Education Week - October 4, 2017 - 27

MULTIPLE

TOP SCHOOL JOBS's CAREER CORNER BLOG

Classroom Management and Discipline
JOHN F. KENNEDY
SCHOOL BERLIN,
Germany seeks

American Elementary School
Assistant Principal
Teachers K-12 for Various Subjects/
Grades Effective August 1, 2018

The John F. Kennedy School was founded in 1960, as a bilingual and bi-cultural, German - American public school.
It offers a recognized American high school diploma as well
as the German Abitur.
The school serves 1700 students in two buildings. The
elementary school is made up of grades K - 6 and the high
school contains grades 7 - 12. The student body is comprised
of 57% Germans, 40% Americans and 3% international
students. The school has a faculty of more than 150
teachers, including 75 Americans and 83 Germans. The high
school has an American principal and a German principal
as well as corresponding assistant principals.
The city of Berlin offers unsurpassed cultural and
recreational opportunities, making it one of the most
vibrant and livable capitals in the world.
General Requirements: U.S. citizen, certification from
one of the 50 states or the District of Columbia, three years
recent teaching experience in the U.S. Additionally, for high
school teachers, a Masters Degree and for principals, recent
experience as an administrator in the U.S. Knowledge of the
German language is a plus but not a requirement. The
willingness to learn German is essential.
For further information, and to download an application,
consult our website www.jfks.de under "Jobs". Applications
and credentials should be sent electronically to:
Recruitment Coordinator
John F. Kennedy School · Teltower Damm 87-93
14167 Berlin, Germany
Tel. +49 30 902 99 5758 · Fax +49 30 902 99 6868
Email: recruitment@jfksberlin.org

Application Deadlines:
Assistant Principal November 1, 2017
Teachers
December 15, 2017

Positions Available
INSTRUCTIONAL COORDINATOR:
St. Mary's School of Medford, Inc.
seeks to hire an Instructional
Coordinator to work in Medford, OR, to
develop instructional material for the
Confucius Classroom (Chinese
language and culture) program for

grades 7-12; coordinate educational
content and instructional materials; and
coordinate Chinese language proficiency
testing for grades 7-12. If interested, mail
résumé to: St. Mary's School of Medford,
Inc., 816 Black Oak Dr., Medford, OR
97504, Attn: Frank Phillips.

Get
Career

Advice

Classroom discipline varies by teacher. Some
forms of discipline are more serious than others
and some are not as effective as they may seem.
Teachers need to be aware of this when taking action in the classroom. Developing your classroom
and discipline plans is an important part of preparation for the upcoming school year. Meeting with
other teachers and staff to di scuss w hat has
worked for them, as well as what has not, is a great
way to ensure you're using the best methods of
classroom management.
-Assigned seats
Assigned seating is an easy and immediate way to
start off classroom structure and expectations. Unless you are familiar with all of your news students
already, you'll need to give a day or so to learn
each child's classroom habits. Chatty kids can be
separated. Those who require redirection often can
be placed near the front. Any children who need to
stand up more often can be seated toward the back
of the room.
A teacher could leave assigned seats for the whole
school year or perhaps make it open seating during
the second half of the year. This does give more
control back to the students so it's important to be
careful with this and it's best to this when the
teacher has been able to recognize their students'
work ethic. Open seating can be used as a goal
that can be earned with excellent behavior.
This form of classroom management requires constant attention. Watching for changes over the
course of the year and making sure that every student's needs are met are a top priority when rearranging seating.
The group tables vs individual desks discussion
resonates with experienced and new teachers
alike. Remember, what is good for one group, may
not be best for another. Tables can open up more
of a community feel but also invite more conversation during lessons and testing. Desks are great for
individual student organization, but take up a lot of
room and don't promote sharing as well.
-Detention
Detention is a form of discipline where the student
is required to stay at a specific place in school for a
certain amount of time outside of school hours.
Typically, detention is after school but can also be
in the morning before school, during lunch or even
on a Saturday.
Instead of going home at the end of the day, the student reports to a designated classroom where he or
she must sit in a desk for a predetermined time, ranging from a couple of minutes to a couple of hours,
and sit in silence while working on an assignment.
Is it effective?
Students who typically misbehave and are frequently being referred to the office tend to find
their way in detention a lot. A study done by the
University of Nebraska-Lincoln found that students
who keep going to detention do not see improvement in behavior.
This may be because they don't see detention as
a form of discipline anymore but instead as a routine and that becomes the norm for them. For
these students, it's important to consider another
form of discipline.
However, studies show that detention can be an effective form of discipline to those students that
rarely misbehave or cause trouble. Since these students are not used to being disciplined by staying
after hours, it'll have more of an effect on these students instead of the students who grow accustomed.
-Suspension
When the most extreme of discipline, expulsion, is
not warranted, but detention has not worked, some
schools will impose an in or out of school suspension. Suspension is when a student is not allowed

