Meeting the Literacy Needs of Adolescent Readers

Nov 5th, 2019 |

Struggling Adolescent Readers in the Middle Grades Within the United States (US), the middle-grades level encompasses grades 5-8. As students move from the elementary level into the middle grades, they encounter more complex forms of literature, which require well-developed literacy skills with which to interact with these materials. In these grade levels, classroom instruction moves […]

Portrait of Professional Growth: Reflections from a Fifth-Sixth Grade Science Teacher

Aug 8th, 2019 |

It is through the role of literacy coaching that I have come to know the participant interviewed for this article. This teacher’s warmth and friendliness is evident as soon as you enter her classroom. Occasionally, a soft, but firm reprimand wafts through the room when a student is persistently off-task, disruptive, or shows a confrontational […]

Agency as Advocacy: Addressing the Needs of the Whole Child by First Empowering the Whole Teacher

Nov 13th, 2018 |

Editor’s note: The following article first appeared in the 2016 Winter issue of the Journal Whole Child ( It is re-printed with kind permission of the IL ASCD. To educate is, in short, to set out to create and sustain informed, hopeful and respectful environments where learning can flourish. It is concerned not just with […]

Examining the Sustainability of Two Suburban Lutheran Schools by Addressing the Characteristics and Responses to Extraneous Variables

Nov 13th, 2018 |

This research targeted two suburban LCMS Lutheran schools and examined their sustainability through the lens of Stevens’ lifecycle theory during the maturity stage and regeneration (Stevens, 2006), and Fullan’s sustainability theory for schools (2005). The objective was to explore, understand, and describe the perspectives of school stakeholders (i.e., pastors, teachers, parents, and other church workers) […]

Not Invited to the Banquet? Why Not? A story from my own backyard

May 25th, 2018 |

Standing in the middle of an elementary school classroom in Great Britain for the first time, I was forced to consider the homogeneity of my educational upbringing in the former Czechoslovakia.  As a Soviet nation, a communist ideology pressured (pushed) its requirements and restrictions on society as whole. Under the ideological blanket that covered the […]

Reflections on Professional Coaching: Eight Mathematics Teaching Practices

May 24th, 2018 |

“It gave me a little more thoughtful and purposeful way of coming up with the lessons. My teaching had kind of stayed the same. Doing the actual planning, I thought about what was going to make this lesson shine.” This quote is from Paulson, a fourth grade teacher. He made this reflection after I had […]

Inclusive Design: Physical/Virtual, Emotional, Social, and Intellectual Accessibility

Sep 18th, 2017 |

We all share a desire to be valued, a desire to matter. When we speak of people who are in need, let us speak not only of their need, but also of what they love, what they resent, what wounds their pride, what they aspire to, what makes them laugh. Because if we do, then […]

Quality and Accountability in Lutheran Schools: Employing the Danielson Model for Improvement

Jul 30th, 2015 |

Much attention has been given recently to the Danielson model (Danielson, 2007) of teacher evaluation. This model has become increasingly popular in many schools and a variety of states throughout the U.S. What’s the big deal about Danielson? How does this successful public school model apply to Lutheran and other private schools? Why should Lutheran educators consider it?

The Affective, Academic and Professional Impacts of an Implementation of the Core Knowledge Sequence at a Southern California Lutheran School

Jun 14th, 2010 |

ABSTRACT This mixed-methods study examined effects of implementation of the Core Knowledge Sequence (CKS) in a southern California Lutheran school. The CKS is a sequence of academic content arranged by grade level for Grades Kindergarten through 8. The content builds on itself, year after year, relating new knowledge to the knowledge gained in previous years. […]