home > reviews > brief reviews, april 2004
Burke, Jim (2003) Writing Reminders: Tools, Tips and Techniques. Portsmouth, NH: Heinemann.
Pages: 396 Price: $26.10 ISBN: 0-86709-521-0
Reviewed by Karen S. Romito, Educational Consultant (Curriculum Management Systems, Inc., Phi Delta Kappa, Association of California School Administrators, Consortium on Reading Excellence) and doctoral student, St. Mary’s College of California.
Cavigioli, Oliver & Harris, Ian (2003) Thinking Visually: Step-by-Step Exercises that Promote Visual, Auditory and Kinesthetic Learning. Portland, Maine: Stenhouse Publishers.
Pages: 120 Price: $19.00 ISBN: 1-55138-155-9
Reviewed by Karen C. Fontana, Mohawk Valley Community College and Elmira College
Diffily, Deborah & Sassman, Charlotte (2004) Teaching Effective Classroom Routines: Establishing Structure in the Classroom to Foster Children’s Learning—From the First Day of School and All Through the Year. Grades K-2. New York: Scholastic.
Pages: 128 Price: $15.99 ISBN: 0-439-51380-4
Reviewed by Dr. David Lee, presently Assistant Professor of Education in the Educational Leadership Department at The University of Southern Mississippi. He has been a teacher, principal, superintendent of schools, and deputy state superintendent for the State of Louisiana.
Ehrenworth, Mary (2003) Looking to Write: Students Writing through the Visual Arts. Portsmouth, NH: Heinemann.
Pages: 171 Price: $20.00 ISBN: 0-325-00463-3
Reviewed by John P. Renaud, The University of Miami Libraries
Flippo, Rona F. (2004) Texts and Tests: Teaching Study Skills Across Content Areas. Portsmouth, NH: Heinemann.
- Free learning skills handouts
http://www.coun.u vic.ca/learn/hndouts.html - Free K-W-L generator
http://www.teach- nology.com/web_tools/graphic_org/kwl/ - PQR3 review site
http://www.how-to- study.com/pqr3.htm - General Study Skills checklist
http://www.gwd50.k12.sc.us/BRW -Web/StudySkills%5Cstudy_skills.html - A link site by grade level for study skills and test taking
skills
ht tp://www.wannalearn.com/Academic_Subjects/Study_Skills/ - However, for those in a hurry, this book offers a brief
overview of well-known teaching methods and, the best part, some
good tables. If that is worth the price, and you don’t have any
other expectations, buy the book. If you are looking for something
specific, look elsewhere.
- Overall, Flippo’s book is overly simplistic by revealing the obvious such as those students who have been trained on how to answer exam questions have higher scores. Flippo's research is somewhat hidebound as she quotes her other books to make points. Indeed, in her seven page reference section (remember the information section of this book is only 120 pages long.) she lists her own publications seven times. That might be a record for such a short book.
- The good news is that the last pages have some good tables that are handy such as “predict-test-conclude,” a form that helps students form a hypothesis and defend it. The Assignment Analysis Sheet, which forces the teacher to look more closely at the strategies and outcomes of classroom work, the Study Skills and Strategies checklist, and the Think-Through and Do” sheet is handy as were the essay checklist and the K-W-L (Know-What-Learn) table.
Pages: 127 Price: $17.00 ISBN: 0-325-00491-9
Reviewed by Alan Haskvitz, Reach Every Child, http://www.reacheverychild.com
Greenwood, Scott C. (2004) Words Count: Effective Vocabulary Instruction in Action. Portsmouth, NH: Heinemann.
- Few Language Arts teachers would deny the importance of vocabulary instruction but the dilemma is how to make it a meaningful part of the daily curriculum. Traditionally memorizing "important words", mastering a number of root, prefix and suffix lists, and using new words correctly in sentences has been the sum total of most vocabulary instruction. Has this been effective? Scott Greenwood, an assistant professor of literacy at West Chester University, would say, "No!"
