Abstract
Equity of student learning relies on diversity in the classroom curriculum. As experts in culture and language examine and expound on the methods that are effective in teaching L1 and L2 learners, strategies become available to classroom instructors. Research consistently reveals the layers of involvement that learners exhibit with language learning.

From the Paper
Language and Culture in Classroom Learning The velocity at which schooling in America is becoming diverse affects teachers, learners, and society at a level that impacts the economic and social vitality of the United States. As populations in the public schools reflect the multicultural nature of the nation, there is an urgent need for a focus on equity that is a cornerstone of educational history and policy (NCREL). Educators and teachers, to be effective, must integrate diverse and multicultural frameworks into the classroom in order that all students may learn (Chamot and Kupper, 1989, p. 21). Equity of student learning relies on diversity in the classroom

Tags:language, culture, classroom

Abstract
The paper discusses community, classroom and student characteristics that include geographic factors, community and school population, socio-economics, race/ethnicity, community stability and classroom rules and routines, grouping patterns, scheduling and arrangement and how they affect the teaching/learning process. The paper explains that contextual factors also acknowledge the impact of aspects like attitudes, perceptions, expectations, abilities, gender, socio-cultural background and maturity on every learning experience. The paper also looks at how community, classroom and student characteristics influence instructional planning and assessment.

From the Paper
"It generally goes without saying that contextual factors play an important role in mathematical classroom via the way they affect the teaching/learning process. Among these factors are environmental (geographic location), community and school population, socio-economics, race/ethnicity, community stability, political climate and community support for education as well as classroom factors represented by rules and routines, grouping patterns, scheduling and classroom arrangement. Student characteristics should also be examined when designing instruction and assessing learning, such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities and skill levels."

Tags:community, classroom, student, instructional, planning, assessment

Abstract
In this article, the writer discusses effective classroom management following classroom placement experience. The writer concentrates on the dynamic tension between theory and practice. The writer discusses that there are numerous challenges involved in the implementation of a theoretical template of classroom management within actual teaching practice.

From the Paper
"Over the course of both my classroom studies and my classroom experience during my placement, my ideas regarding effective classroom management have evolved considerably. This essay will explore the range of this evolution, with a particular emphasis upon what I regard as the dynamic tension between theory and practice. As I will demonstrate, with reference to both my own experiences and those of my peers ..."

Tags:education, classroom, management

Abstract
In this article, the writer discusses a trend appearing over the past several decades in the classroom and within the dynamic of teacher and student roles. The writer studies the beliefs of Mark Edmundson and Gloria Watkins, both of whom are of the opinion that teachers certainly need to connect with their students and make classrooms a gratifying experience. However, both also feel that many teachers are confusing education with entertainment in many ways and in order to be popular and affable they are not challenging students to learn and grow. The writer maintains that hence they may have become too cool for the classroom. The writer concludes that in the current era of political correctness and the feeling that children have suddenly become too sensitive to risk challenging, many teachers have taken the popular stance of familiarizing themselves with the new culture of making learning enjoyable, but to the extent that it may not challenge.

From the Paper
"Teacher as the disembodied mind is the same as the role of doling out information for students to absorb, or not. There is often no real interaction in the classroom that sparks the mind of the student to think on his or her own.
"In an article that Edmunson wrote entitled, "How Teachers Can Stop Cheaters," he regards teachers as a primary cause for not making student think, or understand that what they are learning is important to their lives and not just their careers. He cites a rather famous teacher from the past in this regard..."

Tags:teachers, students, classroom, careers

Abstract
This paper presents an introduction and discussion of classroom discourse. The paper discusses the types of discourse situations in classrooms and analyzes current thinking about classroom discourse.

From the Paper
"Teaching is a demanding profession in which no two students are alike and no two days are alike. Teachers are responsible for motivating, liberating, educating and inspiring their students. Ira Shor, in "Empowering Education", suggests that good teachers do not talk at their students they talk with them. Similarly, a good teacher will not impart information unilaterally to students but will dialogue with students and encourage students to share their opinions. Ideally, such discussions will be simultaneously spontaneous and structured. David Reynolds, in "Educational Review" disagrees with..."

