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SAGE Journal User Guide

Izzo, M., Yurick, A., Nagaraja, H., & Novak, J. (2010). Effects of a 21st-Century Curriculum on Students' Information Technology and Transition SkillsCareer Development for Exceptional Individuals  33 (2): 95 – 105.

http://cde.sagepub.com/

1. Please describe information technology literacy.
2. Although No Child Left Behind (NCLB, 2002) emphasizes standards-based instruction for all students, the Individuals With Disabilities Education Act (IDEA, 2004) mandates that schools provide individualized education programs that prepare students with disabilities for college, employment, and independent living. The divergent underlying assumptions of IDEA and NCLB create a conceptual and logistical challenge for educators: How do they align transition with standards-based education?
3. Educational curricula must be developed that meet academic standards, prepare students to succeed on mandated assessments, and prepare students to transition to college and careers with the 21st-century skills needed to succeed.  How might the findings from this study information the development of that curriculum?

Frost, R., & Holden, G. (2008). Student voice and future schools:  building partnerships for student participation.  Improving Schools. 11 (1):  83 – 95.

http://imp.sagepub.com/

1. According to the article’s findings, how can we better engage students in their own learning?
2. This article’s outcome suggests that students should not only be asked by their schools what will help them achieve academically, emotionally and economically, but that they should be partners in deciding how best to make the necessary provision.  Outline how you would go about setting up a similar scenario in your own school.
3. According to the article, what are the students’ priorities for developing supportive learning environments and what elements do they want to change?
4. According to the article, what environments, inside and out of school, do students consider provide conditions conducive to learning?

Thomson, P., McGregor, J., Sanders, E., & Alexiadou, N. (2009) Changing schools: more than a lick of paint and a well-orchestrated performance? Improving School.  12 (1): 43-57.

http://imp.sagepub.com/

1. In this article, the Creative Partnerships aimed to change the ways in which children learn and teachers teach, and to support whole school change.  Outline the approaches used and compare them to approaches used in US Schools currently.
2. Explain the challenges faced by Creative Partnerships relating to assessment, knowledge, and understandings about social justice.
3. This study outlined what they counted as change, do you agree that this is meaningful change why or why not?