//** describes President Obama's commitment to making the education of every child a collective responsibility and reviews the major tenets of the new administration's plans for education. She reflects on the importance of suggested policy changes, particularly focusing on the importance of legislation to improve teacher capacity and retention. Finally, she considers how the field of education might look in 2016 should the Obama administration's education agenda succeed as planned. (PsycINFO Database Record (c) 2009 APA, all rights reserved)

8) peer reviewed Darling-Hammond, L. (2009). President Obama and education: The possibility for dramatic improvements in teaching and learning. //Harvard Educational Review//, //79//(2), 210-223. Retrieved from PsycINFO database.

9) Peer reviewed MARZANO, R. (2009). Setting the Record STRAIGHT on "High-Yield" Strategies. //Phi Delta Kappan//, //91//(1), 30-37. Retrieved from Academic Search Premier database.

ABSTRACT:The article reports that while schools and school districts are encouraging teachers to use the nine strategies identified in the book "Classroom Instruction That Works," by Robert **//Marzano//**, Deborah Pickering, and Jane Pollack, there are those overemphasizing the strategies and making several mistakes. According to the article, those mistakes include focusing on a narrow range of teaching strategies, assuming that high-yield strategies must be used in every class, and assuming that these strategies will consistently be effective. The nine categories of instructional strategies as well as instruction suggestions for districts are discussed. 10. Peer reviewed Marzano, R. (2000). Implementing Standards-Based Education. //Teacher Librarian//, //28//(2), 30. Retrieved from Academic Search Premier database. ABSTRACT: Answers several questions on how standards-based **//education//** affects classroom instruction and assessment in the United States. Sources of standards; Who should set standards; Types of standards; Format in which standards would be written; Assessment of benchmarks and standards.

11. Peer Reviewed Finn, C., & Meier, D. (2009). E Pluribus Unum?. //Education Next//, //9//(2), 50-57. Retrieved from ERIC database. The push for a national curriculum is gaining momentum as **//reformers//** press states to acknowledge "world class" benchmarks for student achievement. The topic had been dormant since Clinton-era efforts to promote "voluntary national standards" yielded little more than charges of political correctness. With No Child Left Behind now stirring concerns about disparate state assessments and sometimes incoherent state standards, has the time come for the new president and Congress to press forward on a national curriculum? Chester **//E//**. **//Finn//** Jr., "Education Next" senior editor and **//longtime//** champion of standards-based reform, says unequivocally "Yes!" and lays out his vision of what it should look like and how it should work. Deborah Meier, founder of New York City's Central Park East Schools and author of "The Power of Their Ideas: Lessons for America from a Small **//School//** in Harlem," is equally vehement in arguing "No!" while providing her own set of strategies for improving the nation's schools. In this article, **//Finn//** and Meier face off over the merits of a national curriculum. **//Finn//** advocates a voluntary system. Meier questions the likelihood of gaining consensus on the curriculum's content and prefers a democratic **//school//** structure. (Contains 1 figure.) 12. Parsons Article Peer Reviewed http://web.ebscohost.com/ehost/pdf?vid=17&hid=3&sid=8a4704c0-b53d-4504-a062-f0b34e1baa7f%40sessionmgr4Parsons, S., & Harrington, A. (2009). Following the Script. //Phi Delta Kappan//, //90//(10), 748-750. Retrieved from ERIC database. Summary: “Title I schools that want desperately to raise student scores on high-stakes tests often have found it hard to resist the lure of scripted literacy programs, especially in the face of pressure from No Child Left Behind to raise test scores. In recent years, many high-poverty elementary schools have adopted such programs in spite of evidence about effective literacy instruction. Darling-Hammond, citing a study by Dreeben (1987), notes "that differences in reading outcomes among students were almost entirely explained not by socioeconomic status or race but by the quality of instruction the students received" (2007). Teachers using scripted programs often do not have the autonomy to do what good teachers have always done: think and respond to students' progress in a variety of research-based and theoretically driven ways, designing and redesigning literacy instruction to meet students' needs. As a result, both student learning and teacher professionalism suffer. Before adopting a scripted literacy program, teacher leaders and administrators in Title I elementary schools should consider their answers to the four questions presented in this article.” (ERIC Abstract) 13. Levy article (PEER REVIEWED) Levy, H. (2008). Meeting the Needs of All Students through Differentiated Instruction: Helping Every Child Reach and Exceed Standards. //Clearing House: A Journal of Educational Strategies, Issues and Ideas//, //81//(4), 161-164. Retrieved from ERIC database. Summary: “Students enter classrooms with different abilities, learning styles, and personalities. Educators are mandated to see that all students meet the standards of our district and state. Through the use of differentiated instruction strategies, educators can meet the needs of all students and help them to meet and exceed the established standards. In this article, the author gives practical examples of how to differentiate content, process, and product for your students. Grouping techniques, assessment strategies, and tiered lessons are also addressed.” (Author Abstract) 14. Wohlwend article Boldt, G., Salvio, P., Taubman, P., & Bank Street College of, E. (2009). //Classroom Life in the Age of Accountability. Occasional Paper Series 22//. Bank Street College of Education. Retrieved from ERIC database. **Summary:** “Concerned that various reforms promising greater professional autonomy and status as well as student success are actually disempowering teachers, impoverishing intellectual life in schools, and serving as a portal for the marketization of teaching and education, editors invited teachers to respond to the ways in which the proliferation of standards and testing combined with their own loss of professional control is altering the landscape of American education. The editors' goal was to raise questions about whether and how educators are balancing the demands of high stakes testing, scripted curricula, and a focus on performance outcomes with the emotional complexity of classroom life. Selections include: (1) Squeezed, Stretched, and Stuck: Teachers Defending Play-based Learning in No-nonsense Times (Karen E. Wohlwend).” (ERIC Abstract)

15. Ravitch article http://www.nytimes.com/2010/03/03/education/03ravitch.html

From NYT: =Scholar’s School Reform U-Turn Shakes Up Debate=

Published: March 2, 2010
16.New York City Public School Reform: A Line Teacher's View (PEER REVIEWED) 17 Peer reviewed Powell, K., & Kalina, C. (2009). COGNITIVE AND SOCIAL CONSTRUCTIVISM: DEVELOPING TOOLS FOR AN i EFFECTIVE CLASSROOM. //Education//, //130//(2), 241-250. Retrieved from Academic Search Premier database.