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From the Editor

his issue of the Bulletin: International Journal for Professional Educators
Tmarks a subtle change in the way the publication’s content is directed. Focusing
on DKG’s overall Mission "to promote the professional and personal growth of
women educators and excellence in education," the 2002–2004 Editorial Board
decided not to issue predetermined themes but rather to accept submissions on any
educational topics related to that mission. This change takes place in recognition
of the breadth of educational roles of our members and the breadth of educational
issues of importance to educators worldwide. It will also help to keep the publication
more relevant as key themes will emerge close to publication date rather than being
suggested several years in advance of submission dates, as has been the practice.
Literacy concerns dominate the first several articles in this issue. Malotte and
Smith offer strategies to assist students with organization in writing. Although the
authors target special education students, readers will quickly recognize the usefulness
of the suggested strategies for all students. Murphy follows with focus on another
target population—English Language Learners—providing insight into how to
support such students across the four language domains: listening, speaking, reading,
and writing. Again, the suggestions will be useful beyond the specific targets of the
article. Completing the focus on literacy, Szabo et al. offer an interesting overview
of readability measures and of the need for teachers to implement compensatory
strategies when texts are written above grade level. Their focus is on science texts—
but understanding readability is important in all areas!
Instructional strategies are also highlighted in Miller’s article on ways to increase
students’ social action on issues of importance. Cieminski offers a book review
related to leadership within and among the various generations, and Broughton et al.
further the generational theme with a research study of Baby Boomers completing
graduate work. Editorial Board member Richter closes the issue with a brief piece
revealing the results and usefulness of a survey completed in her state organization—
yet another idea with wonderful transferability.
Although the authors in this issue target specific educational areas, their articles
have sufficient depth to be meaningful to members in varied walks, areas, and levels
of education. They reveal issues of interest and importance to key women educators
impacting education worldwide—in this case, through their research, analysis, and
writing. Mission accomplished.
Judith R. Merz, EdD
Editor

Note: In the upcoming volume (#90) of the DKG Bulletin: Journal, the Editorial Board
will pilot an opportunity for members to "sponsor" submissions by a colleague who is
not a member of DKG. This will slightly expand the current guideline that at least one
author must be member, opening the way to encourage broader scholarship and impact on
education. In particular, members may wish to sponsor the work of one of their students or
of an outstanding colleague who might become a member. Watch for further details on the
DKG website.

Educators’ Choice 5