“Are You Sure We’re Supposed to Be Reading These Books for Our Project?”

Reference

• Allington, R. L. (2002). You can't learn much from books you can't read. Educational Leadership, 60(3), 16–19.
   Web of Science ®Google Scholar
• Arnold, J. (2001). High expectations for all. In T. O. Erb (Ed.), This we believe … And now we must act. (pp. 28–34). Westerville, OH: Routledge.
   Google Scholar
• Boss, S. (2002). Taking math into the real world. Middle Ground, 6(1), 33–35.
   Google Scholar
• Brame, P. B. (2000). Using picture storybooks to enhance social skills training of special needs students. Middle School Journal, 32(1), 41–46.
   Google Scholar
• Breault, R. A. (1999). Morally responsive teaching. In C. W. Walley & W.G. Gerrick (Eds.), Affirming Middle Grades Education (pp. 38–60). Boston: Allyn and Bacon.
   Google Scholar
• Budiansky, S. (2001). The trouble with textbooks. Prism, 10(6), 24–27.
   Google Scholar
• Chenhansa, S., & Schleppegrell, M. (1998). Linguistic features of middle school environmental education texts [Electronic version]. Environmental Education Research, 4(1), 53–66.
   Google Scholar
• Galda, L., & Cullinan, B. E. (2002). Literature and the child (5th ed.). Belmont, CA: Wadsworth.
   Google Scholar
• Giorgis, C., & Hartman, K. J. (2000). Using picture books to support middle school curricula. Middle School Journal, 31(4), 34–41.
   Google Scholar
• Homer, R. H. (1999). Social studies in the middle grades: The story of an emerging team. In C. W. Walley & W. G. Gerrick (Eds.), Affirming Middle Grades Education (pp.182–190). Boston: Allyn and Bacon.
   Google Scholar
• Horton, T. (1999). Classroom earth! Natural History, 108(5), 48–53.
   Web of Science ®Google Scholar
• Ivey, G. (2002). Getting started: Manageable literacy practices. Educational Leadership, 60(3), 20–23.
   Web of Science ®Google Scholar
• Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York: Teachers College Press.
   Google Scholar
• Lieberman, G. A., & Hoody, L. L. (1998). Closing the achievement gap: Using the environment as an integrating context for learning. Poway, CA: Science Wizards.
   Google Scholar
• Linon, J., Outhred, L., & Farrell, J. (1999). ‘Cry me a river’: Can literature influence children's attitudes to the environment? [Electronic version] Primary Educator, 5(1), 23–27.
   Google Scholar
• Meyer, M. (1997). The GREENing of learning: Using the eighth intelligence. Educational Leadership, 55(1), 32–35.
   Web of Science ®Google Scholar
• Monhardt, R., & Monhardt, L. (2000). Children's literature and environmental issues: Heart over mind [Electronic version]. Reading Horizons, 40(3), 175–184.
   Google Scholar
• National Academy of Sciences. (1995). National science education standards: Chapter 6—content standards: 5–8. Washington, DC: Author. Retrieved 6/1/2003 from http://www.nap.edu/readingroom/books/nses/html/6d.html
   Google Scholar
• North American Association for Environmental Education, & The National Environmental Education and Training Foundation. (2001, October). Using environment-based education to advance learning skills and character development. Washington, DC: Authors.
   Google Scholar
• Richardson, J. S., & Morgan, R. F. (2000). Reading to learn in the content areas (4th ed.). Belmont, CA: Wadsworth.
   Google Scholar
• Robb, L. (2002). Multiple texts: Multiple opportunities for teaching and learning. Voices from the Middle, 9(4), 28–32.
   Google Scholar
• Royce, C. A., & Wiley, D. A. (1996). Children's literature and the teaching of science: Possibilities and cautions. The Clearing House, 70, 18–20.
   Google Scholar
• Simpson, S. (1999a). Early adolescent development. In C. W. Walley & W.G. Gerrick (Eds.), Affirming Middle Grades Education (pp. 5–16). Boston: Allyn and Bacon.
   Google Scholar
• Simpson, S. (1999b). Interdisciplinary and interthematic curriculum designs. In C. W. Walley & W.G. Gerrick (Eds.), Affirming Middle Grades Education (pp. 79–92). Boston: Allyn and Bacon.
   Google Scholar
• Smith, G. A. (2002a). Going local. Educational Leadership, 60(1), 30–33.
   Web of Science ®Google Scholar
• Smith, G. A. (2002b). Place-based education: Learning to be where we are. Phi Delta Kappan, 83, 584–594.
   Web of Science ®Google Scholar
• Stevenson, C. (2001). Curriculum that is challenging, integrative, and exploratory. In T. O. Erb (Ed.), This we believe … And now we must act. Westerville, OH: Routledge.
   Google Scholar
• Temple, C., Martinez, M., Yokota, J., & Naylor, A. (2002). Children's books in children's hands: An introduction to their literature (2nd ed.). Boston: Allyn & Bacon.
   Google Scholar
• Theobald, P. (1997). Teaching the commons: Place, pride, and the renewal of community. Boulder, CO: Westview Press.
   Google Scholar
• Walley, C. W. (1999). Language arts in the middle grades. In C. W. Walley & W.G. Gerrick (Eds.), Affirming Middle Grades Education (pp. 129–144). Boston: Allyn and Bacon.
   Google Scholar
• Warren, L. L., & Flinchbaugh, M. E. (2003). Engaging students in meaningful, integrative environmental lessons. Middle School Journal, 34(3), 47–50.
   Google Scholar
• Wood, K. D. (2002). Using pictures to teach content to second language learners. Middle School Journal, 33(5), 47–51.
   Google Scholar