Our research includes undergraduate students who major in primary school education. Their academic background is prevailingly in the humanities. This poses specific demands on their mathematics instruction at university. To attract them to their mathematics course and raise its effectiveness, we use a series of activities. Writing assignments…

This qualitative case study explored the factors that contributed to how typical book reading practices and the time spent on book reading were implemented during the school day. Previous research has shown the importance of reading books to young children and that providing access to books has led to reading growth and progress. However, little…

This is the fourth in a series of articles on using children's literature to foster the principles of the Circle of Courage. In this issue, the author provides selections that foster generosity and altruism. (Author)

The author of this article relates how she presents a lesson she termed as "Arthurian Information Quest" to her college-level children's literature class. To have an idea of how books on King Arthur affect her students, the author asks them to read one of the numerous books on the topic and asked them write their personal responses prior to…

Creative ways to motivate students to read and report on books include having them retell the stories differently, invent products related to the stories, share snacks like those the characters ate, illustrate action from the story, write imaginary conversations between themselves and the characters, and turn the stories into short skits. (SM)

Describes how an elementary teacher can plan and manage directed reading, including selecting appropriate children's books, preparing a reading guidesheet for each, and conducting conferences with each student to reinforce reading comprehension and vocabulary development. (SJL)

Argues that recent findings in national surveys indicate a general lack of geographic knowledge and a disinterest in reading among students. Provides an annotated bibliography of fiction and nonfiction children's literature categorized by geographical subject area. (CFR)

Advocates teaching history through children's fictional and nonfictional literature in elementary social studies. Offers seven criteria for selecting books for elementary history units. Provides activities for teaching about American Indians, communities, and U.S. history based on award-winning children's books. (CH)

Recommends establishing literature study groups as early as the primary grades. Outlines the steps for implementing a group and describes several classroom experiences with them. Includes a discussion of follow-up activities, and a bibliography of related works. (MJP)

Describes the Dublin model, a program which uses thematic units or individualized reading assignments to focus on popular adolescent literature and includes projects that demonstrate students' comprehension of text. Discusses the formulation, implementation, and assessment of this program. (RS)