Unwrapping the Pojagi : Traditional Values and Changing Times in a Survey of Korean-American Juvenile Literature

This article discusses Korean-American juvenile literature published in the United States in the last century. Teachers and students are invited to discover the knowledge and the pleasure that this collection offers to them. Focusing on the traditional values and changing times in the Korean-American community, this article helps readers understand the dreams, the joy and the tenacity of Korean-American children and families. These books, portraying the fun times and the hard times of Korean-American young people, may also appeal to readers in the other parts of the world

Advancing the Scholarship of Teaching Through Collaborative Self-Study

Self-study research is a mode of scholarly inquiry in which teachers examine their beliefs and actions as educators and explore pedagogical questions. A three-phase model of collaborative self-study research is offered as a framework for university faculty to engage in self-study for the purpose of improving teaching and creating new knowledge

Guiding Principles for Teaching Multicultural Literature

When using multicultural literature in the classroom, teachers should: (1) Check the text\u27s authenticity; (2) Help learners understand the characters\u27 world; (3) Encourage children to see the world through the characters\u27 perspectives; (4) Identify values underlying the characters\u27 conflict resolution strategies; (5) Relate self to the text and critique the portrayal of characters in the text and in popular media; (6) Use variants of the same story or collection of stories to help students to build schema; and (7) Encourage students to talk, write, and respond throughout reading the multicultural texts. The author reports a study in a fourth-grade classroom in which these principles were applied in teaching four variants of the Mulan story and watching Walt Disney\u27s Mulan video. Data included videotaped records of instructional sessions, transcripts of the sessions, field notes, teacher journals, student journals, and student projects. After a three-week instructional unit, students demonstrated critical understanding, empathetic understanding, and conceptual understanding of the texts. Teachers of children and young adolescents can apply these principles to teaching other multicultural literature selections. (Contains 2 tables.

Global Education through Translated Books

Discusses various issues related to translated books. Provides five points for selection criteria and 46 annotated titles of well-translated literature for students at primary, intermediate, and middle-school levels. Discusses how an increased interest in international books reflects the result of reducing political barriers among nations and the necessity of building stronger ties among communities

Washington Principals’ Perceptions of Their Professional Development Needs for the Spike of English Learners

This article reports on a mixed-methods study of Washington state principal professional development (PD) needs focused on supporting English learner (EL) students. With a growing number of EL students, a heterogeneous group that represents a variety of language, cultures, and experiences, it is imperative to understand what principals need as they drive change and set the tone for teachers and their schools. Twenty-three principals were surveyed using the English Language Learner Program Survey. A subsample of seven principals was also interviewed to explore areas of need. Descriptive analysis of survey results revealed differentiated instruction, family and community involvement strategies, and culturally responsive teaching as the top three areas of PD needs. Thematic analysis of follow-up interview data illustrated the many challenges principals face, such as limited resources and the school climate, when serving EL students. These trends have informative implications for school site leadership regarding the need for professional learning opportunities focused on supporting EL students. However, replication is needed in a larger sample to truly determine the significance of these findings

Merging Reflective Inquiry and Self-Study as a Framework for Enhancing the Scholarship of Teaching

A model for reflective self-study by nursing faculty includes three phases: assessment (being open to critique, finding collaborative partners, formulating research questions); implementation (understanding validation criteria, choosing data collection and analysis methods, maintaining data integrity); and dissemination (communicating findings, improving practice, developing new questions). (Contains 57 references.