Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that…

Academic language is frequently assumed to be especially challenging for students from families of low socioeconomic status (SES) and even more so for language-minority students. Due to their often especially disadvantaged position regarding socioeconomic background and exposure to the language of instruction, language minority students are…

Many studies show positive correlations between content and language integrated learning (CLIL) and the learning of English as a foreign language. However, findings from CLIL research in Sweden do not match those obtained elsewhere. The aim of this article is to show that some explanations for discrepancies in results obtained across CLIL contexts…

Reading and understanding texts of all kinds form a basic competence for participating in social and cultural life and for being successful on a job. Although most European adolescents have adequate reading competences at their disposal by the end of school, about a quarter of them cannot meet the minimal standards. The urgency of this societal…

In response to international concern over poor reading skills among adolescent learners, teachers of these students are encouraged to integrate reading comprehension instruction into their classrooms. To increase the likelihood that reading comprehension strategies are effectively used in schools, teachers in all content areas need extensive…

Is content literacy exclusively a U.S. phenomenon? In this installment we report on the state of content literacy from four international perspectives. Descriptions of content literacy from Ireland, Sweden, Germany, and Bulgaria offer insights into (a) the value policymakers may be placing on reading practices for content learning, and (b) the…

Describes a teaching unit on electromagnetic induction using historic texts. Uses some of Faraday's diary entries from 1831 to introduce the phenomenon of electromagnetic induction and teach about the properties of electricity, of taking conclusions from experiment, and scientific methodology. (ASK)

"The Geography Teacher" provides hands-on reference and educative material for K-12 Geography teachers. The journal also pioneers innovative ideas for contemporary teaching methods, including lesson plans. This issue contains the following: (1) Ask Dr. de Blij (Dr. Harm de Blij); (2) Refugees in America (TGT); (3) Guinness and the Irish…

Maintains that, although many educators and students know about the Holocaust as a moral and historical catastrophe, the expanding canon of Holocaust literature also merits study. Asserts that a course devoted to the Holocaust and its depiction in literature represents another way of integrating studies within the humanities. (CFR)

Presents an annotated bibliography of 21 books about the Holocaust for school libraries. Includes both fiction and nonfiction books. Categorizes the books into primary, junior, intermediate, and senior grade levels. (CFR)

Maintains that story is a powerful tool in teaching antiracist education. Presents the personal story of a World War II concentration camp survivor. Discusses the use of Holocaust literature to explore anti-Semitism and racism. (CFR)

Presents practical suggestions for resources and instructional strategies for teaching the Holocaust to middle school students. Describes the experiences of a classroom teacher working with an eighth-grade class on the topic of the Holocaust. Discusses the use of novels and includes a list of 11 recommended titles. (CFR)

Maintains that any historical literature needs to be evaluated both as history and literature. Presents a review of recommended books for teaching about the Holocaust. Asserts that no single book can convey the full story and true horror of that historical period. (CFR)

Maintains that most history textbooks contain little information on the Holocaust. Asserts that short stories and poetry should be added to the nonfiction accounts to provide unique insights for students. Provides teaching suggestions and recommends two short stories and poetry selections on the topic. (CFR)