Tags:education, classroom discourse, participative, IRE, inquire, respond, evaluate

Abstract
This paper discusses teacher attitudes toward mainstreaming special needs children into the general education classroom. It discusses the need to create collaborative and supportive systems where teachers do not feel isolated and unsupported in the classroom so that they can effectively overcome barriers to learning that may exist, as well as overcome the largest barrier - the resistance to change. The paper also looks at the strengths and weaknesses of the system.

Table of Contents:
Introduction
Perception is Key
Strengths and Weaknesses
Theory and Practice
Action Learning
Action Research
Conclusion

From the Paper
"Learning in the workplace has increased in both efficacy and application with regard to the teaching classroom. This is in part in response to mandates that forced the system to reevaluate the preparedness of teachers in the filed, with regard to mainstreaming students. Different schools and districts of course vary in effectiveness, both by self and outside evaluation in both instructing special needs children and in supporting teachers to do so. Creating collaborative and supported system where teachers do not feel isolated an unsupported in the classroom is essential to overcoming barriers to learning that may exist as well as to overcome the largest barrier the resistance to change. The strengths and weaknesses of the system as it stands are therefore variable to place and time but the classroom itself, if supported is one of the best learning environments for teachers that exists as the experience of teaching cannot be explained in theory as well as it can be lived in the classroom."

Tags:evaluation, classroom, students, support, handicap

Abstract
This paper presents a reflective observation from a writer who observed a general education kindergarten and a pre-K classroom for a period of eight weeks. In addition the writer observed an inclusion pre-K and an inclusion kindergarten classroom for a period of eight weeks. The writer then explains how the preconceived notions about the students and teaching in general changed during these observations.

Outline:
General Education Kindergarten
Prior to Observing Kindergarten
Preschool

From the Paper
"As I began my eight week observations however, I found that many of the ideas that I had prior to the observation period simply would not work or hold up in the reality of an everyday classroom. In addition I didn't understand how important inclusion is not only to the special needs students but to the students who are not special needs. The eight week observation period in each classroom style with each age level encouraged me to develop new ideas and beliefs about the importance of inclusion at this age level and encouraged me to be open to new ideas in regular general education as well. "

Tags:classroom, observation, preschool, kindergarten, inclusion

Abstract
This paper presents a study that explores the use of an old concept; static learning with a new concept, captive learning to address the specific problem which is to create a method to deliver information to students without increasing the amount of time in the school day. The purpose of this study is to determine if a relationship exists between the repeated exposure in a static/captive learning environment and science TAKS test scores of the fifth graders. This study also places fifth grade TAKS science information in strategic and obvious places in bathrooms to ascertain the effect this learning strategy has on test scores. Several tables are included for reference.

Outline:
Introduction
Statement of the Problem
Problem Background
Purpose Statement
Significance of the Problem
Significance of the Study to Leadership
Nature of the Study
Research Method
Research Question
Hypotheses
Theoretical Framework
Dependent and Independent Variables
Definition of Terms
Literature Review
Animated Illustrations to Improve Technical Document Comprehension in Young Students
Effective use of illustrations is an important facet of instructional message design
Static in the Electronic Classroom: Can Technology Get in the Way of Learning?
Focus on Basic Achievement Level on NAEP Stirs Concern
NCLB and Testing
The Dependent Variable
Dangers with High-Stakes Tests
Texas Teachers Respond
Teaching the Curriculum, Not To the Test
The effect of time and level of visual enhancement in facilitating student achievement of different educational objectives
Comparison of Static and Dynamic Media Types for Process Oriented Learning Tasks
Conceptual Framework for Consideration in Multiple-Representation in Learning
Conclusion