to go to school and remain at home for a certain
number of days. This is another common form of
discipline and is more serious than detention.
Is it effective?
A Texas study titled, Breaking Schools' Rules,
tracked all seventh-graders in Texas for six years
(1 million). This study found that 60 percent of
those students were suspended or expelled at
least once between seventh and 12th grade. This
number has increased over the years and more
student suspensions mean other forms of discipline should be considered.
When a student is suspended, they are being removed from the current issue at school but at the
same time they are losing class days. When the student returns, they could be behind in classwork and
possibly even continue to disrupt the classroom.
Suspending someone who is constantly jeopardizing the classroom and breaking the rules can be the
right thing to do, but how the teacher deals with it
afterwards is just as important.
In-school suspension may be a better route because this way the student is still in class and can
be working on classwork while being removed from
the situation/problem.
-Calling Parents
The relationship a teacher builds with parents
plays an important part in the classroom. The
teacher makes sure the student is on top of their
work while in class and the parents can make sure
the student is on top of their work at home. It's
crucial that a teacher builds a relationship with
parents early in the school year. This way they are
aware of the teacher's policies and how they tend
to run the classroom.
This is important because the teacher doesn't want
the first conversion with a student's parent to be
about how their child is frequently interrupting
class. If the relationship is already there, there is
more trust and the conversations tend to be more
open and productive.
It is effective?
When a situation becomes serious enough for the
teacher or principal to get the parents directly involved, the hope is that a child realizes how their
actions affect everyone on a much larger scale. Not
all discipline can be handled inside of the school.
There are many times when it will become necessary to get parents involved to ensure that such behavior does not continue, and a student's parents
should be kept in the loop for all major issues. This
can be effective for students who have a healthy
relationship with their parents because the parents
will take the necessary action at home.
Disciplinary actions taken on a larger scale should
be a team effort from both the school and parents.
Relying only on regularly scheduled conferences
leaves too much time for poor behavior choices to
become habit instead of corrected.
Children require structure and support to flourish.
Some teachers have found that greeting each child,
individually, every morning establishes mutually
beneficial respect and an environment of consistency. Some classes function better with a little less
structure and can utilize an open seating and honor
system for bathroom visits. Do what's best for you
and your class while following guidelines of your
school and discussing with other education professionals who can offer tips and best practices, especially if you are a first time teacher or new to a
school or district.
To read more blog posts, visit http://blogs.edweek.
org/topschooljobs/careers/.
The opinions expressed are strictly those of the author and do not reflect the opinions or endorsement
of Editorial Projects in Education.

Are you looking for insights on how to
better navigate your education career?

Submit your questions online.

visit
www.TopSchoolJobs.org
under Career Resources click Get
K-12 Career Advice
EDUCATION WEEK | October 4, 2017 | www.topschooljobs.org

|

27


http://www.blogs.edweek.org/topschooljobs/careers http://www.jfks.de http://www.TopSchoolJobs.org http://www.blogs.edweek.org/topschooljobs/careers http://www.blogs.edweek.org/topschooljobs/careers http://www.edweek.org/claim http://www.topschooljobs.org

