Engaging Minds in English Language Arts Classrooms: The Surprising Power of Joy

Mary Jo Fresch, Michael F. Opitz, Michael P. Ford

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About

How can we keep students attentive, thoughtful, and inquisitive about learning in language arts? It certainly takes more than new standards and assessments.

Acknowledgments

Introduction

Understanding Joyful Learning in the English Language Arts

Assessing and Evaluating Joyful Learning

Implementing Joyful Learning

Using Joyful Learning to Support Education Initiatives

About the authors

Mary Jo Fresch is a professor in the Department of Teaching and Learning at Ohio State University at Marion. Her research focuses on the developmental aspect of literacy learning. Mary Jo is the author of scholarly articles and books for teachers. She may be contacted at fresch.1@osu.edu.

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Michael F. Opitz is professor emeritus of reading education at the University of Northern Colorado, where he taught undergraduate and graduate courses. An author and literacy consultant, Michael provides inservice and staff development sessions and presents at state and international conferences and also works with elementary school teachers to plan, teach, and evaluate lessons focused on different aspects of literacy. He is the author and coauthor of numerous books, articles, and reading programs.

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Michael Ford is chair of and professor in the Department of Literacy and Language at the University of Wisconsin Oshkosh, where he teaches undergraduate and graduate courses.

He is a former Title I reading and 1st grade teacher. Ford is the author of 5 books and more than 30 articles.

Ford has worked with teachers throughout the country and his work with the international school network has included staff development presentations in the Middle East, Europe, Africa, South America, and Central America.