- "For too many teachers, vocabulary instruction is like spelling instruction: they know they ought to be doing it, but they don't generally know much about how. So they assign it rather than teach it, falling back on how their teachers taught," (p.2) Greenwwood writes. He continues that the assumption of traditional vocabulary instruction is that "knowing a definition is the same thing as thoroughly and flexibly knowing a word's meaning" (p. 2). That, Greenwood believes, isn't necessarily so and, in the long run, may do more harm than good.
- After debunking the old way of teaching vocabulary in the first chapter of Words Count, Professor Greenwood proclaims the "good news". There are a whole range of learning strategies that can be brought to bear that will not only make vocabulary acquisition enjoyable but will also make students active agents in the process.
- Citing recent research to support the principles of sound vocabulary instruction, which are explained in Chapter Two, the author explains that the ultimate goal is to make the students independent learners. The teacher's function is to be cognizant of the various strategies available and then select the appropriate ones based on knowledge of the class' personality and needs.
- From thoughtful instruction in the use of the dictionary, the thesaurus, and the glossary to the use of context clues and mastering structural analysis, the strategies suggested are not necessarily new. So the key, then, appears to be in the delivery rather than the technique.
- Greenwood believes that, "Effective teachers recognize the power of interest and choice. Good teaching recognizes that successful learners construct their own knowledge and effective vocabulary teachers present new vocabulary in ways that model good learning" (p.13). These ways are identified in the following chapters that focus on making the "vocabulary connection" with literature, writing and the rest of the curriculum. The nuts and bolts aspect of this includes information on mapping techniques, semantic feature analysis, utilizing context clues, word games, etymology, and a range of other approaches to vocabulary enhancement.
- The book concludes with a section on assessing vocabulary acquisition and over 40 pages of lists which range from antonyms and roots to homographs and strategies for solving analogies.
- Teachers on any grade level will probably find this guide of interest but a glance at the classroom photos and student work used throughout the book make it clear that Dr. Greenwood's focus is on elementary school youngsters.
Pages: 202 Price: Out of Print ISBN: 0-325-00648-2
Reviewed by Robert F. Walch, Retired educator, Monterey, California
Kellett, Mary & Nind, Melanie (2003) Implementing Intensive Interaction in Schools: Guidance for Practitioners, Managers, and Coordinators. London: David Fulton Publishers.
- Implementing Intensive Interaction in Schools: Guidance for Practitioners, Managers, and Coordinators has its origins in Mary Kellett’s doctoral study, for which Melanie Nind was a supervisor. They explain, “Inevitably, the study evolved in an organic way to tell us much about the issues of implementing the approach in schools as about the effects of using the approach for the pupil participants” (p. 1). For Kellett and Nind, “In essence this boils down to three main concepts: change, innovation and implementation and to the relationship that exists between them” (p. 19). Similarly, they emphasize that “practtioners in schools cannot concern themselves with approaches like Intensive Interaction in a vacuum” (p. 2).
- The authors "assum[e] that readers of this book already have some familiarity with Intensive Interaction and some desire to see it used, or used to better effect, in their establishment” (p. 2). They suggest numerous resources for those unfamiliar with Intensive Interaction. As one who knew nothing about this pedagogy, I felt initially uncomfortable and wondered how I could proceed. However, despite their disclaimer, Kellett and Nind provide ample information for any reader to develop some sense of Intensive Interaction and the issues.
- In “Part One: Right from the Start,” they clearly explain Intensive Interaction, including a brief history of its origins and a bulleted list of key features. To distinguish it from other superficially similar approaches, they stress, “Inherent to Intensive Interaction is that the style is used deliberately and purposefully to facilitate social and communication development primarily and with this emotional and cognitive development also” (p. 12). They add that an “important factor in what makes Intensive Interaction different from the intuitive interactions of caregivers is the complementing of intuitive elements with the professional elements of planning monitoring and critical reflection” (p. 13). Part One also includes an overview of theory, some conceptual frameworks, and practical guidance for implementation.
