An annotated bibliography so far

Here are a few sources that I am planning to use, if anyone has any suggestions, then I would appreciate them!
Here's my case study question in case you are new to my page:
How do educators address at-risk students in the curriculum and in the classroom environment in order to promote their students’ academic success while still promoting state/district standards?

Easton, Lois Brown. “Democracy in Schools: Truly a Matter of Voice.” English Journal. 94.5 (May 2005): 52-56.

In this article, Easton speaks to educators and policy makers about the curriculum and student body of Eagle Rock School and Professional Development Center. The students who attend this school have been labeled as “at-risk” and struggle with difficult choices in their lives. The article discusses the importance of student voice and choice in their curriculum. Easton references a rubric that is created with the assistance of the students for an essay and mentions that many of the students are more productive because they are represented in their school’s curriculum.

Frazier, Chapman Hood. “The Development of an Authentic Assessment Instrument: The Scored Discussion.” English Journal. 86.1 (Jan. 1997): 37-40.

Frazier speaks to educators and administrators about the use of Authentic Assessment in the classroom. Frazier references a rubric that was collaboratively created in order to evaluate classroom discussion. The article focuses on the importance of assessing students, referencing at-risk students, in areas outside of the regular test-taking norm.

Weiner, Stephen. “Show, Don’t Tell: Graphic Novels in the Classroom.” English Journal. 92.2 (Nov. 2004): 114-117.

Weiner speaks to educators, specifically English teachers, about the use of graphic novels in the classroom. Although he does not specifically mention at-risk students, he provides a synopsis of the benefits of using graphic novels to appeal to reluctant readers. He references several literary adaptations of graphic novels that can be used in classroom in order to teach difficult concepts to students who might not be interested in the subject matter.

Graff, Pat S. “Service Learning Reinforces Language Arts Skills.” English Journal. 90.5 (May 2001): 19-21.

Graff provides a brief discussion of the academic and character development benefits that are a product of Service Learning in the classroom. She references definitions of Service Learning as well as application to regular classrooms and at-risk classroom communities. She lists references on the Florida Department of Education page of innovative ideas for Service Learning that are connected to the specific standards of the state.

Hodges, V. Pauline. “Using a Sense of Place to Teach At-Risk Students.” English Journal. 93.6 (July 2000): 27-30.

Speaking to English educators and other educators, Hodges discusses many methods she used in order to teach at-risk students. She states that teachers must make a connection between the lesson material and students lives. Hodges believes that urban students do not usually see the relevancy of information in the classroom and that lessons can be adapted to connect students with their immediate environment. She suggests using field trips, interviews, projects and guest speakers in order to appeal to the students’ interest while still adhering to a state’s scholastic expectations.

Peckman, Sherri. “Developing Student Ownership in the ‘Real World.’” English Journal. 85.2 (Feb. 1996): 60-63.

Peckman speaks to educators in at risk communities as well as educators of normal classroom communities. Using her own class as an example, Peckman states that she created a project that would motivate her students as well as address all areas of the English curriculum. She emphasizes that the success of the project came from allowing her at risk students to become the teachers and the learners in the classroom.

Young, Carl A. “Conversation as Curriculum: Learning to Teach English in Rural America.” English Journal. 93.6 (July 2004): 82-88.

In this article, Young addresses educators of rural and at-risk students in a discussion of the roadblocks that occur in classrooms that contain students from areas of poverty. Young discusses the community views and language barriers that occur in the communities that are often in conflict with the views and language of many schools, educators and policymakers.