Table of Contents for the Digital Edition of Education Week - October 4, 2017

Education Week - October 2, 2017
States Are Making It Easier To Transfer Teacher Licenses
Union Fees Again Reach High Court
Education Advisers Say White House Has Ignored Them
News in Brief
Report Roundup
Independent Charters Aim to Elevate Their Status
In Devastated Puerto Rico, Reopening of Schools Is Far Off
Are Selectivity and Diversity Competing Goals for Teaching?
Teachers Found to Miss More Work In Regular Schools Than in Charters
Math, Reading Hurdles Drawing Joint Scrutiny
Growing Numbers of States Embrace Career Education
DIGITAL DIRECTIONS: From Theory to Practice, Hurdles for Personalized Learning
New SAT Results Hard to Gauge
K-12 Budget Woes Dog States As School Year Advances
DeVos Expounds on Policy In One-on-One Interview
DeVos Gives Schools Options On Handling of Sexual Assault
Watch List: High Court, 2017-18 Term
Scenes From DeVos’ ‘Rethink School’ Tour
State ESSA Plans: One-Stop Guide
Arts Education: A Look Ahead Researchers, professors, and practitioners make their case for the future of the discipline
Susan Riley: The ‘A’ in STEAM Completes the Puzzle
Jay P. Greene: Arts Integration Is a Sucker’s Game
Howard Gardner & Ellen Winner: We Still Have So Much More to Learn
Emily Gasoi & Sonya Robbins Hoffmann: For the Future, Arts Assessment Is Indispensable
Letters
TopSchoolJobs Recruitment Marketplace
Mariale Hardiman: Asking the Right Questions for a Creative Future
Education Week - October 4, 2017 - Education Advisers Say White House Has Ignored Them
Education Week - October 4, 2017 - 2
Education Week - October 4, 2017 - 3
Education Week - October 4, 2017 - Report Roundup
Education Week - October 4, 2017 - 5
Education Week - October 4, 2017 - Independent Charters Aim to Elevate Their Status
Education Week - October 4, 2017 - In Devastated Puerto Rico, Reopening of Schools Is Far Off
Education Week - October 4, 2017 - Teachers Found to Miss More Work In Regular Schools Than in Charters
Education Week - October 4, 2017 - Math, Reading Hurdles Drawing Joint Scrutiny
Education Week - October 4, 2017 - Growing Numbers of States Embrace Career Education
Education Week - October 4, 2017 - DIGITAL DIRECTIONS: From Theory to Practice, Hurdles for Personalized Learning
Education Week - October 4, 2017 - New SAT Results Hard to Gauge
Education Week - October 4, 2017 - 13
Education Week - October 4, 2017 - DeVos Expounds on Policy In One-on-One Interview
Education Week - October 4, 2017 - DeVos Gives Schools Options On Handling of Sexual Assault
Education Week - October 4, 2017 - Watch List: High Court, 2017-18 Term
Education Week - October 4, 2017 - 17
Education Week - October 4, 2017 - Scenes From DeVos’ ‘Rethink School’ Tour
Education Week - October 4, 2017 - 19
Education Week - October 4, 2017 - State ESSA Plans: One-Stop Guide
Education Week - October 4, 2017 - 21
Education Week - October 4, 2017 - Susan Riley: The ‘A’ in STEAM Completes the Puzzle
