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dering a personal evolution of concepts necessary to allow readers to understand and accept a new and unexpected cultural literary interpretation. When interacting with challenging, multi-layered texts, young readers need time for reflection, a forum for negotiating meaning, and encouragement to make connections between existing constructs to expand and enrich their world representations. (Seventeen references are attached.) (RS)
writing people do. It looks at examples of academic, professional, and personal writing and introduces two major concepts that run throughout the book-writing for the reader and hierarchical organization. From this point on, the book focuses on the writing process itself. Chapter 2 looks at familiar theories and models of the writing process. Chapter 4 shows how writers construct their own internal, mental representations of meaning. Most of the rest of the book (chapters 3, 5, 6, 7, and 9 through 12) is organized around a set of steps or major tasks the writer must handle: planning, generating ideas, and evaluating and editing prose. Chapter 8 discusses analyzing a problem and building a thesis. The book concludes with two case studies on research writing which cover the process of doing research and developing arguments when writing research papers, consulting reports, and proposals. (MG)
EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Adolescent Literature, Annotated Bibliographies, Childrens Literature, Elementary Secondary Education, *Fiction, Literature Appreciation, *Reading Material Selection, *Recre ational Reading Identifiers—North Carolina This advisory list includes annotations for 88 works of fiction, a list of 105 books favorably reviewed in other reviewing sources, and a directory of publishers mentioned. The list also includes suggested grade levels and the price of each book. (RS) ED 318 004 CS 212 287 Caldecott Award Books: Winners and Honor Books, 1938 to Present. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Media Evaluation Service. Pub Date—Feb 90 Note-13p.; Printed on colored paper. Pub Type- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Awards, *Childrens Literature, Elementary Education, Literature Appreciation, *Recreational Reading Identifiers—*Caldecott Award, Honor Books, North Carolina, Trade Books This bibliography lists the 53 Caldecott Award winning books and the “Honor Books” for the years 1938 to 1990. The bibliography includes the author, publisher, and year of publication for each selection. (RS)
ED 317 999 CS 212 282 Pytlik, Betty P. Collaborative Learning in a Teacher Training Class: A Case Study of a Teacher-Researcher's Experience. Pub Date-Mar 90 Note—13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Funded by a grant from the Ohio University Research Committee. Pub Type - Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PCO1 Plus Postage. Descriptors—Case Studies, Cooperation, *Cooper ative Learning, Educational Research, Group Activities, Group Discussion, Higher Education, High Schools, Journal Writing, Preservice Teacher Education, Student Journals, Teaching Methods Identifiers—*Collaborative Learning, Teacher Re searchers A study was conducted to determine what kinds of references to cooperative activities or collaboration appeared in the journals kept by students in a graduate methods course on the teaching of writing and if there were difference in the references made by two new teaching assistants and two experienced high school teachers. New teachers wrote their reactions to articles, class activities, and outside readings in journals. They also related what they were learning in the methods course to what they were doing and observing in other graduate classes and in the freshman composition classes they taught. Journals were collected every three weeks and their comments were responded to by the teacher-researcher. Journal entries were coded by type of activity, participants, and setting, in or out of class. Analysis of journal entries found 10 types of cooperative activities: conferences, discussions, games, journal exchanges, peer review, planning for class, professional activities, reflections on cooperative activities and collaboration, other responses to pieces of writing, and other group activities. Results indicated that (1) the four teachers' interest and involvement in cooperative activities and collaboration differed substantially; (2) not all types of activities were equally represented in the journals; (3) the participants in cooperative activities were typically teachers; (4) the journals revealed a great variety in the kinds of references teachers made to cooperative activities; and (5) there were striking differences in the kind of references to activities made by the visiting high school teachers and the new teachers. (One table is included.) (MG)
ED 318 001 CS 212 284 Brand, Alice G. Social Cognition, Emotions, and the Psychology of Writing. Pub Date—Mar 90 Note—28p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type— Speeches/Meeting Papers (150) — In formation Analyses (070) - Historical Materials (060) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Emotional Experience, *Social Cog nition, *Social Psychology, *Writing (Composi tion), *Writing Attitudes Identifiers-Author Text Relationship, Composi tion Theory, *Social Constructivism Interest in social construction has coincided with a widespread movement to situate the composing process in a social-cognitive paradigm. Because social and emotional themes overlap, writing specialists assume that the emotional components of writing have been taken care of. However, by being absorbed into social themes, the emotional experience in writing remains neglected. From the standpoint of systematic psychology, the present position on the emotions can be traced to the outgrowth of social psychology and its core construct, attitude, from mainstream psychology and the influence of social construction on composition studies, particularly with respect to emotion. While social cognitive psychology has begun to examine interpersonal emotion, this interest has yet to filter down into the prevailing psychology of writing. (Two footnotes are included; 59 references are attached. (RS)
ED 318 005 CS 212 288 Newbery Award Books: Winners and Honor Books, 1922 to Present. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Media Evaluation Service. Pub Date—Feb 90 Note-12p.; Printed on colored paper. Pub Type- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Awards, *Childrens Literature, Elementary Education, Literature Appreciation, *Recreational Reading Identifiers-Honor Books, *Newbery Award, North Carolina, Trade Books This bibliography lists the 69 Newbery Award winning books and the “Honor Books” for the years 1922 to 1990. The bibliography includes the author, publisher, and year of publication for each selection. (RS) ED 318 006 CS 212 289 Fulwiler, Toby The Friends and Enemies of Writing across the Curriculum. Pub Date—22 Mar 90 Note—7p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Environment, *College In struction, Educational Philosophy, Educational Trends, Higher Education, Teacher Role, *Writing Across the Curriculum Five problematic terms (disciplinarity, epistemology, mission, orthodoxy, and inertia) speak to the future of writing across the curriculum (WAC) at the college and university level. Inertia makes all the programmatic issues of strict disciplinarity, rigidly objective epistemologies, anti-educational missions, and entrenched orthodoxies just that much harder to combat. WAC goes deep into the heart of the whole academic enterprise by challenging passive learning and routine training. The good news is that for more and more teachers, WAČ ideas have become the norm. (RS)
ED 318 002 CS 212 285 Recommended Readings in Literature: Kindergar ten through Grade Eight. Addendum. California State Dept. of Education, Sacramento. Report No.-ISBN-0-8011-0863-2 Pub Date—90 Note—17p.; For previous list, see ED 308 514. Available from Bureau of Publications, Sales Unit, California Department of Education, P. O. Box 271, Sacramento, CA 95802-0271 ($2.25, plus sales tax for California residents.) Pub Type— Guides - Classroom - Teacher (052) – Reference Materials - Bibliographies (131) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Adolescent Literature, Childrens Literature, Cultural Context, Elementary Education, Fiction, *Literature Appreciation, Nonfic tion, Poetry, *Reading Material Selection Identifiers—California, Reading Motivation Intended as a guide for local-level policy makers, curriculum planners, teachers, and librarians, this addendum to “Recommended Readings in Literature, Kindergarten through Grade Eight” includes over 260 titles designed to supplement and extend the original list. Organized by overlapping grade levels, the addendum offers many titles that can be enjoyed by children, adolescents, parents, and teachers alike. Literary contributions of specific ethnic or cultural groups included in the addendum are identified by special symbols. (RS)
ED 318 000 CS 212 283 Flower, Linda Problem Solving Strategies for Writing. Third Edi tion. Report No.-ISBN-0-15-571974-2 Pub Date—89 Note—294p. Available from-Orders, Harcourt Brace Jovanovich, 7555 Caldwell Ave., Chicago, IL 60648 ($15.00) Pub Type— Guides - Classroom - Teacher (052) — Books (010) Document Not Available from EDRS. Descriptors—Discourse Modes, *Freshman Com position, Higher Education, Instructional Materials, Theory Practice Relationship, Writing Ability, Writing Evaluation, Writing Improvement, *Writing Processes, *Writing Strategies, Writing Teachers Identifiers-Academic Discourse, Flower (Linda) Reflecting new development in the field of rhetoric and composition, this textbook's third edition incorporates major changes which propose to turn theory into practical advice. These additions in the third edition draw on a new theoretical understanding of how writers operate within a discourse community, on a new research-based view of the revision process, and on the pedagogy of translating such ideas into a structured sequence of assignments. Chapter 1 is an overview of the kinds of
ED 318 003 CS 212 286 Fiction. Advisory List of Instructional Media. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Media Evaluation Service. Pub Date—Jan 90 Note—37p. Pub Type - Reference Materials - Bibliographies (131) — Guides - Classroom - Teacher (052)
ED 318 007 CS 212 290 English Language Arts: Assessment Strategies for the Common Curriculum Goals: A Planning Model, Grades K-3. Oregon State Dept. of Education, Salem. Pub Date—Mar 90 Note—62p.; Some pages are printed on colored pa per. Pub Type— Guides - Non-Classroom (055) Guides - Classroom - Teacher (052) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Educational Assessment, *Educaformatting, proofreading, and notetaking marks. Throughout the textbook, writing projects
are presented separately from the rhetorical principles usually associated with those projects. (RS)
tional Planning, *English Curriculum, *Evaluation Criteria, Evaluation Methods, *Language Arts, Listening Skills, Models, Primary Education, Reading Skills, Study Skills, Thinking Skills, Visual Literacy, Writing Skills Identifiers—Oregon This guide provides classroom assessment models and strategies that can be used by teachers in planning for efficient day-to-day assessment of the English Language Arts Common Curriculum Goals and in tracking individual student progress over time. The guide lists individual grade level expectations from the Common Curriculum Goals with possible assessment strategies for each. Since, in practice, many of the goals will be grouped and assessed through one assignment or during normal observations while working with students, the guide includes examples of systematic methods of keeping track of observations teachers regularly make while observing and teaching students. Making the point that, like good instruction, good assessment practices are the result of careful planning, the guide is intended to assist teachers in developing a repertoire of assessment strategies. The guide's eight sections are as follows: (1) Introduction; (2) Writing Skills; (3) Speaking Skills; (4) Listening Skills; (5) Reading/Literature Skills; (6) Study Skills; (7) Mass Media and Visual Literacy Skills; and (8) Reasoning Skills. (SR)
ED 318 012 CS 212 298 Daniels, Harvey A., Ed. Not Only English: Affirming America's Multilin gual Heritage. National Council of Teachers of English, Urbana, I11. Report No.-ISBN-0-8141-3363-0 Pub Date—90 Note-136p. Available from National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 33630-0015; $6.95 member, $8.95 nonmember). Pub Type— Books (010) — Collected Works - Gen eral (020) EDRS Price - MF01/PC06 Plus Postage. Descriptors Cultural Context, Cultural Influences, *English, *Language Maintenance, Language of Instruction, Language Role, Multilingualism, *Official Languages, Sociolinguistics Identifiers—*Educational Issues, *English Only Movement, Linguistic Pluralism Intended to help teachers of English, language arts, and other subjects interpret "English Only” language issues for students, parents, and school communities, this book addresses various aspects of the controversy. Articles, listed with their authors, are as follows: (1) "The Roots of Language Protectionism” (Harvey A. Daniels); (2) "The Legal Status of English in Illinois: Case Study of a Multilingual State" (Dennis Baron): (3) "Metaphors and Motives of Language-Restriction Movements” (Elizabeth Frick); (4) "The Federal English Language Amendment: Prospects and Perils” (Elliot L. Judd); (5) “In the Aftermath of the ELA: Stripping Language Minorities of Their Rights" (Roseann Duenas Gonzalez); (6) "Official English and the English Profession” (James C. Stalker); (7) “Paranoia in Language Politics” (Vivian I. Davis); (8) "Solamente Ingles' and Hispanics” (Victor Villanueva, Jr.); (9) “Anglo-Conformity: Folk Remedy for Lost Hegemony” (James Sledd); (10) “Disillusionment with Official English and the Search for Alternatives” (Mary Carol Combs and Lynn M. Lynch); (11) "The 'Mis-education of the Negro' and You Too" (Geneva Smitherman); and (12) "What One Teacher Can Do" (Harvey A. Daniels). (KEH)
Identifiers—Text Factors, Textual Analysis Arguing that writers must be able to evaluate the quality and effectiveness of the texts they produce, this paper begins by isolating some of the persistent questions raised by people in education, business, and government who want to judge how well their texts are working. The paper then compares the cognitive processes involved in "reading to comprehend text” with those involved in "reading to evaluate and revise text,” stressing that even experienced writers often need help in detecting and diagnosing text problems. The paper then characterizes three general classes of tests for evaluating text quality: (1) text-focused; (2) expert-judgment-focused; and (3) reader-focused approaches. The paper reviews typical methods within each class and discusses the relative advantages of reader-focused methods over other approaches. (Four figures are included; 150 references are attached.) (RS) ED 318 010 CS 212 296 Dyson, Anne Haas The Word and the World: Reconceptualizing Writ ten Language Development or Do Rainbows Mean a Lot to Little Girls? Technical Report No. 42. Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Apr 90 Note-36p. Pub Type-- Information Analyses (070) - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Child Development, *Language Ac quisition, Oral Language, Primary Education, Whole Language Approach, *Written Language, *Young Children Identifiers—Emergent Literacy, Print Awareness Current research has fragmented educators' vision of both written language and development. A more integrative vision, one that preserves the integrity of written language as a symbol system, is based on five principles that characterize written language development: (1) the establishment of equivalences; (2) exploration and orchestration of the system; (3) reliance on shifting relationships of form and function; (4) differentiation and integration of symbolic functions; and (5) participation in social dialogue. These principles highlight the dialectical relationship between function and form, between child construction and adult guidance. The articulated vision of development differs in fundamental ways from most current viewpoints, as it does not consider written language as simply an extension of the child's oral language but as the evolution of a distinct symbolic option with links to the child's entire symbolic repertoire. Viewing written language growth in this way may allow for a more open-ended vision of its development, and the developmental principles discussed may suggest some possibilities for negotiation between whole language and basic skill proponents. (One hundred fourteen references are attached.) (Author/RS)
ED 318 008 CS 212 294 Ackerman, John M. Reading, Writing, and Knowing: The Role of Disciplinary Knowledge in Comprehension and Composing. Technical Report No. 40. Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date-Mar 90 Note-48p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Analysis of Variance, Content Area Writing, Critical Reading, Essays, Graduate Students, Higher Education, Prior Learning, Protocol Analysis, Reading Comprehension, *Reading Writing Relationship, *Writing Processes, Writ ing Research Identifiers—Constructivism A study explored how writers with extensive experience and learning in an academic discipline used both topical and rhetorical knowledge to construct synthesis essays. Subjects, 20 psychology graduate students and 20 business graduate students, wrote synthesis essays on either the topics of “supply-side economics” or “rehearsal in memory.” Half of the subjects completed think-aloud protocols, and their composing processes were analyzed for different qualities and frequencies of elaborations and rhetorical awareness and for task representation. Analysis of variance indicated that (1) “high knowledge” writers evidenced unique elaborative and rhetorically sensitive performance; (2) high knowledge writers included more “new” information in their essays in the top levels of essay organization; (3) low knowledge writers elaborated less but did rely on structural and content-based awareness to compose. Findings confirmed the interrelatedness of comprehension and composing processes and illustrated how writers, with varying levels of topic familiarity, use both their knowledge of disciplinary topics and their experience as readers and writers to compose synthesis essays. (Fifteen tables of data, four figures, and one note are included; 180 references and two appendixes of data are attached.) (RS) ED 318 009 CS 212 295 Schriver, Karen A. Evaluating Text Quality: The Continuum from Text-Focused to Reader-Focused Methods. Tech nical Report No. 41. Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date Mar 90 Note-42p. Pub Type - Reports - Evaluative (142)— Informa tion Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Audience Awareness, *Critical Read ing, Discourse Analysis, Reader Text Relationship, *Revision (Written Composition), *Technical Writing, *Writing Evaluation, Writing Research, Writing Skills
