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Volume 109, Number 12 (2007)

by Christopher Kliewer & Douglas Biklen
In this article on the literate development of individuals with significant disabilities, the authors describe local understanding as a relationship in which the value, intelligence, and literate presence of the person with disabilities is presumed and responsive contexts are developed that foster literate growth. Implications for policy and students without disabilities are highlighted.
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by Chrysan Gallucci , Michael S. Knapp, Anneke Markholt & Suzanne Ort
In this paper, the authors analyze the convergence of two apparently opposite theories of action regarding urban educational reform. The first theory, emphasizing small schools of choice, promotes close relationships between students and adults in distinctive school programs. The second, a district-guided instructional improvement reform, seeks to standardize instruction through demanding curriculum, standard-bearing work, and investment in professional learning. The study adds to existing research on the role of the school district in shaping and bringing to scale instructional improvement in urban schools.
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by Thomas D. Fallace
Rabbi Raymond Zwerin and Audrey Friedman Marcus published the Gestapo Holocaust simulation game in 1976. Since that time it has been a source of debate among Jewish intellectuals and other scholars concerned with the pedagogy of the Holocaust. Even the U.S. Holocaust Memorial Museum has weighed in on the issue, taking a clear position against Holocaust simulations of any kind. In this essay, the author informs this debate through a historical study of the origins of the Gestapo simulation game.
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