Education Week - October 4, 2017 - Jay P. Greene: Arts Integration Is a Sucker’s Game
Education Week - October 4, 2017 - Emily Gasoi & Sonya Robbins Hoffmann: For the Future, Arts Assessment Is Indispensable
Education Week - October 4, 2017 - Letters
Education Week - October 4, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - October 4, 2017 - 27
Education Week - October 4, 2017 - Mariale Hardiman: Asking the Right Questions for a Creative Future
Education Week - October 4, 2017 - CW1
Education Week - October 4, 2017 - CW2
Education Week - October 4, 2017 - CW3
Education Week - October 4, 2017 - CW4
http://ew.edweek.org/nxtbooks/epe/ew_10162019
http://ew.edweek.org/nxtbooks/epe/ew_10092019
http://ew.edweek.org/nxtbooks/epe/ew_10022019
http://ew.edweek.org/nxtbooks/epe/ew_09252019
http://ew.edweek.org/nxtbooks/epe/ew_09182019
http://ew.edweek.org/nxtbooks/epe/ew_09112019
http://ew.edweek.org/nxtbooks/epe/ew_09042019
http://ew.edweek.org/nxtbooks/epe/ew_08282019
http://ew.edweek.org/nxtbooks/epe/ew_08212019
http://ew.edweek.org/nxtbooks/epe/ew_07172019
http://ew.edweek.org/nxtbooks/epe/ew_06192019
http://ew.edweek.org/nxtbooks/epe/ew_06122019
http://ew.edweek.org/nxtbooks/epe/ew_06032019
http://ew.edweek.org/nxtbooks/epe/ew_05152019
http://ew.edweek.org/nxtbooks/epe/ew_05082019
http://ew.edweek.org/nxtbooks/epe/ew_05012019
http://ew.edweek.org/nxtbooks/epe/ew_04242019
http://ew.edweek.org/nxtbooks/epe/ew_04172019
http://ew.edweek.org/nxtbooks/epe/ew_04102019
http://ew.edweek.org/nxtbooks/epe/ew_04032019
http://ew.edweek.org/nxtbooks/epe/ew_03202019
http://ew.edweek.org/nxtbooks/epe/ew_03132019
http://ew.edweek.org/nxtbooks/epe/ew_03062019
http://ew.edweek.org/nxtbooks/epe/ew_02272019
http://ew.edweek.org/nxtbooks/epe/ew_02202019
http://ew.edweek.org/nxtbooks/epe/ew_02132019
http://ew.edweek.org/nxtbooks/epe/ew_02062019
http://ew.edweek.org/nxtbooks/epe/ew_01232019
http://ew.edweek.org/nxtbooks/epe/ew_01162019
http://ew.edweek.org/nxtbooks/epe/ew_01092019
http://ew.edweek.org/nxtbooks/epe/ew_12122018
http://ew.edweek.org/nxtbooks/epe/ew_12052018
http://ew.edweek.org/nxtbooks/epe/ew_11282018
http://ew.edweek.org/nxtbooks/epe/ew_11142018
http://ew.edweek.org/nxtbooks/epe/ew_11072018
http://ew.edweek.org/nxtbooks/epe/ew_10312018
http://ew.edweek.org/nxtbooks/epe/ew_10242018
http://ew.edweek.org/nxtbooks/epe/ew_10172018
http://ew.edweek.org/nxtbooks/epe/ew_10102018
http://ew.edweek.org/nxtbooks/epe/ew_10032018
http://ew.edweek.org/nxtbooks/epe/ew_09262018
http://ew.edweek.org/nxtbooks/epe/ew_09192018
http://ew.edweek.org/nxtbooks/epe/ew_09122018
http://ew.edweek.org/nxtbooks/epe/ew_09052018
http://ew.edweek.org/nxtbooks/epe/ew_08292018
http://ew.edweek.org/nxtbooks/epe/ew_08222018
http://ew.edweek.org/nxtbooks/epe/ew_07182018
http://ew.edweek.org/nxtbooks/epe/ew_06202018
http://ew.edweek.org/nxtbooks/epe/ew_06132018
http://ew.edweek.org/nxtbooks/epe/ew_06062018
http://ew.edweek.org/nxtbooks/epe/ew_05302018
http://ew.edweek.org/nxtbooks/epe/ew_05232018
http://ew.edweek.org/nxtbooks/epe/ew_05162018
