This practical book is designed to equip K-8 teachers with an array of computer tools they can use to promote reading, writing, and critical thinking in their classrooms. A direct and efficient writing style will make it a frequently used reference. The book focuses on the major concerns that teachers face when integrating computer technology into the classroom and provides realistic suggestions and lessons that can be easily implemented. Coverage includes important information on how to become a facilitator who helps students use technology, how the Internet can enhance students' literacy education, and how to help students write and publish their work. An ideal resource for all teachers who are interested in improving their instruction with technology.

Using Technology in K-8 Literacy Classrooms

Reference

Anderson, Rebecca S.

Speck, Bruce W.

Words, Language & Grammar

Pearson College Div

Teaching Revising and Editing is devoted to the many facets of the writing, revising, and publication process. It provides a comprehensive overview of the literature over the past 25 years and applies to writing activities in K-12, undergraduate, graduate classrooms, and the workplace. Each listing is annotated, giving readers a great deal of significant information about each source.
Over 800 annotated entries for books, articles, reports, bibliographies, and other sources are included. The book is divided into sections on teaching revision and editing in academic and nonacademic settings. Special classroom issues such as teaching learning disabled students, non-native writers, and ESL classes are discussed. And, there are sub-sections on business classes, developmental writing classes, and technical writing courses. The nonacademic sections provide sources that cover revising and editing in the general workplace and writing material for newspaper and magazine submissions. Detailed author and subject indexes will help readers find specific topics of interest.

Teaching Revising and Editing: An Annotated Bibliography (Bibliographies and Indexes in Mass Media and Communications)

Hinnen, Dean A.

Hinnen, Kathleen

Business & Money

Praeger

Peer review is the sometimes controversial practice of subjecting an academic manuscript or project to critique by scholars in the same area of expertise. It is employed widely by journal editors and, to a lesser extent, by book editors, and it is a major factor in the determination of foundation grants. Doubts have been raised about the efficacy and ethics of peer review, but the process has never been systematically studied. Speck has collected and carefully analyzed and annotated 780 sources published from 1960 to the present which would provide the basis for such research. A detailed classified subject index pinpoints specific issues in the author-editor-referee relationship.

Publication Peer Review: An Annotated Bibliography (Bibliographies and Indexes in Mass Media and Communications)

Politics & Social Sciences

Social Sciences

Greenwood

While the grading of student writing is of central concern to composition studies and to teaching, the process has not been clearly defined. The act of assigning a grade raises such issues as how teachers read student writing, whether form and content are of equal concern, what the purpose of grading is, and whether grading should take place at all. The vagueness of grading points to the complexity of the topic, which encompasses such matters as student peer review, psychometrics, student-teacher conferences, portfolios, collaborative learning, and English-as-a-Second-Language. Because of the centrality of grading and its complexity, the topic has generated a large body of literature. This reference book is a helpful guide to the vast and sometimes bewildering body of research on the grading of student writing.
The volume includes entries for more than 1300 books and articles on grading published between 1970 and 1996. Each entry includes an annotation that summarizes the work and its importance. The entries are grouped in several broad chapters, with most chapters containing numerous subsections. Thus the book covers such topics as holistic grading, portfolio assessment, collaborative approaches to assessment, essay tests, creative writing, whole language, standardized tests, and student progress. The entries are arranged alphabetically within each subsection, and the author and subject indexes allow the user to access information quickly.

Grading Student Writing: An Annotated Bibliography (Bibliographies and Indexes in Education)

Catalogs & Directories

Collaborative writing has attracted much attention in the last 25 years, though it eludes clear definition. In its simplest sense, it is writing done by more than one person. But in a broader sense, even a work by one author involves collaboration. The author typically builds on the work of others and revises the writing in response to feedback. This feedback can come from a student's peers or teacher in a classroom setting, it can come from experts and editors who assess a scholar's writing, or it can come from colleagues and clients in the world of business. This bibliography is a guide to research on collaborative writing published from the early 1970s to 1997.
Included are nearly 1000 annotated entries for books, articles, reports, bibliographies, and other materials. These entries are clustered in two broad parts, each of which contains numerous topical sections. The first part of the book is devoted to collaborative writing in academic settings and covers such topics as classroom issues, peer review and tutoring, the role of computers and technology, particular types of classes, and ethical and gender concerns. The second looks at collaborative writing in nonacademic settings. Included are works on corporate acculturation, group dynamics, policies and procedures, industry-university collaboration, and technical reports. Entries are arranged alphabetically in each section, and detailed author and subject indexes provide easy access to the material.

Collaborative Writing: An Annotated Bibliography (Bibliographies and Indexes in Education)

Literature & Fiction

Dice, Catherine P.

Heaton, Leon

Johnson, Teresa R.