ED 318 011 CS 212 297 White, Fred D. The Writer's Art: A Practical Rhetoric and Hand book. Report No.-ISBN-0-534-06084-6 Pub Date-86 Note—534p. Available from—Wadsworth, Inc., 7625 Empire Dr., Lawrence, KY 41042 ($27.00). Pub Type— Books (010) — Guides - Classroom Teacher (052) Document Not Available from EDRS. Descriptors—Higher Education, Interdisciplinary Approach, Research Papers (Students), Research Skills, *Rhetoric, Textbooks, *Writing (Composition), Writing Across the Curriculum, Writing Exercises, *Writing Improvement, *Writing Instruction Identifiers—*Stylistics Designed to reveal the art and craft of composition and the principles that underlie good writing, this textbook focuses on how to improve students' writing and how to give students a sense of the contribution writing makes to any kind of learning. The 20 chapters of the textbook are divided into 5 parts: (1) “The Writing Experience"; (2) “Principles and Projects"; (3) "Tools of the Trade"; (4) Special Topics"; and (5) á handbook of concise information of grammatical and rhetorical principles, usage problems, punctuation, spelling, and manuscript
ED 318 013 CS 212 299 Moran, Charles, Ed. Penfield, Elizabeth F., Ed. Conversations: Contemporary Critical Theory and the Teaching of Literature. National Council of Teachers of English, Urbana, Ill. Report No.-ISBN-0-8141-0860-1 Pub Date—90 Note-243p. Available from National Council of Teachers of English, 1111 Kenyon Road, Urbana, IL 61801 (Stock No. 08601-0015; $11.95 member, $14.95 nonmember). Pub Type-Books (010) - Collected Works - Gen eral (020) EDRS Price - MF01/PC10 Plus Postage. Descriptors—Cultural Context, Feminism, Higher Education, *Literary Criticism, *Literature Appreciation, Reader Response, Secondary Educa tion, Theory Practice Relationship Identifiers—Cultural Literacy, Literary Canon, *Literary Theory, Poststructuralism An extension of conversations that originally took place at summer institutes devoted to literary theory (sponsored by the National Council of Teachers of English), this book presents diverse critical perspectives on current topics of literature, such as post-structuralism, cultural criticism, reader-response theory, and issues of gender and canon. Articles, listed with their authors, are as follows: (1) "Literature and Authority” (Myra Jehlen); (2) "A Short Course in Post-Structuralism” (Jane Tompkins); (3) “The Turns of Reader-Response Criticism” (Steven Mailloux); (4) “The Master's Pieces: On Canon Formation and the Afro-American Tradition" (Henry Louis Gates, Jr.); (5) "Authority, Desire, and Canons: Tendentious Meditations on Cultural Literacy" (James C. Raymond); (6) "Our Missing Theory" (Janet Emig); (7) "A Passage into Critical Theory” (Steven Lynn); (8) “Contrarieties of Emotion, or, Five Days with 'Pride and Prejudice" (Walker Gibson); (9) “Feminism, Deconstruction, and the Universal: A Case Study on 'Walden” (Irene C. Goldman); (10) “Professor, Why Are You Wasting Our Time?" (Warren Rosenberg); (11) “Delivering on the Promise of Liberal Education" (Joel Wingard); (12) "Teaching Literature in the Post-Structuralist Era: A Classroom Teacher's Agenda" (Lloyd N. Dendinger); (13) “Dispatching 'Porphyria's Lover” (Joseph Dupras); (14) "Reading 'Life in the Iron-Mills Contextually: A Key to Rebecca Harding Davis's Fiction" (Jane Atteridge Rose); (15) “Local Canons: Professing Literature at the Small Liberal Arts College” (Bobby Fong); (16) "The Structuralist Community College Student in a Post-Structuralist Age: (Judy Arnold and Benjamin S. Howard); and (17) “Gender Differences: Both| And, Not Either/Or” (Nancy Vogel). (KEH)
actual nature of the profession's writing demands into account; (4) integration of assignment and grading responsibilities among writing teacher and program faculty; (5) consistent follow-up in the writing class, at the internship site, and among graduates of the program; and (6) writing teachers able and willing to cross a considerable cultural divide both in terms of academic culture and subject matter. (KEH)
ED 318 014 CS 212 300 Bodmer, Paul The Reader's Notebook: A Tool for Thinking with Writing. Pub Date-23 Mar 90 Note—21p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type— Guides - Classroom - Teacher (052) – Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Critical Reading, *Free Writing, *Freshman Composition, Higher Education, *Literature Appreciation, Student Writing Models, Teaching Methods, *Writing Assignments, *Writing Attitudes Identifiers—Cather (Willa S), Hemingway (Ernest) Combining freshman composition and introduction to literature courses can make students active participants in what they read. In one course, students were instructed to read a literary work for a class. When the class met, the students were to write the name of the assigned story, the author, and anything they wanted to write about the story. Students wrote freely for 10 minutes, then were to write a summation sentence and participate in a discussion of what they had written. Following the next reading assignment, students were to write about the material at home, then in class, and a third time following a class discussion. By the third writing the students began to develop a fairly sophisticated understanding of what they had read. For subsequent reading assignments, students went through the three stages on their own. The technique aided understanding of the readings; some students reported that they were even applying the methods in other classes. (An appendix contains samples of writing on Cather and Hemingway stories from student notebooks.) (SG)
ED 318 016 CS 212 302 Agatucci, Cora Composing a Self in Student Autobiography. Pub Date 22 Mar 90 Note-19p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type-Guides - Classroom - Teacher (052) — Speeches/Meeting Papers (150) — Reports - De scriptive (141) EDRŠ Price - MF01/PC01 Plus Postage. Descriptors—*Autobiographies, *Community Col leges, Cultural Differences, Group Discussion, Higher Education, Literary Genres, Nontraditional Education, *Nontraditional Students, Student Centered Curriculum, *Student Journals, *Writing Instruction Identifiers—Womens Literature, Writing Models An autobiography course for nontraditional students at community colleges can foster appreciation for cultural diversity and integrate discourses that challenge writing genre hierarchies. Students who signed up for such a course developed processes that worked best for them. Selected as texts for the course were autobiographies that reflected cultural and literary diversity. Students, most of whom were women in their thirties, responded to the readings by forging personal connections with the texts' authors. Student-centered learning strategies were found to be especially productive with regard to students who were members of under-represented, marginalized groups. After first reading some noted autobiographies, participants were arranged into groups which read autobiographical works in progress and discussed audience responses. Authors and audiences alike were encouraged to negotiate criteria which gave predominance to writers' individual goals. Confidence and writing skill grew. Genre styles and writing processes deserve continued study, as these can empower or disable students, especially those students who are members of marginalized groups. (Eighteen references are attached.) (SG)
nine principle were only the beginning, immersing the women writers in this extraordinary cycle. The authentic, dynamic, creative, and uniquely female figures of the Goddesses, when directly experienced, empowered the young women to view themselves as Woman and, hence, to write as whole and autonomous human beings. (Forty-eight references are attached.) (KEH) ED 318 018 CS 212 304 Roen, Duane H. Synthesizing Current Views of Audience: Notes toward a Fuller Understanding of Audience. Pub Date—Mar 90 Note-19p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type- Speeches/Meeting Papers (150) Opinion Papers (120) – Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Audience Awareness, Audiences, Communication Skills, *Cooperation, Rhetoric, Teaching Methods, *Writing (Composition), *Writing Instruction, Writing Skills, Writing Teachers Identifiers—*Collaborative Learning, Composi tion Theory, Writing Groups The concept of audience has emerged as a central theme in many scholarly discussions. Walter Ong focuses on fiction and believes that what has been said about fictional narrative applies to all writing. Lev Vygotsky offers the view that students work in the zone of proximal development and observes that thought itself develops as a result of our social experiences. John Trimbur has presented a convincing argument that by melding the work of Vygotsky with the work of Mikhail Bakhtin, educators can understand that writers can have the voices of many others in their heads and can draw on these voices freely when they compose. All of this suggests the concept of collaborative learning, in the vein of Kenneth Bruffee's work, suggesting that an educator's task involves engaging students in conversation among themselves at as many points in both the writing and reading process as possible. James Reither and Douglas Vipond explain that by developing claims cooperatively, collectively, and collaboratively the members of such a communitywithin-a-community learn from one another, teach, support, and sustain one another. Thomas Kuhn has done much to describe the ways in which specific discourse communities socially construct knowledge. Stanley Fish calls these phenomena interpretative communities.” Educators need to give students opportunities to work within the many discourse communities represented in any classroom. In this way writing and reading become mutually reinforeing, and writers and readers become mutually supportive. (Forty-two references are attached.) (MG)
ED 318 015 CS 212 301 Haneline, Douglas The Health Professional as Writer: Two Models for Integrating Writing into the Curricula of Baccalaureate Health Programs. Pub Date-Mar 90 Note-9p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990) Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Communication Skills, *Course Or ganization, *Curriculum Development, English Curriculum, *Health Programs, Higher Education, *Integrated Curriculum, Models, *Technical Writing, Writing Instruction Identifiers—*Course Development, Ferris State University MI, Health Communication, *Program Characteristics, Program Objectives, Writing Functions Current changes in health care professions requiring practitioners to have more and better communications skills are necessitating the integration of writing into the health curricula of higher education programs. At Ferris State University, a number of models in Optometry, Dental Hygiene, Health Systems Management, Nursing, Pharmacy, Medical Record Administration, and Industrial and Environmental Health Management) co-exist for the inclusion of technical writing instruction in the health curricula. These models successfully employ (1) a close and supportive relationship between English and program faculty; (2) placement of the writing course as late as possible in the curriculum, i.e., the last quarter or semester prior to internship or employment; (3) course development that takes the
ED 318 017 CS 212 303 Miller, Lori Ann Women Writers Evoke the Muse: A Mythic Per spective. Pub Date-Mar 90 Note-12p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type-Speeches/Meeting Papers (150) — Re ports - Descriptive (141) – Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Consciousness Raising, *Creative Writing, *Females, *Feminism, Higher Education, *Mythology, Rhetorical Invention, Self Con cept, Writing Instruction, Writing Strategies Identifiers—*Archetypes, Writing Contexts A creative writing class explored the feminine creative powers evoked when searching for the Muse in an attempt to understand women as writers. Female student writers occasionally found “masculine" figures, but predominantly experienced a figure of the Muse that had a distinctly Goddess-linked quality or was not genderized at all. Accessing these inner figures seemed to address the relationship the woman writers had to themselves and to their work, allowing them to access a uniquely “feminine" version of the Muse and to express themselves in a voice of feminine authority that moved far beyond the expression of "just" feelings. The female writers uncovered in themselves the mysterious multiplicity of the ancient Goddesses and, with this discovery, gave themselves permission to speak. Aphrodite, the remembered union of the one with all things, was the genesis, the beginning of the process. Artemis urged an uncovering of the ways for women to become self-defined, to become women-centered writers. Athena articulated and integrated, bringing meaningfulness and vision to the experience of the One. The knowledge and experience of these mythic aspects of the femi
ED 318 019 CS 212 305 Baghban, Marcia Ayude a Su Nino con la Escritura (You Can Help Your Child with Writing). International Reading Association, Newark, Del. Report No.—ISBN-0-87207-166-9 Pub Date—90 Note-17p.; Spanish translation of "You Can Help Your Child with Writing” (ED 302 846). Trans lated by Librada Hernandez and Nelly Hecker. Available from–International Reading Associa tion, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139 ($1.75 prepaid). Language—Spanish Pub Type Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Early Childhood Education, Early Experience, Error Analysis (Language), *Parent Child Relationship, Parents as Teachers, Reading Aloud to Others, Spelling, Story Telling, *Writing Readiness, Young Children Identifiers—*Beginning Writing, *Childrens Writ ing, Writing Models Part of a series designed to provide practical ideas parents can use to help children become readers, this Spanish-language booklet focuses on how to encourage young children to write. The booklet describes the kinds of writing that children do, offers suggestions on how to encourage children to experiment with spelling, and urges parents not to be overly concerned with the correctness of their young child's writing. The booklet provides specific activities for parents, such as (1) practicing writing;
Murray, Donald M. All Writing Is Autobiography. Pub Date-90 Note-15p.; Paper presented at the Annual Meet- ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Autobiographies, Creative Thinking, *Creative Writing, Expository Writing, Higher Education, Language Styles, Personal Narratives, *Reading Writing Relationship, *Rhetorical In vention, Writing Processes, Writing Strategies Identifiers—*Voice (Rhetoric), Writing Functions A writer and educator with an obsession for writing and a concern with the teaching of writing demonstrates how all writing, in many different ways, is autobiographical and that autobiography grows from a few deep taproots that are set down into the past in childhood. Autobiography (described as the way an individual makes meaning out of his or her past, present, and future life) exists in the examples the writer uses and in the text the writer weaves around them, producing a particular way of looking at the world and of using language to communicate what is seen. Examples from personal fiction and non-fiction texts illustrate the autobiographical presence in various forms of writing and show how autobiography can empower the student in the composition classroom. (KEH)
EDRS Price - MF01/PC01 Plus Postage. Descriptors-Eighteenth Century Literature, Higher Education, *Metaphors, Platonism, *Rhetorical Criticism, *Rhetorical Theory, *Writing Attitudes, *Writing Instruction, Writing Pro cesses Identifiers—*New Rhetoric The proposition can be offered that the notion of “the plant" should be the paradigmatic metaphor for modern conceptions of the composing process. Various forms of the metaphor are found in classical and eighteenth century writings alike. A modern shift in focus from writing product to process has brought to the fore the dynamic organicism view which capitalizes on the mysterious, idiosyncratic, yet orderly growth of the plant. Further, the metaphor allows promoters of the “New Rhetoric” to associate themselves with Nature. While organicism can lead to the demise of autonomy, it can be reworked to put the "rhetor" (speaker) back into rhetoric. Proponents of the political goals of the New Rhetoric should direct efforts toward developing strategies and attitudes which capitalize on the revisionary opportunities of writing and which aid the student in incorporating the properties of speech in the composing process. (Twenty-one references are attached.) (SG)