From the Paper
''In a majority of the states, there are 420 minutes, or seven hours, in a school day. The seven hours must include reading, math, grammar, handwriting, spelling, science, social studies, lunch, recess, physical education, music, library, computers, art and bathroom breaks (Dean, 2004). NCLB requires a ninety minute, uninterrupted block for reading instruction to those districts receiving money for the Reading First initiative. If one subtracts the ninety minutes from the four hundred twenty minutes, there are three hundred thirty minutes left. Most schools require sixty minutes of mathematical instruction which leaves two hundred seventy minutes. Subtract the required thirty minutes for lunch and there are two hundred forty minutes left. Schools now require forty five minutes of physical education each day due to increasing childhood obesity. A forty five minute block serves as the planning period for teachers. Time must be subtracted when children are transported, which means a loss of approximately twenty minutes each day. This difference in time leaves one hundred seventy five minutes to divide between grammar, handwriting, spelling, writing, science, social studies, library, music, art, computers, social values, manners and recess. If library, music, art, computers, social values, manners and recess, are omitted there are 29 minutes left to teach each of the other subjects.''

Tags:instruction, teaching, classroom

Abstract
The paper quotes the first and fourteenth amendments of the US Constitution upon which the church vs. state disputes are based and refers to several famous cases on this issue. The paper shows how schools cannot create an environment whereby the idea of a "God" exists, while students must also exhibit some control over the exercise of their religious freedom within the public school. The paper looks at the dangerous waters of "silent prayer" statutes and how teachers cannot proselytize, lecture about religion as an endorsement of religion, and cannot ask students to pray. The paper then relates that teachers can talk about Christmas and religion in public schools as long as the instruction is objective, inclusive, and balanced, but this may well be an almost impossible goal to achieve. The paper concludes that since countless humans are being killed daily in the name of religion, perhaps Thomas Jefferson and our Founding Fathers were right to insist on the separation of church and state, no matter what the cost.

Outline:
Introduction
Constitutional Framework
Defining the Constitutional Wall: School-Sponsored vs Private Devotionals & the Pledge
Students' Rights and Restrictions
Silent Prayer Statutes
Proselytization in the Classroom
The Tension Between Teachers' Rights and Restrictions
Conclusion

From the Paper
"Public education has evolved just as other societal practices and government agencies do over time, changing with the creation, interpretation, and revision of laws. The history of education is littered with religious teaching and observances yet in todays modern world, the times or school policies are changing. Efforts to identify the appropriate relationship between government and religion have generated substantial controversy in our nation, and since the mid-twentieth century, schools have provided the battleground for some of the most volatile disputes (Cambron-McCabe, McCarthy, Thomas, 2004, p. 25). The struggle to balance freedom of religion and state sponsored proselytization continues today with lower courts often at odds with each other on where to draw the line."

Tags:amendments, Constitution, teachers, students, proselytization, prayer

Abstract
This paper examines the Drug Abuse Resistance Program (DARE), which features police officers coming into the classroom to teach about the dangers of drugs and alcohol. The DARE program includes accurate information about drugs and alcohol, teaches students how to say no to drugs and helps them develop good decision making skills. It also teaches students about the consequences of their behavior,helps them build self-esteem and teaches them to resist peer pressure. The author also presents research that illustrates D.A.R.E.'s successes and failures in combating substance abuse among today's youth, especially since the age that children are coming in contact with drugs has been steadily dropping over the past decade.

From the Paper
"Since its inception, there have been various studies concerning the effectiveness of DARE at reducing youth drug use, most with mixed results. For example, a 1990 Canadian government study reported that DARE had no significant effect on the use of marijuana, acid, heroin, crack, glue, and PCP. http://www.druglibrary.org/schaffer/library/daremenu.htm). In addition, a 1991 Kentucky study by the National Institute on Drug Abuse showed that after initial improvements in students? attitudes toward drug use, the positive effects did not last and there were no statistically significant differences on the rate of drug use by children who receive DARE training versus children who do not. (http://www.cannabisnews.com/news/ thread2684.shtml; http://www.druglibrary.org/schaffer/library/daremenu.htm). A 1993 Research Triangle Institute, National Institute of Justice, study that included a statistical analysis of all DARE research indicated that DARE has a limited to essentially non-existent effect on drug use. (http://www.druglibrary.org/schaffer/library/daremenu.htm)."

Tags:peer, pressure