History & Criticism

Assigning grades to student work raises many dilemmas for college and university teachers. This volume helps teachers deal with these dilemmas by providing rubrics to be used as guides for scoring various kinds of student performance. The authors offer a range of alternative approaches to assessing student performance that are rooted in the belief that students should be active rather than passive learners.They draw on their own classroom experience to explain how to use each assessment measure presented--including developing criteria, integrating peer and self-assessment, and assigning grades--and discuss the advantages and disadvantages of each. This is the 74th issue of the quarterly journal New Directions for Teaching and Learning.

Changing the Way We Grade Student Performance: Classroom Assessment and the New Learning Paradigm: New Directions for Teaching and Learning, Number 74 (J-B TL Single Issue Teaching and Learning)

Education & Teaching

Schools & Teaching

Jossey-Bass

Collaboration is interwoven in the writing process in both obvious and subtle ways--from a writer using the language that he or she inherited, to referring to the works of other writers both explicitly and implicitly, to writing together with a colleague. In this book, the author explains that collaborative writing can be a useful pedagogical tool professors can use to help students actively learn about the subject matter and about themselves.

Facilitating Student's Collaborative Writing Report (Volume 28, Report No. 6, 2001)

Higher & Continuing Education

This monograph summarizes the research and provides practical advice on how to structure collaborative writing for students in the higher education classroom. The monograph begins with compelling pedagogical support for collaborative writing projects based on the research that has emerged in cognitive and learning theory over the last 30 years. Helpful advice is provided related to the range of collaborative writing opportunities that can be offered, ways to form groups, and approaches to integrate technology. A final topic is grading, which is particularly difficult for collaborative writing projects. The monograph provides the support a faculty member familiar with collaborative learning theory needs to alter his or her classroom habits. (Contains 306 references.).

Ed466 716 - Facilitating Students' Collaborative Writing: Ashe-Eric Higher Education Report, Jossey-Bass Higher and Adult Education Series

BiblioGov

Maxine Smith's Unwilling Pupils is the authorized biography of Maxine Atkins Smith. As such it tells the story of the civil rights movement in Memphis from Smith's viewpoint. Primarily based on newspaper accounts from the 1960s and 1970s and on Smith's papers housed at the Memphis Public Library, the book also draws from a rich source of interviews conducted by the coauthors and others. This book presents a well-balanced historical background of the civil rights era even while serving as a tribute to Maxine Smith and her work. A panoramic view of Maxine's life, Maxine Smith's Unwilling Pupils, presents one woman's struggle as a prism for understanding the human dimensions of the fight for equality. The biography portrays Smith's lifelong focus on education as she tried to enlighten both blacks and whites about equality and the inalienable rights of all races. Along the way she became the face of the civil rights movement in Memphis during a critical time in the movement's history. Maxine's unwilling pupils often hated her for her outspoken and tenacious advocacy for those rights; her followers loved her for her unwavering commitment to ensure the rights of African Americans. Smith's selfless struggles as chronicled in this biography will leave no doubt that her influence on the progress of civil rights in Memphis was profound. Moreover, her example of tireless commitment should inspire the efforts of new generations of equal rights activists to come. Sherry L. Hoppe is president of Austin Peay State University. She has coedited a number of volumes with Bruce W. Speck in the New Directions for Teaching and Learning series. She is coeditor, with Dr. Speck, of Service-Learning: History, Theory, and Issues. Bruce W. Speck is provost and vice president for academic and student affairs at Austin Peay State University. He is the co-author, with Jordy Rocheleau, of Rights and Wrongs in the College Classroom: Ethical Issues in Postsecondary Teaching. He has written numerous articles and contributed to edited volumes.

Maxine Smith's Unwilling Pupils: Lessons Learned in Memphis's Civil Rights Classroom

Biographies & Memoirs

Hoppe, Sherry L.

Community & Culture

Univ Tennessee Press

While the grading of student writing is of central concern to composition studies and to teaching, the process has not been clearly defined. The act of assigning a grade raises such issues as how teachers read student writing, whether form and content are of equal concern, what the purpose of grading is, and whether grading should take place at all. The vagueness of grading points to the complexity of the topic, which encompasses such matters as student peer review, psychometrics, student-teacher conferences, portfolios, collaborative learning, and English-as-a-Second-Language. Because of the centrality of grading and its complexity, the topic has generated a large body of literature. This reference book is a helpful guide to the vast and sometimes bewildering body of research on the grading of student writing. The volume includes entries for more than 1300 books and articles on grading published between 1970 and 1996. Each entry includes an annotation that summarizes the work and its importance. The entries are grouped in several broad chapters, with most chapters containing numerous subsections. Thus the book covers such topics as holistic grading, portfolio assessment, collaborative approaches to assessment, essay tests, creative writing, whole language, standardized tests, and student progress. The entries are arranged alphabetically within each subsection, and the author and subject indexes allow the user to access information quickly.

Grading Student Writing

Greenwood, John Ed.

Information Age Publishing

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