(2) providing the child with easy access to writing materials; (3) celebrating children's authorship; (4) valuing their writing; (5) reading to the child; (6) encouraging a child's storytelling; and (7) encouraging children's teachers to incorporate writing as part of the daily curriculum. A list of 11 recommended books and articles and a list of resources available from the International Reading Association are appended. (SR) ED 318 020 CS 212 306 Logan, Shirley W. Facilitating Student and Teacher Empowerment in a Writing Computer Lab. Pub Date—Mar 90 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type-Speeches/Meeting Papers (150) — Re ports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction, Higher Education, Man Machine Systems, *Peer Teaching, Teaching Methods, *Writing Instruc tion, *Writing Laboratories, Writing Research Identifiers-Collaborative Teaching, *Empower ment, Writing Development Concern that computers in the classroom might alienate learners and depersonalize learning raises questions about the impact of computers on writing instruction. A study examined relationships in one school's computer writing lab among instructor, student tutors, and students through what was called the “computer lab matrix of interaction.” Observations highlighted the possibility that such a laboratory can promote: (1) exchanges among participants, all of whom become co-learners; (2) the communicative nature of writing; (3) reduction of technophobia (fear of technology); (4) creativity; (5) greater success in writing instruction; and (6) reassertion of the primacy of persons over technology. (A diagram is attached.) (SG) ED 318 021 CS 212 307 Dreyer, Diana Y. Diversity in the Writing Workshop: Interaction, Acquisition, and Integration. Pub Date-Mar 90 Note-14p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type Speeches/Meeting Papers (150) - Re ports - Descriptive (141) – Guides - Classroom - Teacher (052) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Classroom Environment, College English, *College Second Language Programs, *English (Second Language), *Freshman Composition, Higher Education, Intercultural Communication, *Native Speakers, Writing Improvement, *Writing Workshops Identifiers—*Nonnative Speakers, Slippery Rock University PA Several sections of a regular College Writing 1 class at Slippery Rock University in Pennsylvania are comprised of a fairly equal number of native and nonnative speakers of English (advanced international students). This diverse writers' community engages throughout the 15-week fall semester in a workshop approach to writing development, following the procedure outlined by A. R. Gere and R. D. Abbott. In this procedure, groups of three or four writers share work in progress according to the following guidelines: the first writer reads aloud his or her selection twice, neither commenting nor apologizing for the writing. Other group members write responses to the text following the initial reading and during the second. The first response is a general impression summarizing the text's meaning. The second focuses on the language of the text, especially noting what listeners like and dislike. Oral discussion follows as these notes are shared. Such a procedure allows the writer to see and hear the text in a writing community and to receive useful suggestions for possible revisions. Audiotapes of these writing groups enable teachers to hear how such arrangements work. The quantity of talk in such student-centered activity offers second language students a "rich bath” of language and encourages native and nonnative speakers alike to use and develop their communicative performance. (SR)
ED 318 023 CS 212 310 Bishop, Wendy On Being in the Same Boat: A History of Creative Writing and Composition Writing in American Universities. Pub Date-22 Mar 90 Note-17p.; Paper presented at the Annual Meet ing of the Associated Writing Programs (Denver, CO, March 22, 1990). Pub Type Speeches/Meeting Papers (150) Historical Materials (060) — Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College English, *Creative Writing, *Educational History, English Curriculum, *English Departments, English Instruction, English Literature, Higher Education, *Rhetoric, *Writing Instruction, Writing Workshops Creative writers have moved into the mainstream of English departments without understanding or reviewing their own history, and without reconceptualizing graduate and undergraduate creative writing programs. Such a history can be constructed from sources in three areas: institutional history, creative writing history, and rhetorical history. An institutional history of English studies outlines the displacement of the classical education with the philological, linguistic study of English, changes in the undergraduate population, the narrowing conception of what literature includes, and the stratification of literature and composition within English departments. The development of creative writing courses at the University of Iowa provides the archetypal story of the development of creative writing within the discipline of English studies. It also demonstrates the widespread perception that teaching is an unnecessary area of concern for graduate writing programs, since writers (in this view) can be nurtured but not really taught. In the 1960s, current-traditional rhetoric was challenged by subjective theories of instruction not dissimilar to those promulgated in graduate creative writing workshops. The history of writing instruction in America makes it clear that writing instruction has lived an artificially divided life within English studies. Lively controversies afoot in English departments (regarding literary theory and practice, feminist and Marxist critiques of English studies, and composition research and theory) should inform the work of teachers of creative writing. (A six-page appendix lists resources for teaching creative writing.) (SR) ED 318 024 CS 212 311 Harshbarger, Scott “Organic Rhetoric": The Growth of a Trope in Modern Composition Theory. Pub Date-Mar 90 Note-11p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990) Pub Type— Historical Materials (060) – Opinion Papers (120) - Speeches/Meeting Papers (150)
ED 318 025 CS 212 312 Friend, Christy M. Research on Essay Exams: Using Inquiry To Enhance Students' Learning and Performance. Pub Date-Mar 90 Note-11p.; Paper presented at the Annual Confer ence on College Composition and Communica tion (41st, Chicago, IL, March 22-24, 1990). Pub Type - Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors Classroom Research, *Essay Tests, *Freshman Composition, Higher Education, *Inquiry, Learning Processes, Teaching Methods, *Test Wiseness, Writing Improvement, *Writing Instruction, Writing Research, *Writing Skills, Writing Tests A study focused on teaching students to write effectively in time-pressure situations, particularly on essay exams. Thirteen sections of freshman composition (205 students) were divided into two treatment groups. Half of the classes completed the exam-taking unit in a standard freshman text. The other half of the classes worked through an inquiry unit devised by the researcher which breaks exam writing into several specific skills: identifying logistical difficulties involved in the writing situation, reading critically and preparing effectively for the exam, analyzing exam questions, and organizing a coherent essay answer. The unit contained activities which allow students to practice each skill in small groups. Students' pretest and posttest scores were compared and the difference used as a measure of improvement level. Results indicated a significant positive effect for both groups. The inquiry group improved significantly more than the textbook group overall with average gains nearly twice as large as the textbook group. Future studies might focus on which parts of an inquiry unit are most helpful to students and which kinds of students benefit the most. (MG) ED 318 026 CS 212 313 Aptekar, Lewis The Ethnographic Dilemma. Pub Date-Apr 90 Note-35p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 15-21, 1990). Pub Type - Speeches/Meeting Papers (150) – Opinion Papers (120) EDRS Price - MF01/PC02 Plus Postage.. Descriptors—Clinical Psychology, *Data Collec tion, Essays, *Ethnography, *Research Methodology, Research Problems, Social Scientists, *Writing Skills Identifiers—Reflective Thinking, *Reflective Writing A dilemma faces the ethnographer whose discipline forces the creation of an objective text from an intimate participatory experience. There have been three ways in which ethnographers have attempted to solve the dilemma of producing the objectivity of a scientific text while acknowledging their presence in the field. The first approach is the disembodied ethnography which is based on denial. The second way is via the self-indulgent ethnography. In this approach, the author is at center stage making the
impact of his presence the main ingredient of the document. The third approach is the disjointed ethnography in which the ethnographer acts as a middle man separating the subject's voice and the author's voice. The inadequacy of these approaches comes from two problems. First, the dual role of friendships and informants causes emotional strain which results in the ethnographer becoming a trickster promising not to lie, but never telling the whole truth. Second, ethnographers-in the way they choose topics, in the manner they collect, record, and categorize data, and in the final form of the document-make choices which are a product of selective memory. The clinical ethnography (CE), a type of ethnography that combines the self-reflective honesty associated with clinical psychology, the stringency of scientific observation, and the writing skills of narrative essayists, can be a means of solving the enthnographic dilemma. Clinical ethnography accepts, as a legitimate outcome of its work, provocations instead of conclusions. (Fifteen endnotes and 25 references are attached.) (MG)
ED 318 027 CS 212 314 Kinder, Rose Marie Teaching the Controversies: The Other within the Classroom. Pub Date—Mar 90 Note-19p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type- Speeches/Meeting Papers (150) Opinion Papers (120) - Reports - General (140) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Course Objectives, Educational Phi losophy, Higher Education, Literature, *Social Bias, *Teaching Methods, *Writing Instruction Identifiers-Academic Discourse, Conflict Analy sis, Controversial Topics, Educational Issues, Literary Canon, *Writing about Literature In presenting courses to students, teachers should acknowledge opposition to their educational choices. Discussions of the bases and possible consequences of choices may-and should-lead students to ask for more freedom and more options. Students understand that teachers must evaluate them, so if teachers offer as much leeway as they can, students will try to be as fair as their teachers are. The teaching of controversies recognizes existing conflicts and avoids pretending a unity that does not exist. In writing-about-literature courses, teachers can explain why particular readings are chosen, where they fit, what the teachers' biases are, and what opposition to the teachers' methods exist. Acknowledgement of others' truths is a step toward becoming a teacher. This implies options in ways of thinking, which is at the core of educational goals. Allowing beliefs to shape teachings, without admitting to questions about those positions, gives rise to a monologue posing as a dialogue. (SG)
scaffolding whereby the teacher models the thought processes, gradually shifting the responsibility for higher order thinking to the student. Teacher interventions to mediate cognitive processes and model critical thinking in the college literature class can take the form of such frameworks as “dialogue folders” wherein on-going dialogues with the text, with themselves, and with peers are recorded and reflected upon. The kind and quality of thinking in student dialogue folders can become an important focus of instruction. In addition, in cooperative learning groups, the roles of each of the members of the group must be clearly defined to facilitate critical thinking of all members (an adversary, a synthesizer, a caretaker, a recorder, and a liaison). (Two appendixes outlining a thinking skills model and cooperative learning group roles are attached.) (SR) ED 318 029 CS 212 316 Mulcaire, Terry Grady, Frank Composition and the Study of Popular Culture. Pub Date—Mar 90 Note-14p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990) Pub Type - Speeches/Meeting Papers (150) - Reports - Descriptive (141) – Guides - Classroom ) · Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors College Instruction, *Critical Think ing, Cultural Awareness, *Cultural Context, *Freshman Composition, Higher Education, Instructional Innovation, Literary Genres, *Popular Culture, Reader Text Relationship, *Reading Writing Relationship, Thematic Approach Identifiers-Bloom (Allan), *Composition Litera ture Relationship, Hirsch (E D), Literary Canon, University of California Berkeley A required freshman English course at Berkeley was designed on the assumption that: (1) students have already developed a set of sophisticated skills for reading popular culture texts-movies, television, and commercial literary genres-against and in terms of one another; and (2) these skills are not categorically different from those inculcated by teachers of composition or used by literary critics. Juxtaposing popular and elite texts reveals their affiliations and similarities and produces critical insights into both that students are not afraid to own. The class syllabus reflected a horizontal model of culture (rather than a "high” culture vs. “low” culture vertical model), ranging from comic books to Shakespeare, and including several trips to the movies. Such courses could be built around a wide range of themes but would all thematize revision, require instructors to allow students to assert their authority over texts, and subordinate instructors' authority on matters of taste to their authority over questions of compositional technique. It is not the job of the academy to determine cultural standards or to hand down to an uncertainly appreciative audience a model constructed in institutional privacy. Rather, students should be taught to think critically about their own standards and everyone else's, and about the culture of which they are all a part. The practice of composition and the practice of studying culture amount to the same thing. (SR) ED 318 030 CS 212 317 Kinzer, Charles K. And Others Effects of Multimedia To Enhance Writing Ability. George Peabody Coll. for Teachers, Nashville, Tenn. Spons Agency–Special Education Programs (ED TOSERS), Washington, DC. Pub Date - Apr 90 Grant-H180P80041 Note-18p.; per resented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 15-21, 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Analysis of Variance, Critical Think ing, Cues, *Curriculum Development, Grade 6, Intermediate Grades, Language Arts, Learning Disabilities, *Multimedia Instruction, *Writing Ability, Writing Research, *Writing Skills Identifiers—* Anchored Instruction, Childrens Writing A study examined whether students, when removed from a video-based context, were able to transfer the writing-related objectives taught within a curriculum to similar writing tasks. Subjects were 24 sixth-grade, learning disabled students enrolled
in a resource room language arts program who participated during the first year of a project. Students participated in a news reporting curriculum for 9 weeks. Group pre- and posttests focusing on writing and comprehension were also administered. Although both video and orally presented prompts produced posttest gains in the number of students who exhibited an increase in the number of categories found in their writing, substantially more students gained in the written/orally presented topic. It appears that the curriculum positively influenced writing when removed from the video context. Students also made gains in comprehending explicit as well as implicit information in written/orally presented news stories, while comprehension of implicit and explicit information in video/broadcast news stories did not change significantly. Results also indicated that students were better able to identify correct information at the end of the 9-week curriculum as well as better able both to identify incorrect information and replace it with appropriate material. These results are consistent with previous results using video-based anchors in literacy instruction as well as in other content areas. (Two figures and four tables of data are included. Seventeen references are attached.) (MG) ED 318 031 CS 212 318 Ewald, Helen Rothschild Mikhail Bakhtin and “Expressive Discourse." Pub Date-Mar 90 Note-10p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990) Pub Type - Speeches/Meeting Papers (150) - Re ports - Evaluative (142) EDRS Price - MF01/PCÓ1 Plus Postage. Descriptors—Cultural context, Discourse Analy sis, *Expressive Language, Higher Education, *Rhetoric, *Rhetorical Theory, *Writing (Com position), Writing Instruction, *Writing Processes Identifiers—*Bakhtin (Mikhail), Collaborative Writing Mikhail Bakhtin's concept of dialogism has applications to rhetoric and composition instruction. Dialogism, sometimes translated as intertextuality, is the term Bakhtin used to designate the relation of one utterance to other utterances. Dialogism is not dialogue in the usual sense of the word; it is the context which informs utterance, and without which utterance cannot exist. Thus, composing is never the business of the writer working alone, but always the result of his or her interaction with the world, and with its readers and subjects. Dialogism rejects the notion that writing can express an individual self, believing that what is expressed in discourse is culture, or values held by a particular culture. In terms of general composition instruction, dialogism forces individuals to reexamine their definitions of the elements of the rhetorical triangle (writer, subject, and audience), as well as the relationship of these elements to each other. Two advantages offered by dialogic thinking for composition instruction are: (1) by locating expression in society rather than in self, an enhanced appreciation of authorship as a community-based activity may result; and (2) by accepting flux as the natural order of things, and of the rhetorical situation, a true appreciation for the relentless change which underpins the composing process may be achieved, and thus those pedagogical strategies which emphasize openness, rather than closure, and which posit change as the norm can be embraced. (SR)