http://ew.edweek.org/nxtbooks/epe/ew_05092018
http://ew.edweek.org/nxtbooks/epe/ew_05022018
http://ew.edweek.org/nxtbooks/epe/ew_04252018
http://ew.edweek.org/nxtbooks/epe/ew_04182018
http://ew.edweek.org/nxtbooks/epe/ew_04112018
http://ew.edweek.org/nxtbooks/epe/ew_04042018
http://ew.edweek.org/nxtbooks/epe/ew_03212018
http://ew.edweek.org/nxtbooks/epe/ew_03072018
http://ew.edweek.org/nxtbooks/epe/ew_sr_03072018
http://ew.edweek.org/nxtbooks/epe/ew_02282018
http://ew.edweek.org/nxtbooks/epe/ew_02212018
http://ew.edweek.org/nxtbooks/epe/ew_02142018
http://ew.edweek.org/nxtbooks/epe/ew_02072018
http://ew.edweek.org/nxtbooks/epe/ew_01242018
http://ew.edweek.org/nxtbooks/epe/ew_01172018
http://ew.edweek.org/nxtbooks/epe/ew_01102018
http://ew.edweek.org/nxtbooks/epe/ew_12132017
http://ew.edweek.org/nxtbooks/epe/ew_11292017
http://ew.edweek.org/nxtbooks/epe/ew_11152017
http://ew.edweek.org/nxtbooks/epe/ew_11082017
http://ew.edweek.org/nxtbooks/epe/ew_11012017
http://ew.edweek.org/nxtbooks/epe/ew_10252017
http://ew.edweek.org/nxtbooks/epe/ew_10182017
http://ew.edweek.org/nxtbooks/epe/ew_10112017
http://ew.edweek.org/nxtbooks/epe/ew_10042017
http://ew.edweek.org/nxtbooks/epe/ew_09272017
http://ew.edweek.org/nxtbooks/epe/ew_09202017
http://ew.edweek.org/nxtbooks/epe/ew_09132017
http://ew.edweek.org/nxtbooks/epe/ew_09062017
http://ew.edweek.org/nxtbooks/epe/ew_08302017
http://ew.edweek.org/nxtbooks/epe/ew_08232017
http://ew.edweek.org/nxtbooks/epe/ew_07192017
http://ew.edweek.org/nxtbooks/epe/ew_06212017
http://ew.edweek.org/nxtbooks/epe/ew_06142017
http://ew.edweek.org/nxtbooks/epe/ew_06072017
http://ew.edweek.org/nxtbooks/epe/ew_05312017
http://ew.edweek.org/nxtbooks/epe/ew_05242017
http://ew.edweek.org/nxtbooks/epe/ew_05172017
http://ew.edweek.org/nxtbooks/epe/ew_05102017
http://ew.edweek.org/nxtbooks/epe/ew_04262017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_04262017
http://ew.edweek.org/nxtbooks/epe/ew_04192017
http://ew.edweek.org/nxtbooks/epe/ew_04052017
http://ew.edweek.org/nxtbooks/epe/ew_03292017
http://ew.edweek.org/nxtbooks/epe/ew_03222017
http://ew.edweek.org/nxtbooks/epe/ew_03082017
http://ew.edweek.org/nxtbooks/epe/ew_03012017
http://ew.edweek.org/nxtbooks/epe/ew_02222017
http://ew.edweek.org/nxtbooks/epe/ew_02152017
http://ew.edweek.org/nxtbooks/epe/ew_02082017
http://ew.edweek.org/nxtbooks/epe/ew_01252017
http://ew.edweek.org/nxtbooks/epe/ew_01252017specialreport
http://ew.edweek.org/nxtbooks/epe/ew_01182017
http://ew.edweek.org/nxtbooks/epe/ew_01042017
http://ew.edweek.org/nxtbooks/epe/ew_12142016
http://ew.edweek.org/nxtbooks/epe/ew_12142016v2
http://ew.edweek.org/nxtbooks/epe/ew_11302016
http://ew.edweek.org/nxtbooks/epe/ew_11162016
http://ew.edweek.org/nxtbooks/epe/ew_11092016
http://ew.edweek.org/nxtbooks/epe/ew_11022016
http://ew.edweek.org/nxtbooks/epe/ew_10262016
http://ew.edweek.org/nxtbooks/epe/ew_10192016
http://ew.edweek.org/nxtbooks/epe/ew_10122016
http://ew.edweek.org/nxtbooks/epe/ew_10052016
http://ew.edweek.org/nxtbooks/epe/ew_09282016