- “Part Two: Learning from Experience” reviews in great detail six case studies, with special emphasis on what works and what doesn’t. Each study includes a synopsis of the child’s situation, an overview of the data, highlights of the case, and a summary of implications. Each case is unique enough to prevent redundancy. While more knowledgeable readers will better understand the issues involved, one easily can cull out the key facets about each child. Furthermore, the amount of data collected in each case is impressive: months of observation and dozens of data lots. All of it is broken down and scrutinized. Numerous graphics, graphs, and tables illuminate some of the findings. For persons with some expertise, all this information must prove enlightening.
- The final two sections move from case study into theory and possible implications. In “Part Three: Best Practice,” some conclusions coalesce into implementation strategies for optimizing student progress through Intensive Interaction. The authors directly address issues such as curriculum, accountability, and inclusion. They outline how Intensive Interaction can work within the guidelines of the English National Curriculum. “Part IV: The Research Frontier” challenges practitioners to conduct their own research and school-based studies. Rather than sound a charge, though, the section becomes a bit pedantic and bogged down in basic points about research that readers likely know.
- Many will value this book, particularly those who believe in Intensive Interaction and are looking for more information to support their cause. Particularly in “Part 3: Best Practice,” Kellett and Nind offer some provocative ideas about Intensive Interaction that all teachers should remember. They stress, “Intensive Interaction is a positive response to pupil diversity. It focuses on making the curriculum fit the pupil and not the pupil fit the curriculum” (p. 153) and “it is less concerned with outcomes that with active learners and learning processes” (p. 154). They challenge us to risk change: “In bringing something new to our pedagogy we must not be afraid of deconstructing that which is already there” (p. 156).
- Ultimately, Kellett and Nind present a strong, compelling case for Intensive Interaction because it “fosters emotional engagement with learning, and between teacher and learner” (p. 159). In education, is anything more vital?
Pages: 205 Price: £ 18 ISBN: 1-84312-019-4
Reviewed by Mark Crotty, Director of Curricular Programs PK-12, Greenhill School, Addison, TX.
Peirce, Elizabeth (2003) Multi-Faith Activity Assemblies: 90+ Ideas for Primary Schools. London and New York: RoutledgeFalmer.
- As an Associate Professor in a teacher education program, I teach a mandatory course in educational equity at the Faculty of Education, Queen’s University. I am constantly in search of books for beginning teachers that provide some guidance in helping them teach not only about diversity but also in classrooms comprised of students from different ethic and cultural backgrounds. I found both in Multi-faith activity assemblies. It was a treat to read this book, and a delight to be able to review (and recommend) it.
- The book is clearly a book for educators, both at the school level (school administrators) and at the classroom level (teachers). It provides lesson plans that inform students about various aspects of different faiths. Moreover, it provides suggestions on how to get these ideas across to the students through the use of cooperative learning techniques, especially active learning, and with an overall goal of the ‘peaceable’ classroom.
- The structure of the book is straightforward. It is divided into sections that focus on, for the most part, important and meaningful issues in a young person’s life: birth (or section 1, new beginnings); places of worship; friends; festivals; rites of passage; water themes; animals and birds; and inspirational leaders. All topics, except the last one in my opinion, deal with issues that an elementary school student would be encountering, at home, at school, or at both places.
- I shall briefly review the content of the book. The first section, new beginnings, has chapters on very common themes for a young person: who I am, babies, moving house, first day of school, and different new year celebrations in the populations that are common to students in British schools: Christianity, Judaism, Buddhism, Sikhism. The next chapter explores places of worship, and adds Islam to the religions explored in the previous chapter. Here, different religions are depicted, but in very low key, non threatening ways, for example looking at the structure of a synagogue (Judaism) or going to visit a mosque (Islam), or exploring Christianity around the world.
- I especially enjoyed the next section, friends. The entire orientation is about friendship, and about resolving our differences with our friends in a peaceful way. Yet I found it somewhat disconcerting to read the activity, ‘The good me and the bad me.’ As an educator, I believe that we should not weigh on the negative or inappropriate behaviours in our classes, but instead should focus on positive or affirming behaviours. I recognize, however, that this is a particular bias which I have and, hence, would have the freedom not to choose this activity or to simply modify it to only include ‘the good me.’