ED 318 028 CS 212 315 McNeil, Lynda D. Say It Again Sam: Recursive Writing and Critical Thinking in the Literature Classroom. Pub Date—24 Mar 90 Note-17p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type - Speeches/Meeting Papers (150) — Re ports - Descriptive (141) — Guides - Classroom • Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Sophomores, Cooperative Learning, *Critical Thinking, Higher Education, *Journal Writing, *Literature Appreciation, *Student Journals, Teacher Role, *Thinking Skills, Writing Instruction Identifiers—*Recursive Writing, University of Col orado Boulder Critical consciousness is essential to the praxis of a democratic culture. Both composition and literature instructors on the college level may be using the reflective or dialogue journal under the false assumption that recursive writing leads naturally to critical thinking. Experience with college sophomores indicates that the narrative pressures inherent in journal writing seem to work against critical analysis. Cognitive psychologists have shown that to learn critical thinking skills, the following elements must be present: a focus on teaching a specific thinking skill within the content area, the presence of teacher mediation to help students create meaning, and assignments that include framework and
ED 318 032 CS 212 319 Mullin, Anne E. Errors as Discourse of an Other. Pub Date-24 Mar 90 Note—16p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Processes, Higher Educa tion, Language Usage, Reader Response, *Reading Writing Relationship, Rhetorical Invention, Schemata (Cognition), *Self Concept, Writing (Composition), *Writing Evaluation, Writing Improvement Identifiers—*Voice (Rhetoric) Viewing language as both presentational and representational, or as having both manifest and latent Page 3
content, can help writing instructors and student writers appreciate its full function and better understand the nature of writing errors. This essential duality of language usage is seen by its functions consisting of unconscious (primary process) and conscious (secondary process), both symbol and symbolized, both revealing and concealing. Apparent mistakes in the formal elements and content may have below-the-surface relationships brought about by uncertainty, conflict, defensiveness, and attendant affect. It is essential for the writer to undergo the transforming experience of seeing his or her other hitherto interior thoughts, aspects of self, exteriorized in writing as Other. By reading a person's own writing for what it says-with its gaps, brisures/articulations/joints, its absences and its presences, its movement along a signifying chain-it is possible for the writer to discover and appreciate this discourse of the Other and incorporate it into an expanded discourse-a discourse of a "Subject Who Knows More,” or who comes closer to the full word. (Samples of student writing are included for discussion.) (KEH)
nomic levels, and age groups. One method which can help teachers learn about their audiences is a short-answer questionnaire which contains 18 questions. The answers are often revealing and help the educator know how to approach the class and individual students. Another method is an oral self-introduction in which students come to the podium to introduce themselves. Building group cohesiveness is important to classroom atmosphere. Another way to bond a class is to make them feel superior as individuals and as a group. This can be done through group projects and the editing of "barbarisms." Plain talk, determining the nature of the audience, and building cohesion among students, combined with the teacher's enthusiasm, can develop an atmosphere in which students want to learn to write. (MG) ED 318 035 CS 212 324 Applebee, Arthur N. Book-Length Works Taught in High School En glish Courses. ERIC Digest. ERIC Clearinghouse on Reading and Communica tion Skills, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-EDO-CS-90-05 Pub Date - May 90 Contract-R188062001 Grant-G008720278 Note-3p. Available from-ERIC Clearinghouse on Reading and Communication Skills, Smith Research Center, Suite 150, Indiana University, Bloomington, IN 47408-2698 (no cost; up to 10 no-cost items, $2.00 postage and handling). Pub Type— Reports - Research (143) — Informa tion Analyses - ERIC Information Analysis Prod ucts (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Drama, Educational Research, *En glish Curriculum, *English Instruction, *Fiction, *High Schools, *Literature Appreciation, School Surveys This digest discusses the highlights of a study which surveyed in 1988) the book-length works taught in high school English programs in public, parochial, and independent schools and then compared the survey results with results of a similar survey in 1963. The digest reports that the 10 titles most frequently taught in public, Catholic, and independent schools for Grades 9-12 are remarkable for their consistency more than their differences: the titles included in the top 10 are identical in the public and Catholic school samples, and nearly so in the independent schools. Additionally, the digest reports that the lists of most frequently required texts show little recognition of the works of women or of minority authors and have changed only minimally since 1963. (SR)
ED 318 033 CS 212 320 Peterson, Linda H. Editing Women's Texts: Issues of Cultural Expec tations in Editing and Evaluating Women's Writ ing. Pub Date—23 Mar 90 Note-8p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type - Speeches/Meeting Papers (150) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Autobiographies, *Editing, Editors, *Females, *Personal Narratives, Sex Bias, *Sex Role, Sex Stereotypes, *Teacher Expectations of Students, Teacher Student Relationship, Victorian Literature, Writing Evaluation, *Writing In struction Identifiers-Feminist Scholarship By examining two autobiographies by Victorian women, the role of editors in the composing and publishing of autobiographical texts can be explored, and questions can be raised about the way personal writing is assigned, edited, and evaluated in classrooms today. The autobiography of Margaret Oliphant, a prolific Victorian novelist and critic, was cut, pasted, and published after Oliphant's death by her niece, Mrs. Harry Coghill. Based on Coghill's editorial procedures, it appears that the content was edited to present a public version of Margaret Oliphant which conformed more fully to the idea of a good writer, good mother, and good woman. The autobiography of Elizabeth Davis, a working-class, single woman, as edited by Jane Williams, represents what the editor thought was appropriate writing for-and an appropriate self-presentation of-a working woman. The editor's position in relation to a Victorian woman's text is rather like the teacher's position in relation to personal writing done in the classroom. To what extent do teachers' comments on students' autobiographical writing reflect unstated cultural assumptions about gender? To what extent do textbooks identify "good” autobiographical writing with the features of one gender or another? To what extent should teachers/editors attempt to be gender-neutral? (SR) ED 318 034 CS 212 322 Sprunk, William A., Jr. Creating a Classroom Atmosphere. Pub Date-[90] Note—7p. Pub Type Opinion Papers (120) Guides Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Audience Awareness, *Classroom Environment, Cooperation, Cooperative Learning, Group Dynamics, *Group Unity, Higher Education, *Instructional Effectiveness, Secondary Education, *Teaching Methods, Writing Exercises, *Writing Instruction, Writing Teachers Identifiers—Collaborative Learning, *Collaborative Writing Plain talk is the cornerstone for creating a classroom atmosphere in which students want to learn to improve their writing. As much as possible, the jargon and technical terminology of the profession of English should be eliminated. Teachers will know what level of language to use if they determine the nature of their audience. Teachers have to meet the needs of students from various backgrounds, eco
articles: "Fifty Years of Exploring Children's Books" (Rudine Sims Bishop); "Fifty Years of Literature for Young Adults” (Kenneth Donelson); “Students Exploring Literature across the World (John Dixon); “Literature as Exploration' and the Classroom" (Robert E. Probst); "The California Literature Project" (Mary A. Barr); “Exploring a Poem" (Stephen Dunning); "Fostering Literary Understanding: The State of the Schools” (Arthur N. Applebee); “New Directions in Research on Response to Literature” (Richard Beach); “Can Literature Be Rescued from Reading?" (Alan C. Purves); “Retrospect” (Louise Rosenblatt); “Materials and Approaches to Literature Instruction” (James Bradley); and “Research on Response to Literature” (Richard Beach and Susan Hynds). The last two selections are annotated bibliographies. (SR) ED 318 037 CS 212 327 Minimum Performance Test: Language Arts Grade 3, Item Specifications. Blue Prints for Testing. Arkansas State Dept. of Education, Little Rock. Pub Date-[88] Note—18p.; For a similar guide for reading grade 3, see CS 010 049. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement, Grade 3, *Language Arts, *Minimum Competencies, *Minimum Competency Testing, Primary Education, *Reading Skills, State Standards, Student Educational Objectives, *Writing Skills Identifiers—* Arkansas Developed as part of the Arkansas Minimum Performance Testing Program (MPT), these item specifications relate to the third grade language arts minimum performance test. There is one item specification for each instructional objective included in the MPT. Item specifications are intended to provide an overview of the general content and format of test items used to measure an instructional objective. Each item specification contains the following information: objective identification number; grade level; subject area; goal identification; skill description; stimulus attributes (information about the test item); response attributes (information about the correct answer and about possible incorrect answers); and sample items. Item specifications may be used in a variety of ways-for example, teachers may use them to develop evaluation instruments, to inform parents about the test, or to familiarize students with what to expect on the MPT. (SR) ED 318 038 CS 212 391 Applebee, Arthur N. And Others Learning to Write in Our Nation's Schools: In struction and Achievement in 1988 at Grades 4, 8, and 12. Report No. 19-W-02. Educational Testing Service, Princeton, N.J.; Na tional Assessment of Educational Progress, Princeton, NJ. Spons Agency-National Center for Education Sta tistics (ED), Washington, DC. Report No.- ISBN-0-88685-101-7 Pub Date-Jun 90 Grant-G-008720335 Note-125p.; For related reports, see ED 315 780 and CS 010 130. Available from National Assessment of Educa tional Progress, Educational Testing Service, Rosedale Rd., Princeton, NJ 08541-0001 ($14.00). Pub Type— Reports - Research (143) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Educational Assessment, Elementary Secondary Education, *Grade 4, *Grade 8, *Grade 12, Student Evaluation, *Writing Ability, *Writing Evaluation, *Writing Instruction, Writ ing Research, Writing Skills, Writing Tests Identifiers—National Assessment of Educational Progress, Writing Tasks To evaluate the writing abilities of American students, the National Assessment of Educational Progress (NAEP) asked nationally representative samples of fourth, eighth, and twelfth graders-approximately 20,000 students in all-to perform a variety of informative, persuasive, and narrative writing tasks. In addition, students were asked about the amount and types of writing they did in and out of school, the nature of the instruction they received, and their writing strategies. To supplement this information, the English or language arts teachers of eighth graders participating in the assessment completed a questionnaire on these students and the instruction they had been provided. In the informative writing task, most fourth graders (81%) wrote at
ED 318 036 CS 212 325 Farrell, Edmund J., Ed. Squire, James R., Ed. Transactions with Literature: A Fifty-Year Per spective. National Council of Teachers of English, Urbana, Ill. Report No.-ISBN-0-8141-5510-3 Pub Date-90 Note-215p. Available from-National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 55103-0015; $7.95 member, $10.95 nonmember). Pub Type— Books (010) — Collected Works - Gen eral (020) - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC09 Plus Postage. Descriptors-Adolescent Literature, Annotated Bibliographies, Childrens Literature, Educational Research, *Literary Criticism, *Literature Appreciation, *Reader Response, *Reader Text Relationship, Theory Practice Relationship Identifiers Aesthetic Reading, Literary Theory, *Rosenblatt (Louise) To honor the fiftieth anniversary of the publication of Louise M. Rosenblatt's book “Literature as Exploration,” this book offers 12 essays that demonstrate the extraordinary influence of Rosenblatt's work on the teaching of literature, on literary theory, and on educational research in all Englishspeaking countries. Further, it evinces the power of a point of view that embraces both the reader and the literary work while focusing on the transaction between the two. The book contains the following
least minimally acceptable story summaries, while 74% to 84% of the eighth graders and 79% to 83% of the twelfth graders wrote minimal or better responses to two analysis tasks. In the persuasive writing task, most students (65-88%) at all three grades provided at least minimal responses. Similar to the informative writing results, elaborated responses to the persuasive tasks were rare. Students tended to perform better in the imaginative narrative tasks than on the persuasive tasks. Eighty-one percent of the fourth graders wrote minimal or better responses, while 80% to 87% of the eighth and twelfth graders generated minimal or better responses to the personal narrative task. Assessment highlights also include information on: (1) writing instruction; and (2) effects of response time on performance. (Extensive tables of data and figures are included; a procedural appendix and an appendix containing additional data are attached.) (NKA)
ED 318 039 CS 506 766 Aiex, Nola Kortner How to “Read” Television: Teaching Students to View TV Critically. ERIC Digest. ERIC Clearinghouse on Reading and Communica tion Skills, Bloomington, IN. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Sep 89 Contract-R188062001 Note-4p. Pub Type - Information Analyses - ERIC Informa tion Analysis Products (071) – Guides · Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Audience Response, *Critical View ing, *Curriculum Development, Evaluative Thinking, High Schools, High School Students, Mass Media Use, Models, Television Curriculum, *Television Viewing, *Visual Literacy Identifiers-ERIC Digests, Media Courses, *Media Education, Television Literacy Although schools in many countries have initiated mass media education, American schools still give little consideration to any systematic study of the mass media. Students are particularly in need of learning how to apply basic critical viewing concepts to watching television, the most powerful and ubiquitous of the mass media. Most researchers and scholars advocate formal media education for high school students, arguing that it would make for better informed citizens, and that critical viewing will stimulate critical thinking. (NKA) ED 318 040 CS 506 985 Keyton, Joann Exploring Interpersonal Compatibility in Groups. Pub Date-Nov 89 Note-32p.; Paper presented at the Annual Meet ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Evaluative (142) EDRS Price - MF01ĂPCÓ2 Plus Postage. Descriptors-Analysis of Variance, * Attitude Mea sures, Communication Research, Group Behavior, *Group Dynamics, Higher Education, *Interpersonal Communication, *Interpersonal Relationship, Multiple Regression Analysis, Sat isfaction, Sharing Behavior Identifiers-Communication Behavior, *Compati bility (Social), *FIRO B Scale, Group Cohesion, Group Data, Schutz (William) This study investigated William Schutz's three-dimensional theory of interpersonal behavior and compatibility (FIRO) to determine its validity as a group measure of compatibility. Data were collected from 248 students enrolled in a multi-section course in small group communications at a large midwestern university. Subjects self-selected themselves into 47 groups of no less than five and no more than seven and participated in five hours of introductory interaction. After this, they were asked to develop and present two exercises on group communication topics. Several instruments, including the FIRO-B instrument, were administered to the subjects. Results revealed that the methodology of computing group compatibility from equations that measure internal dyadic compatibilities was inefficient and inappropriate. After a reanalysis, findings suggest that even though a specific dyad in a group is compatible, the behavior and interaction of other group members may be an intervening factor causing a compatible dyad to be ineffective in the group context. The complexity of group interaction as well