http://ew.edweek.org/nxtbooks/epe/ew_09212016
http://ew.edweek.org/nxtbooks/epe/ew_09142016
http://ew.edweek.org/nxtbooks/epe/ew_09072016
http://ew.edweek.org/nxtbooks/epe/ew_08312016
http://ew.edweek.org/nxtbooks/epe/ew_08242016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_08032016
http://ew.edweek.org/nxtbooks/epe/ew_07202016
http://ew.edweek.org/nxtbooks/epe/ew_01112017
http://ew.edweek.org/nxtbooks/epe/ew_06082016
http://ew.edweek.org/nxtbooks/epe/tc_06092016
http://ew.edweek.org/nxtbooks/epe/dc_06022016
http://ew.edweek.org/nxtbooks/epe/ew_06012016
http://ew.edweek.org/nxtbooks/epe/ew_05182016
http://ew.edweek.org/nxtbooks/epe/ew_sr_05112016
http://ew.edweek.org/nxtbooks/epe/ew_05112016
http://ew.edweek.org/nxtbooks/epe/ew_04272016
http://ew.edweek.org/nxtbooks/epe/ew_04202016
http://ew.edweek.org/nxtbooks/epe/ew_04132016
http://ew.edweek.org/nxtbooks/epe/ew_03302016
http://ew.edweek.org/nxtbooks/epe/ew_sr_03302016
http://ew.edweek.org/nxtbooks/epe/ew_03232016
http://ew.edweek.org/nxtbooks/epe/ew_03162016
http://ew.edweek.org/nxtbooks/epe/ew_03092016
http://ew.edweek.org/nxtbooks/epe/ew_02242016
http://ew.edweek.org/nxtbooks/epe/ew_sr_02242016
http://ew.edweek.org/nxtbooks/epe/ew_02172016
http://ew.edweek.org/nxtbooks/epe/ew_02102016
http://ew.edweek.org/nxtbooks/epe/ew_01272016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01272016
http://ew.edweek.org/nxtbooks/epe/ew_01202016
http://ew.edweek.org/nxtbooks/epe/ew_sr_01132016
http://ew.edweek.org/nxtbooks/epe/ew_01132016
http://ew.edweek.org/nxtbooks/epe/qc_01072016
http://ew.edweek.org/nxtbooks/epe/ew_01062016
http://ew.edweek.org/nxtbooks/epe/ew_12092015
http://ew.edweek.org/nxtbooks/epe/ew_12022015
http://ew.edweek.org/nxtbooks/epe/ew_sr_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11112015
http://ew.edweek.org/nxtbooks/epe/ew_11042015
http://ew.edweek.org/nxtbooks/epe/ew_10282015
http://ew.edweek.org/nxtbooks/epe/ew_10212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_10212015
http://ew.edweek.org/nxtbooks/epe/ew_10142015
http://ew.edweek.org/nxtbooks/epe/ew_10072015
http://ew.edweek.org/nxtbooks/epe/ew_09302015
http://ew.edweek.org/nxtbooks/epe/ew_sr_09302015
http://ew.edweek.org/nxtbooks/epe/ew_09232015
http://ew.edweek.org/nxtbooks/epe/ew_09162015
http://ew.edweek.org/nxtbooks/epe/ew_09092015
http://ew.edweek.org/nxtbooks/epe/ew_08262015
http://ew.edweek.org/nxtbooks/epe/ew_08192015
http://ew.edweek.org/nxtbooks/epe/ew_08052015
http://ew.edweek.org/nxtbooks/epe/ew_07082015
http://ew.edweek.org/nxtbooks/epe/ew_06102015
http://ew.edweek.org/nxtbooks/epe/tc_06112015
http://ew.edweek.org/nxtbooks/epe/dc_06042015
http://ew.edweek.org/nxtbooks/epe/ew_06032015
http://ew.edweek.org/nxtbooks/epe/ew_05202015
http://ew.edweek.org/nxtbooks/epe/ew_sr_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05132015
http://ew.edweek.org/nxtbooks/epe/ew_05062015
http://ew.edweek.org/nxtbooks/epe/ew_04222015
http://ew.edweek.org/nxtbooks/epe/ew_sr_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04152015
