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Recent interest in materials culture and artifactual literacies has helped the authors of this article rethink how they teach preservice and inservice teachers and collaborate with K-12 teachers. Each discipline has its own stuff that can help students understand the products and practices of a field beyond what they might be able to glean from text. To that end, every teacher should see their classroom and content area as a "place for my stuff" because objects speak and communicate more messages through form, color, size, and texture than print alone. © 2015 International Literacy Association.

Conventional methods of addressing the needs of students with print disabilities include text-to-speech services. One major drawback of text-to-speech technologies is that computerized speech simply articulates the same words in a text whereas human voice can convey emotions such as excitement, sadness, fear, or joy. Audiobooks have human narration, but are designed for entertainment and not for teaching word identification, fluency, vocabulary, and comprehension to students. This chapter focuses on the 3-year pilot of CRISKids; all CRIS recordings feature human narration. The pilot demonstrated that students who feel competent in their reading and class work tend to be more engaged in classroom routines, spend more time on task and demonstrate greater comprehension of written materials. When more demonstrate these behaviors and skills, teachers are better able to provide meaningful instruction, since less time is spent on issues of classroom management and redirection. Thus, CRISKids impacts not only the students with print disabilities, but all of the students in the classroom.

What affordances do multimodal and digital information provide to the student and teacher with regard to responding to and writing poetry? This question juxtaposes one of the oldest literary genres in human history (i.e., poetry), with some of the newest technologies available. To enrich the content and effect as students experience poetry, technology may seem like an unwelcome stranger. Research has found, however, that “multimedia texts and multimodal composing may actually shift classroom culture toward a more learner-centered paradigm” (Chandler-Olcott & Mahar, 2003, pp. 381-382). This chapter explores the integration of technology with both response to poetry and authorship of poetic works as a means to enrich English classroom experiences. In the authors’ view, important work in this arena must not use technological tools for the sake of using technology in the classroom, but, rather, for the sake of enriching literary experiences. Ultimately, by connecting response, authorship, and multimodal technologies, the teaching of poetry may be enhanced by the teaching of 21st century literacy skills. Toward these ends, the authors share opportunities for intertwining multimodal text with the teaching of poetry to enrich literacy and literary experience in middle and high school classrooms.

The study compared the invented spelling of vowels in kindergarten native Spanish speaking children with that of English monolinguals. It examined whether, after receiving phonics instruction for short vowels, the spelling of native Spanish-speaking kindergartners would contain phonological errors that were influenced by their first language. Results showed no differences between the two groups on the number of correct short vowel spellings, even though the sounds for four of the five English short vowels do not exist in Spanish. By contrast, differences were observed in the representation of long vowels with a higher rate of error among ELLs. The students had not received explicit instruction in long vowels. ELLs appeared to be trying to represent the diphthongized nature of some English long vowels by spelling long vowels with more than one vowel. The results support the authors' hypothesis that kindergarten phonics instruction had an impact on the invented spellings of new second language vowel phonemes.

Initiatives to increase the number of teachers of color in U.S. public schools must be accompanied by culturally relevant teacher preparation for candidates of color. This study is a cooperative inquiry (Heron, 1996) conceived, conducted, and analyzed by five preservice teachers of color and one of their professors, a white lesbian. The women met biweekly for a year to co-construct meaning from their experiences in a teacher education program. They analyzed data sources together, including meeting transcripts, autobiographical sketches, and reflective writing on themes from the data. Key findings include the complexity of teacher candidates' identities; the importance of support systems for teacher candidates of color, particularly within predominantly white contexts; the connection between teacher candidates' backgrounds and their visions as teachers; and the role others' perceptions, particularly teacher educators, have played in teacher candidates becoming teachers.

Teacher education must prepare teacher candidates for diverse contexts and diverse learners. Such preparation involves teacher candidates unearthing their assumptions about diverse populations and understanding the roles candidates' own backgrounds play in these assumptions. Queer theory can facilitate this process through attention to culturally constructed notions of “normal” and “deviant.” This chapter investigates a strategy intended to identify teachers' cultural expectations through disrupting candidates' perceptions of “normal” students. Data sources include responses to a specific learning activity, interviews, and demographic surveys. Findings indicate that teacher candidates are reluctant to discuss certain demographic descriptors, such as race/ethnicity and sexual orientation, preferring to focus on students' interests and social behaviors. candidates' conceptions of a “normal” student mirror their own experiences. Interview responses suggest that the learning activity disrupted these conceptions. Implications point to the importance of discussing diversity in teacher education courses and the necessity of fieldwork in diverse contexts. © 2011, Copyright Association of Teacher Educators.