as the competition for attention among the group's many members may keep specific dyadic compatibilities from surfacing. Findings also suggest that defining group compatibility by measuring dyadic compatibility runs contrary to the notion of group synergy-that a group may be more than an additive function of its parts. Continued investigations into methodological issues to determine if compatibility is a useful discriminator in distinguishing effective from ineffective groups appear to be called for. (Eleven tables of data are included; 26 references are attached.) (KEH) ED 318 041 CS 507 069 Nance, Teresa A. More Than Just Style and Delivery: Recasting Public Speaking Courses for African American Students. Pub Date—Nov 89 Note—36p.; Paper presented at the Annual Meet ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Evaluative (142) – Guides - Non-Class room (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Black Education, *Black Students, Cultural Awareness, Cultural Context, *Cultural Influences, Cultural Pluralism, Educational Philosophy, Higher Education, Models, *Multicultural Education, *Public Speaking, *Speech Instruction Identifiers-Black Communication Recognizing that too often, African American students in communication courses are confronted with communication principles which to them seem inappropriate, unrealistic, and simply false, this paper analyzes the conceptual foundation of the public speaking course and suggests how it might be made more relevant for African American students. The paper is in four sections. Following an introduction, the first section examines the prevailing educational philosophy currently guiding public speaking courses, identifies the shortcomings of this approach for meeting the needs of the African American student, and offers a more responsive and appropriate philosophic alternative. The second section suggests how a culturally sensitive public speaking course (adaptable to all students of difference) might be developed. The paper then describes an approach to public speaking which engages students in a process of developing speeches within various cultural contexts. And finally, a brief concluding section points out that the unique qualities African American students bring to the classroom should be a great resource to a teacher, to the other students, and to the colege/university; that the differences among students should be celebrated by recognizing them and using them to enhance knowledge of subject areas; and that a true celebration of classroom differences validates not only the experience of African American students but of any student who perceives herself or himself to be somehow out of step with other members of the class. Twenty-three references are attached. An appendix contains a model for designing culturally sensitive communication courses. (SR) ED 318 042 CS 507 070 Foeman, Anita Organizational Multiculturalism: Towards Model of Diversity Sensitivity in the Teaching of Organizational Communication. Pub Date—Nov 89 Note—23p.; Paper presented at the Annual Meet ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21, 1989). Pub Type - Speeches/Meeting Papers (150) Guides - Non-Classroom (055) - Reports - Éval uative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Blacks, *Cultural Awareness, *Cul tural Pluralism, Futures (of Society), Higher Education, Models, *Multicultural Education, *Organizational Communication, Organizational Theories, *Speech Communication, *Speech In struction, Student Needs Identifiers—*Organizational Culture Too often African American students in communication courses are confronted with communication principles which to them seem inappropriate, unrealistic, and simply false. Current conceptualizations of organizational communication suggest that the organization consists of one culture (often de
picted as predominantly white and predominantly male). Yet demographics indicate a changing work force consisting of fewer white males (one projection suggests only 15% by the year 2000) and more women and minorities. With the influx of new faces come new cultures. Instructors of organizational communication must address the issue of multiculturalism as they prepare students for the transition to a rapidly evolving workplace, one in which organizational life is no longer dominated by a single set of cultural norms. Organizational communication should be presented in a manner which is open to the possibility of many cultures rather than one culture and which considers the possibility that different organizational members function within different organizational environments. This goal may be accomplished by making explicit the assumptions made as reality is constructed through the process of organizational communication. It should be understood that this process goes on in different ways in different places throughout the organization. Students must be nurtured to understand that Black students, Asian students, Hispanic students, and White Anglo-Saxon Protestant students must evaluate communication "skill” in the context of their own and other cultural beliefs, attitudes, and value systems-otherwise their communication will be ineffective. (Twenty references are attached. An appendix contains a model for designing culturally sensitive communication courses.) (SR) ED 318 043 CS 507 092 Gayle, Barbara A Participatory Learning Approach to Teaching Organizational Video. Pub Date—Feb 90 Note-19p.; Paper presented at the Annual Meet ing of the Western Speech Communication Asso ciation (Sacramento, CA, February 16-20, 1990). Pub Type-Speeches/Meeting Papers (150) — Reports - Descriptive (141) – Guides - Classroom Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors Case Studies, *Class Activities, Higher Education, *Learning Activities, Learning Processes, *Organizational Communication, Speech Communication, Student Projects, * Teaching Methods Identifiers—*Video Tape Production, Video Tech nology Teaching organizational video is best accomplished by integrating organizational communication theory, rhetorical theory, and video production planning in one course. Focus on the individual project is the most beneficial as a stand-alone segment and as a highlight of the planning process that may be part of a corporate communication employee's job. A case study was developed that gives students an opportunity to participate in an actual planning process for an organizational video much like that in an actual job situation. It is designed to include some of the organizational problems now being addressed by organizational videos. The organization within the study has multi-faceted problems, not all of which are communications problems, so that students will think about the limitations of the video as well as all the possibilities. After students complete a needs analysis plan and an audience analysis/profile, they set goals and objectives for their proposed video. Next, students decide on the format they want to use, describe their treatment of the format, and plan promotional materials that might accompany their video. Allowing students to participate actively in the learning process increases the likelihood of both retention and transference of course materials and empowers students with a sense of their own abilities. (Appendixes include the course syllabus and the organizational video case study. Thirty-nine references are attached.) (MG)
ED 318 044 CS 507 095 Hellweg, Susan A. Verhoye, Anna M. A Comparative Verbal Analysis of the Two 1988 Bush-Dukakis Presidential Debates. Pub Date—Nov 89 Note34p.; Paper presented at the Annual Meet ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21, 1989). Pub Type— Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Case Studies, Communication Research, Comparative Analysis, *Debate, *Dis
course Analysis, Persuasive Discourse, Political Candidates, *Presidential Campaigns (United States), *Rhetorical Criticism, Verbal Communi cation Identifiers—Bush (George), Debate Strategies, Dukakis (Michael), Issue Salience, *Political Communication, Political Rhetoric This study examined the verbal message strategies employed in the two 1988 presidential debates by Vice-President George Bush and Governor Michael Dukakis, independently and comparatively. A number of broad verbal categories were developed to code the messages of each candidate from videotapes and transcripts. Verbal characteristics under investigation included verbal context of the message, attack/refutation ratio, argumentative tactics, debate mistakes, language devices, forms of support, and forms of reasoning. Results revealed that (1) Dukakis was clearly more attact-oriented in both debates than his counterpart; (2) Bush engaged in much more refutational behavior in the first debate than he did in the second one; (3) Bush offered nearly twice as many direct statements of policy in the first debate as Dukakis did in the second debate; and (4) Dukakis made considerably more direct references to his opponent than Bush did. (Seventeen references and an appendix containing the Verbal Coding Sheet are attached.) (Author/KEH)
Identifiers-Family Communication, *Family Sys tems Theory, Metaphorical Thought Metaphoric analysis of family systems theory illustrates how metaphors and alternatives to those metaphors identify what a psychological theory has highlighted and obscured about the phenomena at its focus and how it has structured that phenomena. The most commonly used metaphors in family systems theory are the metaphors of system (system elements, patterned relationships among elements, system goals), entitivity (external boundaries, system cohesion), internal structure (internal system boundaries), system vitality (energy), and governance (system rules negative feedback, homeostasis, fit to the environment, morphogenesis, positive feedback). Although a system for choosing theoretical metaphors has yet to be developed, alternative metaphors should not stray too far from the original metaphors and must be concrete. Examples of three fresh family systems metaphors include the family as a group of people traveling in a vehicle, the family as a tapestry, and the family as a river. Each provides a different degree of emphasis and insight into understanding families. (KEH)
ED 318 045 CS 507 110 Huff, W. A. Kelly The NRSC and the FCC: Working To Change Policy and Procedure To Narrow the Distance between AM and FM. Pub Date-Apr 90 Note—35p.; Paper presented at the Annual Meet ing of the Southern Speech Communication Asso ciation (Birmingham, AL, April 4-8, 1990). Pub Type - Speeches/Meeting Papers (150) — Re ports - Evaluative (142) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Broadcast Industry, Broadcast Re ception Equipment, Government Role, Media Research, *Policy Formation, Public Policy, *Ra dio, Technological Advancement Identifiers—*Amplitude Modulation, *Federal Communications Commission, Frequency Modulation, Media Government Relationship In the mid-1980s, the National Association of Broadcasters (NAB) reformed the National Radio Systems Committee (NRSC) as a liaison between receiver manufacturers and amplitude modulation (AM) broadcasters to promote unity in upgrading AM transmission and reception, and to aid AM in narrowing the sound quality gap with frequency modulation (FM). In 1982, the Federal Communications Commission (FCC) announced that no single system for broadcasting AM stereo would be picked by the government. Of the five competing AM stereo systems, the marketplace effectively eliminated three within 2 years. The NAB believed the keys to enhancing the sound quality appeal of AM radio to be improving both the technology for transmission and for reception. The NAB and the NRSC were able to convince the FCC to begin a series of notices of inquiry, rulemaking proceedings, and policy changes for improvement of AM, such as reduction of interference and relaxation of many regulatory rules. Contrary to broadcaster sentiment, in 1989 the FCC unanimously decided on a technical standard for AM broadcasting which included an “RF mask.” Broadcasters complained of the high cost of the new standard. Criticism for the failure to upgrade gradually in the 60-year history of AM must be shared by both the FCC and the AM industry. As with FM in its struggle to gain parity, the process for AM's revitalization will take a number of years. (Five notes are included; 82 references are attached.) (RS) ED 318 046 CS 507 113 Rosenblatt, Paul C. Analysis of Theoretical Metaphors with Illustra tions from Family Systems Theory. Pub Date—15 Aug 89 Note-7p.; Paper presented at the Annual Meeting of the American Psychological Association (97th, New Orleans, LA, August 11-15, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Evaluative (142) EDRS Price - MF01/PCÓ1 Plus Postage. Descriptors—Cognitive Processes, Communication Research, Cultural context, Family Role, Family Structure, *Interpersonal Communication, Language Role, *Metaphors, Personality, Psychi atry, Psychology, Social Theories
ED 318 047 CS 507 114 Ford, Wendy S. Zabava Evaluating Communication Skills Training in Or ganizations. Pub Date—Nov 89 Note-38p.; Paper presented at the Annual Meet ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Evaluative (142) — Information Analyses (070) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Communication Skills, *Evaluation Criteria, *Organizational Communication, Program Evaluation, Review (Reexamination), Training, *Training Methods Identifiers—Organizational Research, *Training Effectiveness, Training Needs A study was conducted to review and organize existing literature on the evaluation of communication skills training programs. When setting training objectives, four levels of evaluation should be considered: (1) reaction (how did participants feel about the training?); (2) learning (what did the participants learn from the training?); (3) behavior (how has the learning been applied at work?); and (4) results (how has the training affected the organization?). The paper provides an overview of 19 published evaluations (discussed in alphabetical order by name of author) which were studied in hopes of encouraging and directing future evaluation efforts. Results of the study provided a basis for several recommendations to guide future evaluation efforts. First, evaluations should be multi-level. Second, trainers and researchers should continue using a variety of evaluation methods to strengthen research findings. Third, techniques for accurately measuring behavior changes need to be developed. Fourth, more studies to determine the training's ultimate impact on the organization ought to be developed. Fifth, the long-term effects of training must be examined. Finally, evaluations should be published and serve as models for future efforts. (One table is included, and 39 references are attached.) (MG)
ent with their purposes. The paper describes and applies contemporary theories of rhetoric to one feature of educators' discourse, the commonplace. The paper's first section outlines a theory of rhetoric and provides a historical overview. The second section shows how specific commonplaces are congruent with particular conceptions of education, and analyzes one part of a set of commonplaces and contrasts it with other sets of commonplaces. The paper concludes that such analyses can be of value in deciding whether terms of argument are congruent with purposes of discourse. Forty notes are included. (SR) ED 318 049 CS 507 116 Hellweg, Susan A. And Others Comparative Candidate Evaluation as a Function of Election Level and Candidate Incumbency. Pub Date May 86 Note-19p.; Paper presented at the Annual Meet ing of the International Communication Associa tion (36th, Chicago, IL, May 22-26, 1986). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF0i/PC01 Plus Postage. Descriptors-Discriminant Analysis, Elections, Factor Analysis, *Political Candidates, Political Influences, *Presidential Campaigns (United States), Public Opinion, Voting Identifiers—Bush (George), California (San Diego), Ferraro (Geraldine), Mondale (Walter), Political Communication, Political Image, Reagan (Ronald), *Voting Behavior A study examined the evaluative structures employed by voters in making decisions about political contenders, specifically as a function of the level of the election involved and the incumbent-challenger status of the candidates. Data were obtained by questionnaires administered within two weeks prior to the 1984 general election to 550 undergraduate students of voting age at a large western university. The questionnaires were designed to assess subject evaluations of eight sources: presidential candidates Ronald Reagan and Walter Mondale; vice-presidential candidates George Bush and Geraldine Ferraro; San Diego mayoral candidates Roger Hedgecock and Dick Carlson; and San Diego judicial candidates William Mudd and Mary Franklin. Competence emerged as the primary factor only at the presidential level, while character emerged as the primary factor for both vice-presidential and mayoral campaigns. The results suggest that incumbent positioning does make a difference in perceptual criteria formation for candidates (such that the incumbent may set the agenda for the challenger), that such criteria are idiosyncratic to individual candidates and election contexts, but that accurate predictions can be made of voting behavior once these idiosyncratic criteria are known. (Nine tables of data are included.) (KEH) ED 318 050 CS 507 117 Rendahl, Stephen Media Access and the Radical Right: Public Access to “Race and Reason." Pub Date- Apr 90 Note-23p.; Paper presented at the Annual Meet ing of the Central States Communication Associa tion (Detroit, MI, April 5-8, 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Audience Awareness, *Cable Televi sion, Case Studies, Media Research, Political Is sues, *Racial Bias Identifiers-Media Coverage, *Public Access Tele vision, Radical Movements, *Television Access, *White Supremacy Tom Metzger and his white supremacist movement, the White Aryan Resistance, attempt to build support with working class whites and youth to create white working class solidarity and racial separation. Metzger uses videotapes as one of the methods of bringing his racist and conspiratorial message to his audience. One such vehicle is “Race and Reason," his long-running show (created specifically to be shown on public access cable channels) dedicated to the purity of the White race. Metzger claims that a conspiracy controls the media, that he is denied access to the media, and that access to the media equals control of the listeners. This "repression" then is used to justify the movement's small following, to solidify support, and to justify violence. In Kansas City (Missouri), an application to place “Race and Reason” on the public access channel was met with considerable and protracted contro
ED 318 048 CS 507 115 St. Maurice, Henry A Guide to Commonplaces: On the Uses of Loci in Educators' Discourse. Pub Date/Apr 90 Note—31p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports · Evaluative (142) — Historical Materials (060) EDRS Price - MF01/PC02 Plus Postage. Descriptors— Discourse Analysis, Educational * Philosophy, Educational Policy, Language Role, *Persuasive Discourse, *Rhetorical Invention, *Rhetorical Theory, Teacher Education Identifiers—*Commonplaces of Education (Dis course), *Discourse Communities, Rhetorical Strategies This paper discusses the rhetoric of American educators to show that rhetorical analyses can be used to highlight assumed concepts and values within educators' discourses, policies, and practices, and to suggest that greater awareness of their rhetoric can help educators make their communications congru
versy and back-and-forth maneuvering, both in and out of the courts. (Fourteen references are attached.) (SR)