http://ew.edweek.org/nxtbooks/epe/ew_04012015
http://ew.edweek.org/nxtbooks/epe/ew_03252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03182015
http://ew.edweek.org/nxtbooks/epe/ew_03042015
http://ew.edweek.org/nxtbooks/epe/ew_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02252015
http://ew.edweek.org/nxtbooks/epe/ew_sr_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02182015
http://ew.edweek.org/nxtbooks/epe/ew_02042015
http://ew.edweek.org/nxtbooks/epe/ew_01282015
http://ew.edweek.org/nxtbooks/epe/ew_01212015
http://ew.edweek.org/nxtbooks/epe/ew_sr_01212015
http://ew.edweek.org/nxtbooks/epe/ew_01142015
http://ew.edweek.org/nxtbooks/epe/qc_01082015
http://ew.edweek.org/nxtbooks/epe/ew_01072015
http://ew.edweek.org/nxtbooks/epe/ew_12102014
http://ew.edweek.org/nxtbooks/epe/ew_12032014
http://ew.edweek.org/nxtbooks/epe/ew_11122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_11122014
http://ew.edweek.org/nxtbooks/epe/ew_11052014
http://ew.edweek.org/nxtbooks/epe/ew_10292014
http://ew.edweek.org/nxtbooks/epe/ew_10222014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10222014
http://ew.edweek.org/nxtbooks/epe/ew_10152014
http://ew.edweek.org/nxtbooks/epe/ew_10082014
http://ew.edweek.org/nxtbooks/epe/ew_sr_10012014
http://ew.edweek.org/nxtbooks/epe/ew_10012014
http://ew.edweek.org/nxtbooks/epe/ew_09242014
http://ew.edweek.org/nxtbooks/epe/ew_09172014
http://ew.edweek.org/nxtbooks/epe/ew_09102014
http://ew.edweek.org/nxtbooks/epe/ew_08272014
http://ew.edweek.org/nxtbooks/epe/ew_08202014
http://ew.edweek.org/nxtbooks/epe/ew_sr_08202014
http://ew.edweek.org/nxtbooks/epe/ew_08062014
http://ew.edweek.org/nxtbooks/epe/ew_07092014
http://ew.edweek.org/nxtbooks/epe/ew_06112014_v2
http://ew.edweek.org/nxtbooks/epe/ew_06112014
http://ew.edweek.org/nxtbooks/epe/dc_06052014
http://ew.edweek.org/nxtbooks/epe/ew_06042014
http://ew.edweek.org/nxtbooks/epe/ew_05212014
http://ew.edweek.org/nxtbooks/epe/ew_05142014
http://ew.edweek.org/nxtbooks/epe/ew_05072014
http://ew.edweek.org/nxtbooks/epe/ew_sr_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04232014
http://ew.edweek.org/nxtbooks/epe/ew_04162014
http://ew.edweek.org/nxtbooks/epe/ew_04022014
http://ew.edweek.org/nxtbooks/epe/ew_03262014
http://ew.edweek.org/nxtbooks/epe/tc_20140313
http://ew.edweek.org/nxtbooks/epe/ew_03122014
http://ew.edweek.org/nxtbooks/epe/ew_sr_03052014
http://ew.edweek.org/nxtbooks/epe/ew_03052014
http://ew.edweek.org/nxtbooks/epe/ew_02262014
http://ew.edweek.org/nxtbooks/epe/ew_sr_02192014
http://ew.edweek.org/nxtbooks/epe/ew_02192014
http://ew.edweek.org/nxtbooks/epe/ew_01292014_v2
http://ew.edweek.org/nxtbooks/epe/ew_02052014
http://ew.edweek.org/nxtbooks/epe/ew_01292014
http://ew.edweek.org/nxtbooks/epe/ew_01222014
http://ew.edweek.org/nxtbooks/epe/ew_01152014
http://ew.edweek.org/nxtbooks/epe/qc_01092014
http://ew.edweek.org/nxtbooks/epe/ew_01082014
http://ew.edweek.org/nxtbooks/epe/ew_12112013
http://ew.edweek.org/nxtbooks/epe/ew_12042013