- Section four is about major festivals, adding festivals from Hinduism to the different religions addressed in this book. This is another excellent section, containing material and activities that could be used throughout the year. It also lends itself quite well to lessons on comparisons – comparing religious festivals that are some basis of similarities. The ‘rites of passage’ section is particularly important in religious schools, or for students in a secular school but taking religious lessons as extracurricular activities. I believe that this section adds to the students’ understanding of each other. My only hesitation with this chapter is that its content may be more relevant to students who are at the senior end of elementary school (grades 7 and 8), and hence not the primary school students indicated in the subtitle of the book.
- The next two sections deal with common themes for youngsters: water, and animals and bird. Incorporating folk stories not only from different countries (such as China and India) but also from different religions other than Christianity (such as Sikhism and Buddhism) is an excellent technique so that children from different cultural and ethnic groups can hear their own common tales in the classroom.
- The second to last section is titled ‘inspiration leaders’ and begins with a story about Jesus. It then includes stories and activities about many of the religious leaders around the world, for example, Mahatma Gandhi. Again, I am not sure that these stories are as meaningful to primary students as they would be for older children (again, say in grades 7 and upwards). There are two non-religious stories of two children who are leaders -- a story about Grace Darling and her courage helping others, and a story about an unknown boy hero as he helped another boy by demonstrating compassion. These stories are good, but they are hidden amongst the stories of religious leaders. Perhaps one more section of stories and activities that highlight children from around the world who have demonstrated leadership or other exemplary behaviours for primary children to model could be added if this book undergoes a revision or second edition.
- The final section in the book is entitled ‘Background Information for Teachers.’ It contains excellent content information on the following religions: Buddhism, Christianity, Judaism, Hinduism, Islam, and Sikhism. Basic terms are defined; the religions are described; references and websites are provided. This, in my opinion, is exactly what teachers want – good information that is relatively up-to-date, and is located in one place for easy referencing and quick follow-up.
- I thoroughly enjoyed this book, and from the two perspectives: one, as a professor in a Faculty of Education who is preparing future teachers to teach a diverse student population; and two, as a former elementary teacher. Teachers are in need of both content (what to teach) and process (the activities); this book provides both. Moreover, this book promotes inclusive practices -- active learning, cooperative learning techniques, and activities that should be common to the majority of students in today’s elementary classrooms.
Pages: 258 Price: $31.95 ISBN: 0-415-30359-1
Reviewed by Ruth Rees, Associate Professor, Faculty of Education, Queen’s University, Kingston, Ontario, Canada
Power, Thomas J., DuPaul, George J., Shapiro, Edward S., & Kazak, Anne E. (2003) Promoting Children’s Health: Integrating School, Family, and Community. New York: The Guilford Press.
- Promoting Children’s Health was written by multiple authors whose individual efforts were not identified in the work so I will refer to them collectively as the authors. The main premise of the book is that children’s health cannot be treated in isolation from the many systems that affect their well being and that these systems need to work collaboratively. The authors refer to Brofenbrenner’s (1979) social-ecological model and “According to this model, each system in a child’s life (e.g., family, peer group, school, and healthcare services) is linked with one or more of the other systems to form a network of interconnected systems or mesosystems” (p. 11). These systems need to form new relationships with each other and to reconsider the roles that they are to play in prevention, treatment, and assessment of children’s healthcare.
- There are four sections in Promoting Children’s Health, which are further subdivided into chapters. Part I – Understanding the Context relates the changing healthcare, education, and social policy environment that has resulted in increasing demands upon schools and families. Parents, physicians and schools need to coordinate required care for these students so that they can participate in the most inclusive setting possible. The increasing use of pharmacological intervention has implications for student behavior both at home and in classroom settings. This has resulted in a need to coordinate the assessment, dosage, and evaluation process.