ED 318 051 CS 507 118 Ishii, Satoshi Thompson, Catherine A. A Comparison of the Assertiveness/Responsive ness Construct between Japanese and Ameri cans. Pub Date-Aug 89 Note-17p.; Paper presented at the Biennial Meet ing of the World Communication Association (Singapore, August 2-10, 1989). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Assertiveness, Communication Re search, *Comparative Analysis, Cultural Differences, Cultural Influences, Foreign countries, *Interpersonal Communication, *Personality Measures, *Personality Traits, *Social Behavior Identifiers-Japan (Tokyo), West Virginia Univer sity This study was conducted to compare the social style of Japanese and Americans. Participants included 241 Japanese students from Otsuma Women's University and Nihon University (Tokyo, Japan) and 252 American students from West Virginia University (United States). Each completed the Richmond-McCroskey Assertiveness-Responsiveness Measure (which consists of 20 personality characteristics) in Japanese or English. Results indicated a significant difference between the Japanese and Americans on the assertiveness/responsiveness construct. Significant differences appeared between males on the assertiveness dimension but not on the responsiveness dimension and for females on both dimensions. Results indicated that the Japanese do not have to be orally explicit in order to transmit their messages. (Two tables of data are included. Nineteen references are attached, and one appendix includes the Assertiveness-Responsiveness Measure.) (MG) ED 318 052 CS 507 123 Pisoni, David B. And Others Research on Speech Perception. Progress Report No. 4, January 1977-September 1978. Indiana Univ., Bloomington. Dept. of Psychology, Spons Agency–National Institutes of Health (DHEW), Bethesda, Md.; National Inst. of Men tal Health (DHEW), Rockville, Md. Pub Date—[78] Grant-MH-24027-04; NS-12179-03 Note—270p.; For other reports in this series, see CS 507 124-129. Pub Type— Reports - Research (143) — Collected Works - General (020) — Information Analyses (070) EDRS Price - MF01/PC11 Plus Postage. Descriptors—*Acoustic Phonetics, *Auditory Per ception, Communication Research, Computer Software Development, Infants, * Language Pro cessing, Language Research, Linguistics, Speech Identifiers-Indiana University Bloomington, *Speech Perception, Speech Research, Theory Development Summarizing research activities from January 1977 to September 1978, this is the fourth annual report of research on speech processing conducted in the Department of Psychology at Indiana University. The report includes extended manuscripts, short reports, progress reports, and information on instrumentation developments and software support. The report contains the following eight articles: “Adaptation of the Relative Onset Time of Two-Component Tones” (D. B. Pisoni); “Identification and Discrimination of a New Linguistic Contrast: Some Effects of Laboratory Training on Speech Perception" (D. B. Pisoni and others); "Some Developmental Processes in Speech Perception" (R. N. Aslin and D. B. Pisoni); "Susceptibility of a Stop Consonant to Adaptation on Speech-Nonspeech Continuum: Further Evidence against Feature Detectors in Speech Perception" (R. E. Remez); “Dual Processing vs. Response-Limitation Accounts of Categorical Perception: A Reply to Macmillan, Kaplan and Creelman” (A. J. Perey and D. B. Pisoni); “Perceptual Analysis of Speech Sounds by Prelinguistic Infants: A First Report” (R. N. Aslin and others); “KLTEXC: Executive Program to Implement the KLATT Software Speech Synthesizer” (D. Kewley-Port); and "Graphic Support for KLTEXC” (T. Carrell and D. Kewley-Port). Lists of publications and of laboratory staff and personnel conclude the report. (SR)
ED 318 053 CS 507 124 Pisoni, David B. And Others Research on Speech Perception. Progress Report No. 5, October 1978-August 1979. Indiana Univ., Bloomington. Dept. of Psychology. Spons Agency-National Institutes of Health (DHEW), Bethesda, Md.; National Inst. of Men tal Health (DHEW), Rockville, Md. Pub Date—[79] Grant-MH-24027-05; NS-12179-04 Note—493p.; For other reports in this series, see CS 507 123-129. Pub Type- Reports - Research (143) — Collected Works - General (020) — Information Analyses (070) EDRS Price - MF02/PC20 Plus Postage. Descriptors—* Acoustic Phonetics, * Auditory Per ception, Communication Research, Computer Software Development, Higher Education, Infants, *Language Processing, Language Research, Linguistics, Speech Identifiers—Indiana University Bloomington, *Speech Perception, Speech Research, Theory Development Summarizing research activities from October 1978 to August 1979, this is the fifth annual report of research on speech processing conducted in the Department of Psychology at Indiana University. The report includes extended manuscripts, short reports, progress reports, and information on instrumentation developments and software support. The report contains the following 15 articles: “Some Measures of Intelligibility and Comprehension" (D. B. Pisoni); “Discrimination of Relative Onset Time of Two-Component Tones by Infants" (P. W. Jusczyk and others); "Infants' Discrimination of Full and Partial Cues to Places of Articulation in Stop Consonants” (A. Walley); “Some Experiments on Perceptual Learning of Mirror-Image Acoustic Patterns" (M. E. Grunke and D. B. Pisoni); “On Set-Induction in Sentence Perception" (R. E. Remez and others); “Some Perceptual Dependencies in Speeded Classification of Vowel Color and Pitch” (T. D. Carrell and others); “Adaptation and Contrast in the Perception of Voicing” (J. R. Sawusch and P. Jusczyk); “Some Remarks on the Perception of Speech and Nonspeech Signals" (D. B. Pisoni); "Continuous Spectral Change as Acoustic Cues to Place of Articulation" (D. Kewley-Port); “Individual Infants' Discrimination of VOT: Evidence for Three Modes of Voicing” (R. N. Aslin and others); "Effects of Early Linguistic Experience on Speech Discrimination by Infants: A Critique of Eilers, Gavin and Wilson (1979)” (R. N. Aslin and D. B. Pisoni); “Fundamental Frequency as a Cue to Postvocalic Voicing: Some Data from Perception and Production" (T. M. Gruenenfelder); "Measuring Lexical Access during Sentence Processing" (M. A. Blank); "Speech Perception Laboratory: Current Computer Resources" (J. C. Forshee); and “SPECTRUM: A Program for Analyzing the Spectral Properties of Speech” (D. Kewley-Port). Lists of publications and of laboratory staff and personnel conclude the report. (SR)
diana University. The report includes extended manuscripts, short reports, progress reports, and information on instrumentation developments and software support. The report contains the following 15 articles: "Acoustic-Phonetic Priming in Auditory Word Recognition: Some Tests of the Cohort Theory” (L. M. Slowiaczek and D. B. Pisoni); "Sentence-by-Sentence Listening Times for Spoken Passages: Test Structure and Listeners' Goals” (P. C. Mimmack and others); “Effects of Syllable Structure on Adults' Phoneme Monitoring Performance" (R. Treiman and others); “Controlled Perceptual Štrategies in Phonemic Restoration” (H. C. Nusbaum and others); "Sources of Knowledge in Spoken Word Identification” (A. Salasoo and D. B. Pisoni); “Effects of Perceptual Load in Spoken Comprehension: Some Interactions with Comprehension Goals" (H. Brunner and others); "Cognitive Processes and Comprehension Measures in Silent and Oral Reading" (A. Salasoo); “Perceptual and Cognitive Constraints on the Use of Voice Response Systems” (H. C. Nusbaum and D. B. Pisoni); "Perceptual Anchoring of a Speech-Nonspeech Continuum” (H. C. Nusbaum); "Perceiving Durations of Silence in a Nonspeech Context" (H. C. Nusbaum); “Perception of Synthetic Speech by Children: A First Report" (B. G. Greene and D. B. Pisoni); "Context Effects in the Perception of English /r/ and /1/ by Japanese” (P. Dissosway-Huff and others); "An Activation Model of Auditory Word Recognition" (H. C. Nusbaum and L. M. Slowiaczek); "JOT: Improved Graphics Capabilities for KLTEXC” (B. Bernacki); and "EARS: A Simple Auditory Screening Test" (L. A. Walker). Lists of publications and of laboratory staff, associated faculty and personnel conclude the report. (SR) ED 318 055 CS 507 126 Pisoni, David B. And Others Research on Speech Perception. Progress Report No. 9, January 1983-December 1983. Indiana Univ., Bloomington. Dept. of Psychology. Spons Agency-Air Force Systems Command, Washington, D.C.; National Institutes of Health (DHHS), Bethesda, Md.; National Inst. of Mental Health (DHHS), Rockville, MD.; National Sci ence Foundation, Washington, D.C. Pub Date [83] Contract-AF-F-33615-83-K-0501 Grant-BNS-83-05387; MH-24027-07; NS 07134-05; NS-12179-08 Note—360p.; For other reports in this series, see CS 507 123-129. Pub Type - Reports - Research (143) — Collected Works - General (020) — Information Analyses (070) EDRS Price - MF01/PC15 Plus Postage. Descriptors—* Acoustic Phonetics, Auditory Dis crimination, *Auditory Perception, Communication Research, Computer Software Development, Infants, *Language Processing, Language Re search, Linguistics, Speech, Speech Synthesizers Identifiers—Indiana University Bloomington, *Speech Perception, Speech Research, Theory Development Summarizing research activities from January 1983 to December 1983, this is the ninth annual report of research on speech perception, analysis and synthesis conducted in the Speech Research Laboratory of the Department of Psychology at Indiana University. The report includes extended manuscripts, short reports, and progress reports. The report contains the following 17 articles: “Contextual Effects on the Consonant/Vowel Ratio in Speech Production” (P. A. Luce and J. Charles-Luce); “Some Effects of_Training on the Perception of Synthetic Speech” (E. C. Schwab and others); "Vowel Categorization by Three-Year-Old Children" (C. A. Kubaska and R. N. Aslin); “Effects of Speech Rate and Pitch Contour on the Perception of Synthetic Speech” (L. M. Slowiaczek and H. C. Nusbaum); “Recognition of Speech Spectrograms” (B. G. Greene and others); “Developmental Trends in the Classification and Perceived Similarity of Spoken Syllables" (A. C. Walley and others); "Speech Perception: Some New Directions in Research and Theory” (D. B. Pisoni); “Linguistic Experience and Infant Speech Perceptions: A Re-examination of Eilers, Gavin and Oller (1982)" (P. W. Jusczyk and others); “Contextual Variability and the Problem of Acoustic-Phonetic Invariance in Speech” (D. B. Pisoni); "Converging Approaches Towards Establishing Invariant Acoustic Correlates of Stop Consonants" (D. Kewley-Port); “Identification of Speech Spectrograms: Comparisons of Naive and Trained Observers" (B. G. Greene and others);
ED 318 054 CS 507 125 Pisoni, David B. And Others Research on Speech Perception. Progress Report No. 8, January 1982-December 1982. Indiana Univ., Bloomington. Dept. of Psychology, Spons Agency–National Institutes of Health (DHHS), Bethesda, Md.; National Inst. of Mental Health (DHHS), Rockville, MD. Pub Date-[82] Grant-MH-24027-07; NS-07134-04; NS-12179 07 Note—326p.; For other reports in this series, see CS 507 123-129. Pub Type- Reports - Research (143) - Collected Works - General (020) — Information Analyses (070) EDRS Price - MF01/PC14 Plus Postage. Descriptors—*Acoustic Phonetics, Auditory Dis crimination, * Auditory Perception, Communication Research, Computer Software Development, Infants, *Language Processing, Language Re search, Linguistics, Speech Identifiers—Indiana University Bloomington, *Speech Perception, Speech Research, Theory Development Summarizing research activities from January 1982 to December 1982, this is the eighth annual report of research on speech perception, analysis and synthesis conducted in the Speech Research Laboratory of the Department of Psychology at In
ance Speech Recognition Systems" (H. C. Nusbaum and others); “Human Factors Issues for the Next Generation of Speech Recognition Systems" (H. C. Nusbaum and D. B. Pisoni); “Using Speech as an Index of Alcohol Intoxication” (C. S. Martin and M. Yuchtman); “Effects of Wholistic versus Dimensional Training on Learning to Identify Spectographic Displays of Speech” (B. G. Greene); and "Testing the Performance of Isolated Utterance Speech Recognition Devices" (H. C. Nusbaum and others). (SR)
“Perceptual Evaluation of Synthetic Speech: Some Constraints on the Use of Voice Response Systems” (H. C. Nusbaum and others); "Capacity-Demanding Encoding of Synthetic Speech in Serial-Ordered Recall” (P. A. Luce and D. B. Pisoni); "The Representation of Synthetic Speech in Precategorical Acoustic Storage" (P. A. Luce and D. B. Pisoni); “The Role of Fundamental Frequency and Duration in the Perception of Clause Boundaries: Evidence from a Speeded Verification Task” (P. A. Luce and J. Charles-Luce); “Perception of Synthetic Speech by Children" (B. G. Greene); and “Perceptual Evaluation of Synthetic Speech: Some Considerations of the User/System Interface” (D. B. Pisoni and others). Lists of publications and of laboratory staff, associated faculty and personnel conclude the report. (SR) ED 318 056 CS 507 127 Pisoni, David B. And Others Research on Speech Perception. Progress Report No. 12. Indiana Univ., Bloomington. Dept. of Psychology. Spons Agency-Air Force Armstrong Aerospace Medical Research Lab, Wright-Patterson AFB, OH.; National Institutes of Health (DHHS), Bethesda, Md.; National Science Foundation, Washington, D.C. Pub Date—86 Contract-AF-F-33615-83-K-0501 Grant-BNS-83-05387; NS-07134-08; NS 12179-10 Note—457p.; For other reports in this series, see CS 507 123-129. Pub Type- Reports - Research (143) — Collected Works - General (020) — Information Analyses (070) EDRS Price - MF01/PC19 Plus Postage. Descriptors—*Acoustic Phonetics, Auditory Dis crimination, * Auditory Perception, Communication Research, Computer Software Development, Infants, *Language Processing, Language Re search, Linguistics, Speech, *Speech Synthesizers Identifiers-Indiana University Bloomington, *Speech Perception, Speech Research, Theory Development Summarizing research activities in 1986, this is the twelfth annual report of research on speech perception, analysis, synthesis, and recognition conducted in the Speech Research Laboratory of the Department of Psychology at Indiana University. The report contains the following 23 articles: “Comprehension of Digitally Encoded Natural Speech Using a Sentence Verification Task (SVT): A First Report" (D. B. Pisoni and M. J. Dedina); “Comprehension of Natural and Synthetic Speech: II. Effects of Predictability on Verification of Sentences Controlled for Intelligibility” (D. B. Pisoni and others); "Perceptual Learning of Synthetic Speech Produced by Rule" (S. L. Greenspan and others); "Trading Relations, Acoustic Cue Integration, and Context Effects in Speech Perception" (D. B. Pisoni and P. A. Luce); “Using Template Pattern Structure Information to Improve Speech Recognition Performance” (M. Yuchtman and H. C. Nusbaum); “On Word-Initial Voicing: Converging Sources of Evidence in Phonologically Disordered Speech" (J. A. Gierut and D. A. Dinnsen); “On the Assessment of Productive Phonological Knowledge” (J. A. Gierut); “Generative Phonology and Error Pattern Analyses: Empirical Claims and Differences" (J. A. Gierut); "Effects of Talker Uncertainty on Auditory Word Recognition: A First Report” (J. W. Mullenix and D. B. Pisoni); “Effects of Stress and Final-Consonant Voicing on Vowel Production: Articulatory and Acoustic Analyses" (V. Summers); “Preference Judgments Comparing Different Synthetic Voices" (J. S. Logan and D. B. Pisoni); “Auditory Perception of Complex Sounds: Some Comparisons of Speech vs. Nonspeech Signals” (D. B. Pisoni); “Perceptual Attention in Monitoring Natural and Synthetic Speech” (H. C. Nusbaum and others); "Intelligibility of Phoneme Specific Sentences Using Three Text-to-Speech Systems and a Natural Speech Control" (J. S. Logan and D. B. Pisoni); “PRONOUNCE: À Program for Pronunciation by Analogy” (M. J. Dedina and H. C. Nusbaum); “The Role of the Lexicon in Speech Perception" (D. B. Pisoni and others); “The Role of Structural Constraints in Auditory Word Recognition" (H. C. Nusbaum and D. B. Pisoni); “A Brief Overview of Speech Synthesis and Recognition Technologies" (D. B. Pisoni); “Developing Methods for Assessing the Performance of Speech Synthesis and Recognition Systems” (D. B. Pisoni and H. C. Nusbaum); “Recognition Performance of Six Isolated Utter
ED 318 057 CS 507 128 Pisoni, David B. And Others Research on Speech Perception. Progress Report No. 13. Indiana Univ., Bloomington. Dept. of Psychology. Spons Agency-National Institutes of Health (DHHS), Bethesda, Md.; National Science Foun dation, Washington, D.C. Pub Date—87 Contract-AF-F-33615-86-K-0549 Grant-IRI-86-17847; NS-07134-09; NS-12179-11 Note-337p.; For other reports in this series, see CS 507 123-129. Pub Type- Reports - Research (143) - Collected Works - General (020) — Information Analyses (070) EDRS Price - MF01/PC14 Plus Postage. Descriptors—* Acoustic Phonetics, Auditory Dis crimination, * Auditory Perception, Communication Research, Computer Software Development, Infants, *Language Processing, Language Re search, Linguistics, Speech, Speech Synthesizers Identifiers—Indiana University Bloomington, *Speech Perception, Speech Research, Theory Development Summarizing research activities in 1987, this is the thirteenth annual report of research on speech perception, analysis, synthesis, and recognition conducted in the Speech Research Laboratory of the Department of Psychology at Indiana University. The report includes extended manuscripts, short reports, progress reports, and information on instrumentation developments and software support. The report contains the following 15 articles: "Some Effects of Talker Variability on Spoken Word Recognition" (J. W. Mullenix and others); "Effects of Talker Variability on Recall of Spoken Word Lists” (C. S. Martin and others); "The Perception of Digitally Coded Speech by Native and Non-Native Speakers of English” (K. Ozawa and J. S. Logan); "F1 Structure Provides Information for Final-Consonant Voicing” (W. V. Summers); “Comparative Research on Language Learning" (J. A. Gierut); "Maximal Opposition Approach to Phonological Treatment” (J. A. Gierut); “The Effects of Semantic Context on Voicing Neutralization” (J. CharlesLuce); “Stimulus Variability and Processing Dependencies in Speech Perception" (J. W. Mullenix and D. B. Pisoni); "Some Observations concerning English Stress and Phonotactics Using a Computerized Lexicon” (S. Davis); “External Validity of Productive Phonological Knowledge: A First Report" (J. A. Gierut and others); "Effects of Changes in Spectral Slope on the Intelligibility of Speech in Noise" (R. I. Pedlow); “On the Arguments for Syllable-Internal Structure" (S. Davis); "The Identification of Speech Using Word and Phoneme Labels" (J. S. Logan); “Talker Variability and the Recall of Spoken Word Lists: A Replication and Extension" (J. S. Logan and D. B. Pisoni); and "SAP: A Speech Acquisition Program for the SRL-VAX” (M. J. Dedina). Lists of publications and of laboratory staff, associated faculty and personnel conclude the report. (SR) ED 318 058 CS 507 129 Pisoni, David B. And Others Research on Speech Perception. Progress Report No. 14. Indiana Univ., Bloomington. Dept. of Psychology. Spons Agency–National Institutes of Health (DHHS), Bethesda, Md.; National Science Foun dation, Washington, D.C. Pub Date-88 Contract-AF-F-33615-86-C-0549 Grant-IRI-86-17847; NS-07134-10; NS-12179-12 Note—334p.; For other reports in this series, see CS 507 123-128. Pub Type— Reports - Research (143) — Collected Works - General (020) — Information Analyses (070) EDRS Price - MF01/PC14 Plus Postage. Descriptors—*Acoustic Phonetics, Auditory Dis crimination, * Auditory Perception, Communica
