Use children\u27s books to link the cultures of the world

Global education is a timely and important emphasis in schools today. In this article, we consider the goals of global education, present a rationale for providing global education experiences at the age children are most responsive to instruction, explore the ways that children\u27s trade books can provide links among cultures, and consider goals of geography and ways trade books can be used to meet these goals

Using storybooks to acquaint children with the continent of Africa

I learned so much about Africa. I learned countries, cities, villages, mountains, deserts, rivers, languages. Have you ever been to Africa? I wish I could go. This comment, by a third-grade student, was typical of the responses from students who participated in a project designed to help children learn about Africa by offering them books with African settings. In this article, we share the methods we used to acquaint students with the continent of Africa. We have also included students\u27 responses to a questionnaire, information gathered by an observer, and quotes from students\u27 letters

Ways Elementary Administrators Support Literacy Education

The work of an effective school principal is reflected in a variety of ways throughout the school. One area in which the principal\u27s influence is most clearly evident is literacy instruction. Studies conducted over the years provide support for this idea. In an investigation of the role of the school principal in reading instruction, Cox (1978) concluded that the leadership of the principal is vitally important in the development of an effective reading program. Chance (1991) also recognized the importance of principals as instructional leaders as she investigated principals\u27 own views of their involvement in the school reading program. In a summary statement, she maintained that the principal\u27s well planned, competent involvement in the instructional program is essential for program improvement at any level (p. 33)