It is my sincere pleasure to welcome you to the 2016 edition of the New Hampshire Journal of Education. Our theme, “Reimagining Education: Every Learner, Every Day” speaks to the core of what we strive to do each day in classrooms and school districts across the state and nation – whether in K-12, higher education, the physical classroom, or online. I’m certain the suggestions and examples shared in our current edition will inspire you to find new and innovative ways to meet the needs of each of your learners, every day.
The first section of this year’s journal focuses on 21st Century Teaching and Learning. In our lead article, Tammy Carnevale and co-authors Clark, Curdie, Minickiello, Moser and Philipson discuss their work in an online Reflective Practice group. Author Heidi Hayes-Jacobs, a regular contributor to the NHASCD conference series, discusses the importance of integrating new digital, media and global literacies into today’s classrooms. Julie Moser completes this section as she explores the role social media technology can play in higher education.
Practitioners Speak continues to find an important place in our journal where educators share ideas and advice. Plymouth State University student Benjamin Barter-Colcord opens this section with a thoughtful discussion about self-esteem and its impact on student success. Susan Brookhart, a welcome addition to NHASCD’s conference series this year, shares her ideas for creating authentic learning targets. University instructor Gerard Buteau provides six strategies to motivate young readers, while authors Nathaniel Greene and Paula Steward emphasize the importance of strong school counselor and school principal relationships.
In the new Highlights from the Field section of the journal, we spotlight strategies and partnerships which have demonstrated success. Here, Shawn Maureen Powers reflects on her experience teaching a survey of humanities course in which critical thinking and student ownership in their own learning is emphasized. Next, Nathaniel Greene describes how debate can be used in the classroom to develop critical thinking and communication skills. Aimee Burke Valeras and Sue Hemingway describe the success of a school based health center, while Cheryl Baker and Kathleen McCabe examine the impact that professional learning communities can have when established within a cohort doctoral program. Bonnie Bechard and Thomas Fitzpatrick complete this section, as they share eight characteristics of high quality, high impact teaching and learning practices in action.
Finally, Meg Petersen reflects and comments on approaches to curriculum reform in both the Dominican Republic and the United States.
Heartfelt thanks to co-editor Stacey Curdie-Meade for her tireless efforts to produce the journal each year, as well as for her work in successfully moving the journal to our new digital format. Many thanks to Dean Gail Mears, Provost Julie Bernier and President Donald Birx for their support as well.
I’ve had the pleasure of serving on the NHASCD Board for several years. In this, my final year on the Board, I want to give special thanks to Executive Director Susan Copley and the NHASCD Board of Directors for all that they do to provide exceptional speakers and worthwhile conferences each year, that inspire us to reimagine education, putting all learners at the forefront. It has been a pleasure working with each of you!
Marianne M. True