tion Research, Computer Software Development, Infants, *Language Processing, Language Re search, Linguistics, Speech, Speech Synthesizers Identifiers—Indiana University Bloomington, *Speech Perception, Speech Research, Theory Development Summarizing research activities in 1988, this is the fourteenth annual report of research on speech perception, analysis, synthesis, and recognition conducted in the Speech Research Laboratory of the Department of Psychology at Indiana University. The report includes extended manuscripts, short reports, and progress reports. The report contains the following 15 articles: “Retroactive Influence of Syllable Neighborhoods” (J. Charles-Luce and others); "Priming Lexical Neighbors of Spoken Words: Effects of Competition and Inhibition" (S. D. Goldinger and others); "Some Effects of Time-Varying Context on the Perception of Speech and Nonspeech Sounds" (J. W. Mullenix and others); "Intonational Context and FO Normalization" (K. A. Johnson); “Word Familiarity and Frequency in Visual and Auditory Word Recognition" (C. M. Connine and J. W. Mullenix); "Similarity Neighborhoods of Spoken Two Syllable Words: Retroactive Effects on Multiple Activation" (M. S. Cluff and P. A. Luce); “Similarity Neighborhoods of Spoken Words" (P. A. Luce and others); "Manner of Articulation and Feature Geometry: A Phonological Perspective” (S. Davis); “Training Japanese Listeners to Identify /r/ and /1/: A First Report" (J. S. Logan and others); “FO Normalization and Adjusting to Talker" (K. Johnson); “On the External Evidence for Y-Insertion in American English” (S. Davis); “Vowel Length and Closure Duration in Word-Medial VC Sequences" (S. Davis and W. V. Summers); “Detailing the Nature of Talker Normalization in Speech Perception" (J. W. Mullenix and D. B. Pisoni); “Manner of Articulation and Feature Geometry: A Phonetic Perspective” (K. Johnson); and "Determining the Locus of Talker Variability Effects on the Recall of Spoken Word Lists: Evidence from a Presentation Rate Manipulation” (S. D. Goldinger and others). Lists of publications and of laboratory staff and personnel conclude the report. (SR) ED 318 059 CS 507 130 Communication Skills. Advisory List of Instruc tional Media. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Media Evaluation Service. Pub Date-Mar 90 Note36p. Pub Type— Reference Materials - Bibliographies (131) — Guides - Classroom - Teacher (052) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Adolescent Literature, Annotated Bibliographies, Audiovisual Aids, *Childrens Literature, *Communication Skills, Elementary Secondary Education, Filmstrips, Instructional Materials, *Reading Material Selection, Video tape Recordings Identifiers-North Carolina This advisory list includes annotations for 77 children's books, books for teachers, reference books, workbooks, and supplementary texts dealing with communication skills. The list also includes annotations for four color filmstrips; kits; study prints; and six videocassettes. Included with the list are a directory of publishers mentioned. Suggested grade levels, and the price of each item is included in the list. (RS) ED 318 060 CS 507 131 Baker, David B. Quantification of the Haak Sentence Completion. Pub Date-Aug 89 Note-21p.; Paper presented at the Annual Meet ing of the American Psychological Association (97th, New Orleans, LA, August 11-15, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Behavior Disorders, *Cloze Proce dure, Elementary Education, *Emotional Disturbances, Factor Analysis, Interrater Reliability, Males, *Psychological Testing, *Research Methodology, School Psychologists, *Self Evaluation (Individuals), Statistical Analysis Identifiers—Child Behavior, *Child Behavior Checklist, *Sentence Completion Method A preliminary study examined the interrater reliability, factor structure, and convergent validity of the Haak Sentence Completion in which the respondent is given a sentence stem and asked to pro Page 4
these factors. Fifteen other subjects were given a stack of 32 different patterns and asked to circle the important parts. Results indicated that lack of salience may play an important part in making this type of skill difficult to learn. Results of the two experiments point to several factors which can affect the difficulty of learning to read speech spectrograms. Learning difficulty may be affected by the interaction of segmentation with cue salience and task demands. The main conclusion was to confirm the influence of segmentation on learning difficulty in speech spectrogram reading. (Two figures are included, and 19 references are attached.) (MG)
vide the remainder of the sentence) using a three-point scoring system. The subjects were 100 boys ranging in age from 6 to 11 years who were randomly selected from a roster of students who had been referred for evaluation of emotional disturbance. All the boys came from three elementary schools within a suburban school district; all the boys were white and upper-middle class. Subjects were administered the Haak Sentence Completion while their parents were given the Child Behavior Checklist (CBCL) to fill out and return. The scores from the parent CBCL (the parents' report of a child's problem behaviors) were then correlated with the item total score and factors of the Haak (the child's self-report of perceptions). Results revealed that the quantification of sentence completion tests is feasible and useful. The findings suggest that the quantification of such measures makes them useful as research tools to generate self-report data and to investigate hypotheses related to factors that contribute to emotional disturbance. Data generated from such measures can be used for screening, placement, and intervention with children suspected of being emotionally disturbed. Further psychometric investigation of sentence completion techniques in support of this preliminary study appear to be called for. (Two tables of data are included; 19 references are attached.) (KEH)
Note—53p.; Paper presented at the Annual Meet ing of the Speech Communication Association (73rd, Boston, MA, November 5-8, 1987). Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Communication Research, Em ployer Employee Relationship, Literature Reviews, Organizational Climate, Organizational Communication, Organizational Development, Participative Decision Making, Productivity, *Quality Circles, Quality of Working Life This paper reviews selected literature pertaining to quality circles (defined as a small group of people who meet voluntarily, on a regular basis, to learn and apply techniques for identifying, analyzing, and solving work-related problems), in particular that literature focusing on communication-related variables. It examines 52 studies from the communication, management, and organizational psychology literature, primarily in the area of employee and organizational effects of quality circle participation. The paper also offers directions for future research, particularly in the context of communication-related variables. Seventy references are attached. (Author/SR)
ED 318 063 CS 507 134 Skow, Lisa And Others World View: The Second Hidden Dimension. Pub Date-Feb 90 Note—37p.; Paper presented at the Annual Meet ing of the Western Speech Communication Asso ciation (Sacramento, CA, February 16-20, 1990). Pub Type - Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Abstract Reasoning, Communica tion Research, *Cross Cultural Studies, Cultural Differences, *Decision Making, Foreign Countries, *Intercultural Communication, Non Western Civilization Proposing that world view is a dimension of culture which lies below the surface of human behavior at the level of the subconscious, this paper argues that this often ignored dimension of culture profoundly influences human communication. The paper is divided into two sections. First, world view is defined and its importance in explaining how communication operates is described from multiple perspectives. Second, as a way of demonstrating the specific influence of world view, the paper shows how it helps clarify the negotiation styles employed by various cultures. The paper then focuses on linking world view with how cultures make decisions, choose negotiators, and use abstract or concrete reasoning. Thirty references are attached. (Author/ SR)
ED 318 061 CS 507 132 Dionisopoulos, George N. Hellweg, Susan A. Corporate Advocacy: A Selected Review of the Literature. Pub Date—May 87 Note-33p.; Paper presented at the Annual Meet ing of the International Communication Association (37th, Montreal, Quebec, Canada, May 21-25, 1987) Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Advertising, Advocacy, Audience Awareness, *Business Communication, *Communication Research, Persuasive Discourse, *Politi cal Issues, Public Relations Identifiers-Advertising Effectiveness, *Corporate Advocacy, *Corporations This paper provides a selected review of the literature pertaining to corporate advocacy (non-product advertising by corporations, addressing political or social issues). More specifically, the paper examines research from the communication, business, public relations, and advertising literature dealing with justifications for the practice of corporate advocacy, analyses of particular advocacy campaigns, the effects of advocacy attempts, and target audiences for such campaigns. In addition to reviewing this literature, the paper offers directions for future research in this relatively recent area. Forty-four references are attached. (Author/SR)
ED 318 062 CS 507 133 Gabrys, Gareth Difficulty in Learning To Read Speech Spectro grams: The Role of Visual Segmentation. Pittsburgh Univ., Pa. Learning Research and Devel opment Center. Spons Agency-Office of Naval Research, Wash Office ington, D.C. Report No.-LRDC/PITT/IMP-1 Pub Date—Feb 90 Contract—N00014-86-K-0361 Note—40p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Communication Research, Context Clues, *Learning Problems, *Sound Spectro graphs, Speech, Visual Stimuli Identifiers-Salience, Salience Effects, Segmenta tion Theory, Speech Research, University of Pittsburgh PA, Visual Cues This study was conducted to demonstrate that a context-dependent discrimination can produce learning difficulty in a pseudo-spectrogram reading task and to look at what contribution segmentation makes to that difficulty. Experiment one involved 10 subjects recruited from the University of Pittsburgh, who were shown pseudo-spectrogram patterns and then asked to respond by making selections from a screen menu on a computer. Results indicated that a context-dependent discrimination can be difficult to learn. Experiment two was to try to determine whether the learning difficulty observed in experiment one was due to context-dependent segmentation, to some other factor such as salience or task demands, or to some interaction of
ED 318 064 CS 507 135 Roiger, James F. Hellweg, Susan A. Influence and Compliance-gaining Strategies in Interpersonal Settings and Control and Influence Strategies in Organizational Settings: A Synthesis of the Literature. Pub Date—Feb 86 Note-42p.; Paper presented at the Annual Meet ing of the Western Speech Communication Asso ciation (Tucson, AZ, February 15-19, 1986). Pub Type - Speeches/Meeting Papers (150) — In formation Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Communication Research, Commu nication Skills, Compliance (Psychology), *Interpersonal Communication, *Organizational Climate, *Organizational Communication, Organizational Objectives, *Organizational Theories, Social Control, *Social Influences Identifiers—*Communication Strategies, Manage ment Practices, Message Transmission, Organizational Culture, Supervisor Subordinate Relationship This research review integrates the major concerns of the research on power and compliance-gaining strategies and influence strategies in interpersonal and organizational relationships. The review: (1) identifies theories of social power; (2) identifies limited models of social influence; (3) delineates various conceptualizations of interpersonal compliance-gaining strategies; (4) summarizes the studies that have attempted to link influence and compliance-gaining strategies in interpersonal settings; (5) looks at recent studies on organizational power and control; (6) summarizes recent studies that have investigated control and influence strategies in organizations, including several that integrate interpersonal conceptualizations in the studies; (7) identifies some commonalities in the studies of the two settings; and (8) discusses implications for future research in both settings. Three tables of data are included; 49 references are attached. (KEH) ED 318 065 CS 507 136 Hellweg, Susan A. Berman, Stuart J. Quality Circles: A Selected Review of the Litera
ED 318 066 CS 507 138 Brown, Stuart C. Value in the New Rhetoric: I. A. Richards and the Necessity of “Ethos." Pub Date-Mar 90 Note-15p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type— Opinion Papers (120) — Speeches/ Meeting Papers (150) - Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Communication (Thought Transfer), *Hermeneutics, Language Role, *Mediation Theory, *Persuasive Discourse, Reader Text Relationship, *Rhetorical Criticism, *Self Actualization Identifiers-Aristotle, Author Text Relationship, Dialectic (Concept), Ethos, *Literary Theory, Plato of Athens, Richards (I A), Textual Analysis In much current literary and rhetorical theory, analysis of text assumes greater authority than the text and its creator. Through a reexamination of the ancient Greeks' notion of “ethos” (the residue of the writer or speaker in the text), the writer, reader, and text can be reunited, particularly in light of the theory of meanings proposed by I. A. Richards. Richards asserted that self can be discovered through a discovery of meaning. To Richards, the text, as the work of the writer or speaker, cannot be ignored by the reader or listener, who is to derive approximate meaning. Arriving at meaning is an investigation into the psychology of the reader, the text, and the writer. The writer's character, as reflected by the text, meets the character of the reader through the mediation of the text. To Richards, language may be the only means by which human development can continue. Closer examination of the ethos of both writer and reader leads each to a greater understanding of the other and the other's misunderstandings. (Five notes are included; 23 references are attached.) (SG) ED 318 067 CS 507 139 Miller, Bernard A. Native American Rhetoric and the Pre-Socratic Ideal of "Physis." Pub Date-Mar 90 Note—13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type - Speeches/Meeting Papers (150) – Opinion Papers (120) EDŘS Price - MF01/PC01 Plus Postage. Descriptors-American Indian Culture, American Indian Literature, *Discourse Analysis, *Language Role, Literature Appreciation, Novels, Rhetoric, Rhetorical Theory Identifiers-Native Americans, Rhetorical Effec tiveness, Words "House Made of Dawn" by N. Scott Momaday is about language and the sacredness of the word and about what can be understood as a peculiarly Native American theory of rhetoric. All things are hinged to the physical landscape, nature, and the implications nature bears upon language. In Momaday's book, language does not represent external reality but is given precedence, such that there is no external reality except in terms of a primordial spirituality that embraces the individual's oneness with nature. Momaday tells readers about an idea lost to post-Socratic rhetorical theory, that of "physis,” as being one with “nomos,” where nature is an entity or activity that constitutes the “creative surge” of Being, and language, ever as much as nature, is an indigenous field where people dwell and discover the source of their being. Running through a sermon made by one character is the idea that truth lies in language. Truth is verbal, and to say there is something behind or beyond language that it symbolizes is to burden and obscure the truth. The focus is on words as a source of creation. Momaday defines racial memory as the commitment of a community of believers to a perfect integration of an individual's mind and spirit with that of his people, most concretely manifest in the rituals, legends, and beliefs of the oral tradition. Through this perspective, community is established and preserved through story and song, creating by means of language the cultural landscape through which being is acknowledged and identity is achieved. (MG)