Although setting up a safe school is an important task for a school counselor, his or her efforts may be resisted when attempting to develop a safe school initiative in a religious community; for example, one conservative-based website gives parents explicit instructions on how to fight a school's safe schools initiatives. This article provides a review of the issues involved and a specific framework for school counselors who wish to set up a Safe Schools Initiative in the context of a resistant atmosphere, using a social justice framework. © 2016 Taylor & Francis Group, LLC.

Asthma is a common, chronic respiratory disease that can be costly to both society and the individual. In addition to increased absenteeism, children with asthma may also be at a greater risk for developing comorbid anxiety and depression. Various complementary psychological treatments have been effective at reducing both asthmatic symptoms and psychological distress. Although the research in the area of mind-body treatments as it pertains specifically to persons with asthma is still developing, this article will describe several promising alternative treatment methods, many of which have already been, or could be easily be applied for use in a school setting. © 2016, © 2016 International School Psychology Association.

Practitioners working with children diagnosed with cancer in the school environment must consider several facets in order to effectively work with the child and family. The remission rate for children with cancer is relatively high, so one must consider whether the child is anticipating treatment, actively in treatment, or posttreatment when one thinks about the potential stressors and cognitive impacts of cancer on the child's education. This article focuses on facts associated with childhood cancer that are relevant to school-based practitioners, common stressors for children and adolescents with a personal cancer diagnosis in their lives, research-based interventions, and accommodations and modifications to consider. © 2016, © 2016 International School Psychology Association.

Objectives: This study evaluated financial challenges, satisfaction with financial-management supports, and interest in additional or alternative supports among clients of a mental health center. Methods: Six focus groups were held with 39 clients of an urban community mental health center who reported having difficulty with their finances. Five focus groups were held with direct-care staff who provided services to the clients. Investigators used an inductive analytical approach to distill themes from notes taken during the focus groups. Results: Clients emphasized the challenges of living in poverty and described using complex strategies to sustain themselves, including negotiating benefits systems, carefully planning purchases, and developing and relying on social relationships. They spoke of having uneven access to tools and services for managing their money, such as advice from direct-care staff, representative payees, and bank accounts, and had varying opinions about their value. Noting concerns similar to those of clients, direct-care staff expressed frustration at the lack of support services for helping clients manage their finances. Both clients and staff expressed the need for more services to help clients with their finances. Conclusions: Findings suggest a need for more services to support people with mental illness to manage their finances, particularly a more flexible and broader range of options than are provided by current representative-payee mechanisms.

Although schools have begun to employ multiple programs to reach educational goals, little attention has been paid to the efficacy of combining separate programs. The present study investigates the combination of a school reform model, the School of the 21st Century (21C), and the Arkansas Better Chance (ABC) program, where preschools apply for state funds to provide high quality services to children at risk. To determine if 21C adds anything to the ABC program, the present study compared results from a developmental assessment. The authors compared school-based preschools that had both ABC and 21C services to those programs that offered only ABC services. Results indicated that, at baseline, children within the 21C/ABC programs scored the same or poorer than their ABC-only counterparts. However, at the end of the year, participants at 21C/ABC preschools were significantly ahead of ABC-only programs on all developmental indicators. There were also differences favorable to 21C/ABC preschools between the programs' quality ratings as measured by the Early Childhood Environmental Rating Scale. Copyright © 2013 American Orthopsychiatric Association.

Creative approaches to counseling help counselors to meet the needs of diverse populations. The utility of photography in counseling has been demonstrated through several case studies; however, clear implications of how photography relates to the counseling process have not been well delineated. The existing literature on phototherapy is reviewed and connected to specific photo directives within the counseling process and common psychotherapeutic techniques. © 2012 Copyright Taylor & Francis Group, LLC.

In a recent article in The New York Times, therapy using Sexual Orientation Management was highlighted, with the focus on therapists assisting clients to live a heterosexual life because of their religious beliefs.The primary reasons for such an approach are to allow for client choice and respect on an equally important area of diversity, their religious affiliation and values.Although research has been performed on the intersection of religion and sexual orientation, there has not been an extensive analysis or criticism of this management technique.In this article, the authors explore the experience of religious clients struggling with their sexual orientation, discuss the potential counselor responses to sexual orientation religious issues, and the impact of each on the counseling field using ethical principles, existing research, and logical outcomes.© 2011 Copyright Taylor and Francis Group, LLC.

We defined a set of quantifiable features for authorship categorization. We performed our experiments on public domain literature - all books analyzed were obtained in plain text format through Project Gutenberg's online repository of classic books. We tested three machine learning algorithms: Artificial Neural Network, Naïve Bayes Classifier, and Support Vector Machine with our features. We found that certain features, such as punctuation and various suffixes result in a higher accuracy. In addition, the Support Vector Machine classifier produces repeatedly higher accuracies than other classifiers and seems to be a far superior method of classification in terms of authorship categorization. © 2016 IEEE.