- The authors discuss the strengths and weaknesses of the various healthcare settings and give suggestions of how collaborations might take place. The importance of offering health services in culturally relevant modes is emphasized. They note that, “For the minority families, most preclinic contacts were through informal networks, including families, neighborhood organizations, or faith- based organizations” (p. 39). These diverse points of access to heath information and services suggest the need for a new model.
- Part II – Developing Intervention Strategies begins with a discussion of various assessment models and again the authors address the strengths and weaknesses of each model. They also tie assessment to intervention strategies and state that, “Assessment data traditionally have been used to delineate problematic areas and to make diagnostic decisions. Ultimately, however, these data are most useful when they can pinpoint possible treatment directions and guide the design of specific intervention plans” (p. 61). Chapter four talks about the special challenges of integrating children with health problems back into a classroom setting. The authors identify stakeholder groups that need to be brought into the process and they include teachers, health professionals, parents, and peers. The importance of adherence to treatment is emphasized and the authors explain, “Our premise throughout this chapter is that adherence is a broad construct, best framed as a process of collaborative management involving the patient, family, healthcare team, and school” (p. 121). Pharmacological interventions are addressed in chapter six and the authors give a detailed explanation of the process to determine whether pharmacotherapy is necessary and if so how to implement an integrated program.
- Part III – Developing Prevention Strategies deals with the creation and evaluation of prevention programs. It begins with the creation of prevention programs for target groups at heightened risk or those having one or more risk factors for a disease or disorder. The authors list several successful model prevention initiatives including Pathways that addressed the increased risk of obesity amongst Native American children. Universal prevention strategies are also discussed. “Because universal prevention programs are designed to address the needs of individuals when they are healthy, and before they display signs of risk, prevention efforts often are targeted on children” (p. 171). Success for All, a literacy program for children in low-income areas is one example of a universal prevention program. In discussing evaluation of these programs the authors make the point, “The collection of evaluation data not only establishes the effectiveness of a program but also provides important information regarding programmatic process, integrity, acceptability and impact” (p. 212).
- The book looks at how psychology training for professionals needs to adapt to the healthcare reforms and to address how these changes will affect the treatment of children. The authors discuss the idea of core competencies across the specialties of child psychology. The authors state, “Our position, as expressed throughout this book, is that the developmental-ecological model provides a road map to guide research and practice related to the health needs of children” (p. 243). The importance of strengthening relationships between researchers and practitioners is reiterated and the authors challenge these groups to form partnerships with each other and to incorporate policy makers into the research planning process.
- The authors outlined their primary audience in the preface, “This book should serve as a useful guide for professionals from a wide range of disciplines who address the healthcare and mental healthcare needs of children and their families” (p. vii). The authors’ writing style is scholarly and there is an assumption that the reader shares a similar educational background. There is no glossary for those unfamiliar with the language of the field of children’s health and this is problematic as I referred to the back of the book index several times in search of a term. Promoting Children’s Health effectively outlines the current issues surrounding the healthcare of children and presents an eloquent argument for the deliberate and thoughtful integration of health services for children.
Reference
- Overall, Flippo’s book is overly simplistic by revealing the obvious such as those students who have been trained on how to answer exam questions have higher scores. Flippo's research is somewhat hidebound as she quotes her other books to make points. Indeed, in her seven page reference section (remember the information section of this book is only 120 pages long.) she lists her own publications seven times. That might be a record for such a short book.
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard University Press.
Pages: 262 Price: $35.00 ISBN: 1-57230-8559
Reviewed by Laura Koltutsky, University of Houston
Schaefer, Lola M. (2003) Writing Lessons for the Overhead, Grades 5 and Up: 20 Transparencies that Show Models of Strong Writing With Companion Mini-Lessons. New York: Scholastic.
- introduce a new craft element
- reinforce efforts observed in student writing
- analyze a particular element
- encourage revisions focusing on a specific element.
Pages: 80 Price: $16.95 ISBN: 0439420636
Reviewed by Adelaide Phelps, Oakland University
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