Vol 60, No 2 (2018)

Table of Contents

Editor’s Introduction: Shakespeare in Wisconsin
John Pruitt, University of Wisconsin-Whitewater, Rock County
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Articles

Colorful Questioning: Student-Led Discussions
Shai D Klima, Kettle Moraine High School

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Abstract. Klima implements colorful questioning strategies to enhance in-class discussion, allowing students the ability to use their natural verbosity to share texts in meaningful ways, thus making both the discussions and the teaching methods student-led and student-driven.

Because Student Voice Promotes Equity in the Classroom
J Scott Baker, Asst Professor, Dept of Educational Studies, U of Wisconsin-La Crosse
Max Holden, Pre-service Teacher, University of Wisconsin-La Crosse
Elizabeth Hubing, Pre-service Teacher, University of Wisconsin-La Crosse
Kyle Kolar, Pre-service Teacher, University of Wisconsin-La Crosse

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Abstract. The authors explore how poetic inquiry, used within their own multicultural education classroom, models ways in which secondary classrooms can incorporate poetry to explore and process current events.

Just One More Thing
Amy L Menzel, Waukesha West High School

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Abstract. Without fail, Menzel incorporates a daily  book talk into her curriculum. The next step is daily notebook work.

Continuing the Conversation: Socrative’s Impact on Student Emotions, Student Comfort Levels, and Classroom Interactions
Adam Sprague, Assistant Professor and Student Success Coordinator, Bellin College

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Abstract. Sprague shows how Socrative, the mobile student response system, helped his students feel more in control of course materials, less anxious about assignments, and closer to their peers and instructor.


Symposium: Teaching in Rural Districts

The Appeal of Rural Schools: “Old Sport” Day in Northern Wisconsin
Paul Wiegel, Ripon High School/Lumen Charter School
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Abstract. Wiegel discusses the quirks, advantages, and perks of teaching in a rural district and references “Old Sport Day,” one specific activity in an American Literature class that developed school-wide momentum.

An Autoethnographic Exploration of Judaism in a Rural Louisiana School
Danielle M Klein, PhD Candidate, Dept of Education, Louisiana State University

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Abstract. This paper aims to explore tensions that Klein experienced as a Northern-born, White, Jewish educator in a rural, Louisiana high school that serves primarily Black, Christian students.


Book Reviews

Review: Glasheen, Backbiters
Karen Ambrosh, Audubon High School, Milwaukee

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Review: McCourt, Teacher Man: A Memoir
Thomas Hansen, Illinois State Board of Education

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Review: Sigmundsdóttir, The Little Book of Hidden People
Thomas Hansen, Illinois State Board of Education

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Review: Morrow, Lenses on Reading (3rd ed)
Heather Pauly, Assistant Professor, Cardinal Stritch University

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Review: Crovitz and Devereaux, Grammar to Get Things Done
Adam Sprague, Assistant Professor and Student Success Coordinator, Bellin College

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