Current Issue

Vol 60, No 2 (2018)

Table of Contents

Editor’s Introduction
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John Pruitt, University of Wisconsin-Whitewater, Rock County


Articles

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

Because Student Voice Promotes Equity in the Classroom
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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.
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

Just One More Thing
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Abstract. Without fail, Menzel incorporates a daily  book talk into her curriculum. The next step is daily notebook work.
Amy L Menzel, Waukesha West High School

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


Symposium: Teaching in Rural Districts

The Appeal of Rural Schools: “Old Sport” Day in Northern Wisconsin
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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.
Paul Wiegel, Ripon High School/Lumen Charter School

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


Book Reviews

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

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

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

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

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