From the editors...

"Empowerment" is a buzzword we hear often in educational circles these days. We talk of empowering learners as inquirers and teachers as decision' makers. Most of the articles in this issue of ORT put the concept of empowerment into practice. The issue begins with results of a survey in which almost 200 teachers share their beliefs and habits around effective instructional practices. The next article continues with a discussion of how effective primary teachers use the strategy of word walls in their classrooms.

Writing as empowerment for students of all ages is a theme for the next three articles. A primary classroom teacher describes how one of her students, Molly, discovered the power of writing for an audience. High school and university students use writing to talk about reading through their email correspondence over a novel. A university instructor explores "compare-contrast planners," an effective writing strategy that can be adapted to many instructional settings.

Support for struggling readers is always empowering! A team of researchers explore whether students experiencing difficulty can benefit from intervention that combines Guided Reading with Project READ. Their longitudinal study provides insights that will be of interest to all ORT readers. A community church hosts an after-school program that uses volunteers and university service learners as math and reading tutors for neighborhood children.

Our featured school is Watterson-Lake Elementary in Cleveland. Read how their "Community of Writers" project with the Institute for Educational Renewal resulted in teacher empowerment through professional collaboration, curriculum development and mentoring. "The Bookshelf" features books for the Ohio bicentennial, written by Ohio authors! As always, Legislative Issues gives us important food for thought by asking what is being "left behind" in the federal "No Child Left Behind" legislation! And don't forget to check out our new website: www.ocira.org!!

Amy R. Hoffman

John Carroll University

Evangeline Newton

The University of Akron

Copyright Ohio Council of the International Reading Association Summer 2002
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