http://ew.edweek.org/nxtbooks/epe/ew_11132013
http://ew.edweek.org/nxtbooks/epe/ew_11062013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10302013
http://ew.edweek.org/nxtbooks/epe/ew_10232013
http://ew.edweek.org/nxtbooks/epe/ew_10162013
http://ew.edweek.org/nxtbooks/epe/ew_10092013
http://ew.edweek.org/nxtbooks/epe/ew_sr_10022013
http://ew.edweek.org/nxtbooks/epe/ew_10022013
http://ew.edweek.org/nxtbooks/epe/ew_09252013
http://ew.edweek.org/nxtbooks/epe/ew_09182013
http://ew.edweek.org/nxtbooks/epe/ew_09112013
http://ew.edweek.org/nxtbooks/epe/ew_08282013
http://ew.edweek.org/nxtbooks/epe/ew_sr_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08212013
http://ew.edweek.org/nxtbooks/epe/ew_08072013
http://ew.edweek.org/nxtbooks/epe/ew_07102013
http://ew.edweek.org/nxtbooks/epe/ew_06122013
http://ew.edweek.org/nxtbooks/epe/dc_06062013
http://ew.edweek.org/nxtbooks/epe/ew_06052013
http://ew.edweek.org/nxtbooks/epe/ew_sr_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05222013
http://ew.edweek.org/nxtbooks/epe/ew_05152013
http://ew.edweek.org/nxtbooks/epe/ew_05082013
http://ew.edweek.org/nxtbooks/epe/ew_sr_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04242013
http://ew.edweek.org/nxtbooks/epe/ew_04172013
http://ew.edweek.org/nxtbooks/epe/ew_04032013
http://ew.edweek.org/nxtbooks/epe/ew_03272013
http://ew.edweek.org/nxtbooks/epe/ew_03132013
http://ew.edweek.org/nxtbooks/epe/tc_20130314
http://ew.edweek.org/nxtbooks/epe/ew_03062013
http://ew.edweek.org/nxtbooks/epe/ew_02272013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02202013
http://ew.edweek.org/nxtbooks/epe/ew_02202013
http://ew.edweek.org/nxtbooks/epe/ew_sr_02062013
http://ew.edweek.org/nxtbooks/epe/ew_02062013
http://ew.edweek.org/nxtbooks/epe/ew_01302013
http://ew.edweek.org/nxtbooks/epe/ew_01232013
http://ew.edweek.org/nxtbooks/epe/ew_01162013
http://ew.edweek.org/nxtbooks/epe/qc_01102013
http://ew.edweek.org/nxtbooks/epe/ew_01092013
http://ew.edweek.org/nxtbooks/epe/ew_12122012
http://ew.edweek.org/nxtbooks/epe/ew_12052012
http://ew.edweek.org/nxtbooks/epe/ew_sr_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11142012
http://ew.edweek.org/nxtbooks/epe/ew_11072012
http://ew.edweek.org/nxtbooks/epe/ew_10312012
http://ew.edweek.org/nxtbooks/epe/ew_sr_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10242012
http://ew.edweek.org/nxtbooks/epe/ew_10172012
http://ew.edweek.org/nxtbooks/epe/ew_10102012
http://ew.edweek.org/nxtbooks/epe/ew_10032012
http://ew.edweek.org/nxtbooks/epe/ew_09262012
http://ew.edweek.org/nxtbooks/epe/ew_09192012
http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
http://ew.edweek.org/nxtbooks/epe/ew_sr_08222012
http://ew.edweek.org/nxtbooks/epe/ew_08222012
http://ew.edweek.org/nxtbooks/epe/ew_20120829
http://ew.edweek.org/nxtbooks/epe/ew_sr_08292012
http://ew.edweek.org/nxtbooks/epe/ew_20120822_v2
http://ew.edweek.org/nxtbooks/epe/ew_20120822
http://ew.edweek.org/nxtbooks/epe/ew_test
http://ew.edweek.org/nxtbooks/epe/diplomascount_2012issue34
http://www.nxtbookMEDIA.com