Caskey, Micki M., and Jan Carpenter. "Building Teacher Collaboration
School-Wide." AMLE Magazine, Oct. 2014. AMLE, https://www.amle.org/BrowsebyTopic/
WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/446/
Building-Teacher-Collaboration-School-wide.aspx. Accessed 5 Mar. 2018.
Micki M. Caskey and Jan Carpenter, educators and members of the Association for Middle Level
Education, in the informational article “Building Teacher Collaboration School-Wide” (
Oct. 2014, AMLE Magazine), develop that there are multiple ways to improve teacher collaboration
in middle schools; each method has its own unique ways of benefiting teachers and students.
Caskey and Carpenter compare and contrast different collaboration methods and use process analysis
to explain how to implement collaboration overall. Caskey and Carpenter affirm that teacher
collaboration has invaluable uses and benefits in middle schools in order to convince the audience
to utilize it in their own schools. Caskey and Carpenter craft a positive, slightly informal relationship
with their intended audience of current and past teachers and administrators using an approving,
enabling tone in phrases such as, “with time, teachers can develop authentic collaborative communities
in which they… advance their skills, knowledge, and dispositions related to student learning.”
Education, in the informational article “Building Teacher Collaboration School-Wide” (
Oct. 2014, AMLE Magazine), develop that there are multiple ways to improve teacher collaboration
in middle schools; each method has its own unique ways of benefiting teachers and students.
Caskey and Carpenter compare and contrast different collaboration methods and use process analysis
to explain how to implement collaboration overall. Caskey and Carpenter affirm that teacher
collaboration has invaluable uses and benefits in middle schools in order to convince the audience
to utilize it in their own schools. Caskey and Carpenter craft a positive, slightly informal relationship
with their intended audience of current and past teachers and administrators using an approving,
enabling tone in phrases such as, “with time, teachers can develop authentic collaborative communities
in which they… advance their skills, knowledge, and dispositions related to student learning.”
The advice offered by Caskey and Carpenter on ways to implement new teacher collaboration
methods is worded in such a way that it’s clear they are confident in the success of those who follow
it, because they’ve been on the same road themselves. The insight they supply as educators adds
reliability and would act as encouragement for teachers starting to collaborate. While Caskey and
Carpenter’s advice is like that of Merritt in her article “Time for teacher learning, planning critical
for school reform…,” in that both pieces offer an insider perspective and do so in an enabling,
approachable way, Caskey and Carpenter’s carries more respectability due to the high reputation
of its source, the Association for Middle Level Education. Caskey and Carpenter help to counter
the popular argument that implementing increased teacher collaboration is impossible due to
the individual nature of modern education and lessons and add a personal aspect to the technical
solutions examined and analyzed by Juvonen, Le, Kaganoff, Augustine, and Constant in
Focus on the Wonder Years: Challenges Facing the American Middle School.
methods is worded in such a way that it’s clear they are confident in the success of those who follow
it, because they’ve been on the same road themselves. The insight they supply as educators adds
reliability and would act as encouragement for teachers starting to collaborate. While Caskey and
Carpenter’s advice is like that of Merritt in her article “Time for teacher learning, planning critical
for school reform…,” in that both pieces offer an insider perspective and do so in an enabling,
approachable way, Caskey and Carpenter’s carries more respectability due to the high reputation
of its source, the Association for Middle Level Education. Caskey and Carpenter help to counter
the popular argument that implementing increased teacher collaboration is impossible due to
the individual nature of modern education and lessons and add a personal aspect to the technical
solutions examined and analyzed by Juvonen, Le, Kaganoff, Augustine, and Constant in
Focus on the Wonder Years: Challenges Facing the American Middle School.
Corno, Lyn, and Jianzhong Xu. "Homework as the job of childhood." Theory into Practice,
vol. 43, no. 3, 2004, p. 227+. Academic OneFile,
http://link.galegroup.com/apps/doc/A122163704/AONE?u=nysl_ca_nisk&sid=AONE&xid=3aa6aaf0.
Accessed 28 Feb. 2018.
vol. 43, no. 3, 2004, p. 227+. Academic OneFile,
http://link.galegroup.com/apps/doc/A122163704/AONE?u=nysl_ca_nisk&sid=AONE&xid=3aa6aaf0.
Accessed 28 Feb. 2018.
Corno, Lyn, and Jianzhong Xu in their research article, “Homework as a Job of Childhood,”
(Theory into Practice, vol. 43, no. 3, 2004) assert with bias that homework can prepare children
for jobs that they may have in the future. The authors supports this thesis with examples as well
as acknowledging the other side and providing solutions. The authors want the reader to view
children’s homework as their job in order to understand the benefits of this view such as,
“[demonstrating] responsibility and [becoming] skilled at managing tasks.” The authors intend
for this paper to be used by professors and researchers, using a professional tone.
(Theory into Practice, vol. 43, no. 3, 2004) assert with bias that homework can prepare children
for jobs that they may have in the future. The authors supports this thesis with examples as well
as acknowledging the other side and providing solutions. The authors want the reader to view
children’s homework as their job in order to understand the benefits of this view such as,
“[demonstrating] responsibility and [becoming] skilled at managing tasks.” The authors intend
for this paper to be used by professors and researchers, using a professional tone.
This source made me think more about the potential benefits of homework. When I first read
this I was completely against homework for elementary school students but this article made me
think that specialized homework assignments that involve the student and make that student
do activities would be beneficial. In short, this changed my thinking from against homework to
changing the homework system. I think that Jamie M. Gregory from “How Much Homework
Is Just Right?” would agree with this article. While the article was pro-homework while Gregory
was against homework, the homework problems that Corno, Lyn, and Jianzhong Xu found lined
up with Gregory’s problems with homework. Their suggestions support Gregory’s general solutions
while going into more detail. Aside from using the research data from their study, I will use their
homework reform suggestions when I am shaping my own solution to the problem in Niskayuna.
this I was completely against homework for elementary school students but this article made me
think that specialized homework assignments that involve the student and make that student
do activities would be beneficial. In short, this changed my thinking from against homework to
changing the homework system. I think that Jamie M. Gregory from “How Much Homework
Is Just Right?” would agree with this article. While the article was pro-homework while Gregory
was against homework, the homework problems that Corno, Lyn, and Jianzhong Xu found lined
up with Gregory’s problems with homework. Their suggestions support Gregory’s general solutions
while going into more detail. Aside from using the research data from their study, I will use their
homework reform suggestions when I am shaping my own solution to the problem in Niskayuna.
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