ED 318 068 CS 507 140 Palmerton, Patricia R. Speaking across the Curriculum: The Hamline Experience. Pub Date-Mar 90 Note-13p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type-Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/°C01 Plus Postage. Descriptors—*College Programs, Curriculum Development, Higher Education, Instructional Innovation, Interdisciplinary Approach, *Program Implementation, Skill Development, Speech Communication, Speech Skills, Writing Across the Curriculum Identifiers—*Hamline University MN, *Speaking across the Curriculum The Speaking across the Curriculum (SAC) program at Hamline University in Minnesota is based upon principles similar to those of many Writing across the Curriculum (WAC) programs and is complementary to the WAC program at Hamline. The SAC program requires students to take two speaking intensive courses as well as a freshman seminar in which both discussion and writing are emphasized. The program focuses on process as opposed to product, emphasizes practice and analysis, and expects that oral communication activities will be central to the learning objectives of course content (not just an extra element added on to an already existing course). In the 1989-90 school year the program had 53 speaking intensive courses in 20 major programs. So far, faculty response has been positive, and student response has been very positive. Far more than a process of composition or of articulating ideas in symbolic form, communication in the classroom is a matter of individuals engaged in a communicative interaction affected by such issues as social status, power, dominance issues, normative constraints, and other factors. The failure to recog. nize the demands upon speakers related to the social implications of their communication creates fundamental problems when trying to understand how speech works in the process of learning. Research in speech and communication has much to offer those who use oral communication processes in their teaching. (Seventeen references are attached.) (SR) ED 318 069 CS 507 141 Foster, David E. Imagination and the Pursuit of a Rational Rheto ric. Pub Date-Mar 90 Note-6p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (Chicago, IL, March 22-24, 1990). Printed on colored paper. Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Critical Thinking, Emotional Expe rience, Epistemology, *Imagination, *Intuition, Logic, Persuasive Discourse, Rhetorical Theory Identifiers-Aristotle, Bacon (Francis), Cleaver (Eldridge), Rationalism, Rhetorical Devices The works of certain rhetorical thinkers contain strategies directed at achieving assent or coopera
tion. Such writings demonstrate means by which readers' rational responses can be deliberately challenged and disrupted. While people often cite Aristotle's maxim "Man is a rational animal,” critics have asserted that the statement misrepresents both Aristotle and rhetoric. In practice, rhetoric unites reason and emotion by applying techniques that disrupt reasonable thinking to trigger new perspectives. For instance, Francis Bacon realized that imagination and emotion are essential to some kinds of purposeful discourse. In the contemporary era, Annie Dillard's writings legitimized the reader's indulgence in intuitive and emotional responses to the contrarities of nature, while Eldridge Cleaver's rhetoric called for a revolution in the reader's view of what is moral and just. Such appeals are subversive in a profoundly creative way, as they blur the comfortable window of reason through which nature is perceived, giving rise to new perspectives on experience. (SG) ED 318 070 CS 507 142 Lerstrom, Alan Speaking across the Curriculum: Moving toward Shared Responsibility. Pub Date-Mar 90 Note—26p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type— Speeches/Meeting Papers (150) – Opinion Papers (120) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Communication Skills, Higher Edu cation, *Speech Communication, *Speech Instruction, Student Needs, Verbal Communication Identifiers—*Communication across the Curricu lum, Communication Competencies, *Speaking across the Curriculum, Speech Communication Education Professional and personal success is related to a person's ability to listen, speak, read, and write effectively. As with other acquired abilities, communication skills must be supported and reinforced in a variety of contexts. Colleagues in the Speech Communication Association have raised valid issues regarding the appropriateness and effectiveness of communication across the curriculum. In a literature review, Ellen Hay raised four concerns: (1) training for faculty outside of the discipline; (2) quality of the students' experience; (3) drawing oral activities from a spectrum of the communication discipline; and (4) approaching communication abilities in a developmental manner. No workshop can train faculty from other disciplines to teach or evaluate communication competencies as well as a professional oral communication teacher. On the other hand, faculty can be trained to maintain and encourage the continued use of emerging communication abilities if students have had an effective introductory class. If an assignment or course that is intended to emphasize communication experiences is well developed, then students can be challenged to use a variety of communication skills. When faculty members are concerned about students' development as critical thinkers, writers, and speakers, then the communication exercises that are incorporated into their courses can help students develop, maintain, and increase their communication competencies. (Appendix A provides the World Regions Country Report 1987, and Appendix B provides detailed plans for the MCAP Summer Workshop. Thirty-two references are attached.) (MG) ED 318 071 CS 507 143 Dudczak, Craig A. Day, Donald L. A Taxonomy of CEDA Debate Critics. Pub Date—Nov 89 Note-31p.; Paper presented at the Annual Meet ing of the Speech Communication Association (75th, San Francisco, CA, November 18-21, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Classification, Communication Re search, Correlation, Criteria, Debate, Interrater Reliability, *Judges, Models, *Persuasive Discourse, Philosophy, Questionnaires, Speech Com munication Identifiers—Critics, Cross Examination Debate As sociation, Debate Theory, *Debate Tournaments To develop a taxonomy of Cross Examination Debate Association (CEDA) critics, a study associated professed judging philosophy and responses to sur
vey questions with ballot behavior and elaborated judging profiles. Subjects were debate critics who judged rounds at CEDA tournaments in the Northeast during the Spring 1989 season. In all, 13 critics had sufficient quantities of all three measures (questionnaire, philosophy statement, and ballots) to be included in the pilot study. First, analysis revealed that traditional paradigms are associated more strongly to key discriminators than are merged or new profile types. Second, the criteria discriminators, despite their limitations, were associated with relatively clearly defined profile types; however, these profile types are not conceptually coherent. Third, the present analysis suggests that at least the following profile types should be considered as targets of future research in CEDA paradigm use: value-comparison and argument skills, argument skills and hypothesis testing, argument critic, stock issues, and analytic centered. Finally, the descriptive boundaries between paradigms are porous and unreliable. The low correlation distinctiveness between profile types indicated that paradigm adherence by critics is not a highly valued behavior. Elaboration of criteria discriminators should reveal whether the traditional or profile candidates do support taxonomic elements which would inform debaters of real differences existing among their judge-critics. (One figure and nine tables of data are included; 19 endnotes and 14 references are attached.) (MG) ED 318 072 CS 507 145 Ervin, Elizabeth The Rhetoric of Courtship: Conversation and Co operation in Newspaper Personal Ads. Pub Date-Mar 90 Note-14p.; Paper presented at the Annual Meet ing of the Conference on College Composition and Communication (41st, Chicago, IL, March 22-24, 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports - Evaluative (142) EDRS Price - MF01/PCÓ1 Plus Postage. Descriptors—*Advertising, *Dating (Social), Dis course Analysis, *Interpersonal Communication, Letters (Correspondence), *Persuasive Discourse, * Rhetorical Invention, Sex Differences Identifiers—*Advertising Effectiveness, Classified Advertising, Communication Behavior, Conversation, Grice (HP) Personal ads, used to transcend social estrangement, are nothing other than written attempts at courtship. The idea of courtship is to maintain interaction through the continual negotiation of ambiguities. Historically, women have employed question-asking and attention-getting devices to combat male dominance and inattention in cross-sex conversations, and these techniques are reflected in personal ads. Paul Grice and others have suggested that for an act of communication to succeed, it must be governed by cooperation. Grice's four categories of maxims (quantity, quality, relation, and manner) can be applied to personal ads if revised as follows: (1) make your contribution as informative as required; (2) do not make your contribution more informative than required; (3) try to make your contribution one that is true; (4) do not say what you believe to be false; (5) do not say that for which you lack adequate evidence; (6) do not say that which you believe may be misunderstood; and (7) be orderly. In one newspaper containing personal ads, women's ads were more likely than men's to satisfy these conditions. (SG)
ED 318 073 CS 507 146 Pruitt, Randall P. A Student Perspective on Leaders and Leadership. Pub Date—Apr 90 Note-12p.; Paper presented at the Annual Meet ing of the Central States Communication Associa tion (Detroit, MI, April 5-8, 1990). Pub Type— Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Clergy, College Students, Communi cation Research, Higher Education, *Leaders, *Leadership Qualities, *Leadership Responsibility, Moral Values, Persuasive Discourse, Public Opinion, Student Reaction Identifiers—Charisma, Educators, Honesty, Lead ership Effectiveness, Politicians A survey involving 98 speech communication majors enrolled in a leadership communication course at a large midwestern university was conducted to determine what students in the field of communication think regarding leadership. Respondents were
and Learning” (Lisa D. Delpit); “Bilingual/ESL Learners Talking in the English Classroom" (Sarah Hudelson); and “The Silent Sounds of Language Variation in the Classroom” (Jerrie Cobb Scott). (MG)
asked for their opinions regarding the ideal traits of leaders, how leadership has changed in the last 100 years, professions and individuals who set positive and negative examples of leadership in today's society, and advice they would offer to future leaders. Results revealed that leaders need to possess strong personal ethics and should view their leadership roles as service to others rather than an opportunity to fulfill self-interests. Results also revealed that political leaders, television evangelists, and professional sports figures were examples of leaders held in low esteem while educators, coaches, and religious leaders provided examples of positive leadership. Further study into students' views on leadership is called for. (KEH) ED 318 074 CS 507 148 Pisoni, David B. Research on Speech Perception. Progress Report No. 15. Indiana Univ., Bloomington. Dept. of Psychology, Spons Agency-Air Force Armstrong Aerospace Medical Research Lab, Wright-Patterson AFB, OH.; National Institutes of Health (DHHS), Bethesda, Md.; National Science Foundation, Wash ington, D.C. Pub Date—89 Contract-AF-F-33615-86-C-0549 Grant-DC-00012-11; DC-00111-13; IRI-86 17847 Note—519p.; For other reports in this series, see CS 507 123-129. Pub Type— Reports - Research (143) EDRS Price - MF02/PC21 Plus Postage. Descriptors—Acoustic Phonetics, Auditory Dis crimination, * Auditory Perception, Communication Research, Infants, Language Processing, Language Research, Linguistics, *Speech, Speech Synthesizers Identifiers-Indiana University Bloomington, *Speech Perception, Speech Research, Theory Development Summarizing research activities in 1989, this is the fifteenth annual report of research on speech perception, analysis, synthesis, and recognition conducted in the Speech Research Laboratory of the Department of Psychology at Indiana University. The report contains the following 21 articles: “Perceptual Learning of Nonnative Speech Contrasts: Implications for Theories of Speech Perception" (D. B. Pisoni and others); "Modes of Processing Speech and Nonspeech Signals” (D. B. Pisoni); "Comprehension of Synthetic Speech Produced by Rule" (J. V. Ralston and others); “Effects of Talker Variability on Speech Perception by 2-Month-Old Infants" (P. W. Jusczyk and others); “Neighborhood Density Effects for High Frequency Words: Evidence for Activation-Based Models of Word Recognition" (S. D. Goldinger); “Contrast and Normalization in Vowel Perception" (K. Johnson); “Coronals and the Phonotactics of Nonadjacent Consonants in English” (S. A. Davis); “Position of the Maximum Amplitude as a Perceptual Stress Cue in English: Work in Progress” (D. M. Behne); “A Comparison of the First and Second Formants of Vowels Common to English and French” (D. M. Behne); "Age Differences in Spoken Word Identification: Effects of Lexical Density and Semantic Context” (T. S. Bell); "Movement Dynamics and the Nature of Errors in Tongue Twisters: An Observation and Research Proposal" (S. D. Goldinger); "Lexical Neighborhoods in Speech Production: A First Report" (S. D. Goldinger and W. V. Summers); "On the Perceptual Representation of Vowel Categories” (K. Johnson); “Glottal Effects of LPC Estimation of F1" (K. Johnson); “Stress-Class in Isolated Phrases and Sentence Contexts" (K. Johnson and M. S. Cluft); "Final Report to the NTSB on the Speech Produced by the Captain of the Exxon Valdez" (K. Johnson and others); “Effects of Talker Familiarity on Serial Recall of Spoken Word Lists” (N. L. Lightfoot); “Inhibition or Facilitation? An Investigation of Form-Based Priming and Response Bias in Spoken Word Recognition" (J. K. Marcario and S. D. Goldinger); “Talker Variability and Spoken Word Recognition: A Developmental Study" (B. R. Oliver); “Effects of Cognitive Workload on Speech Production: Acoustic Analyses" (W. V. Summers and others); and “Current Computer Facilities in the Speech Research Laboratory" (R. H. Bernacki and others). Lists of publications and of laboratory staff and personnel conclude the report. (SR)
Influences of Family Communication on Children's Television Interpretation Processes. Pub Date—May 89 Note—39p.; Paper presented at the Annual Meet ing of the International Communication Associa tion (39th, San Francisco, CA, May 25-29, 1989). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Audience Response, *Childrens Tele vision, *Communication (Thought Transfer), Communication Research, Communication Skills, Elementary Secondary Education, Family Characteristics, *Family Influence, Family Life, *Family Relationship, *Mass Media Role, Path Analysis, Television Research, Television View ing Identifiers-California (North), *Family Communi cation, Perceived Reality This study examined the effects of family communication environment and parental mediation of television content on third-, sixth-, and ninth-graders' perceptions of realism and similarity of television content and identification with television characters. Subjects, 627 northern California students and 486 of their parents, responded to episodes of “The Cosby Show." Prior to viewing one of three episodes, students completed a questionnaire assessing general background variables, leisure time activities, media use patterns, and family communication patterns. Immediately after viewing, children completed posttest questionnaires. Parents were interviewed via telephone. Active family communication emerged as an important influence, through both direct and indirect paths. Results indicated that family communication helps form children's real-world perceptions, which they compare with television perceptions to assess realism. Results indicated that a mismatch between real-world and television-world perceptions diminishes perceptions of realism and that realism contributes to perceived similarity, which contributes to identification with television characters. Results also showed that through active discussion of television content, the parent directly mediates perceptions of similarity, but not of realism. (Two figures and five tables of data are included. Twenty references are attached.) (MG)
ED 318 077 EA 021 073 Richards, William H. Robinson, Mary E. An Examination of Maine's New Certification Support System As It Relates to Administrator Perceptions of Their Effectiveness. Pub Date—Apr 89 Note-37p.; Paper presented at the Annual Meet ing of the New England Educational Research Organization (Portsmouth, NH, March 26-28, 1989). Pub Type- Reports Evaluative (142) Speeches/Meeting Papers (150) — Tests/Ques tionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Administrator Education, *Admin istrator Effectiveness, *Certification, Elementary Secondary Education, *Management Development, *Mentors, Needs Assessment, *Pilot Projects, Professional Development, Social Sup port Groups Identifiers—*Maine Maine's 1985 Administrator Certification Law crafted new preservice, induction, and professional development expectations keyed to 12 competency areas. Between 1986-1988, three pilot sites were established to assess the efficacy of the competencies and test a new procedure linking renewal to an administrator support system based on three interrelated components (needs assessment, action plan, and mentoring). Maine's conceptual framework for creating the 12 generic competencies is supported by the leadership literature. The state's administrator support system is a collegial assistance model resembling research-based mentor programs for new administrators. This study examines how the support system and its three components influenced administrators' perceptions of their effectiveness in each of the 12 competency areas. The sample consisted of 30 practicing administrators who had participated in 2 of the 3 pilot projects. Since only 16 administrators successfully completed and returned the questionnaire, study results are inconclusive. Most mean scores regressed toward the moderate effect range. The three treatment variables (components) appear to have the highest impact on administrators' perceptions of their effectiveness in supervision and evaluation. Attachments include a sample questionnaire (Appendix A) and various data tables (Appendix B). (11 references) (MLH) ED 318 078 EA 021 557 Wildman, Louis Where Will LEAD Lead? Pub Date— [88] Note-33p. Pub Type - Opinion Papers (120) Reports • Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Administrators, Assessment Centers (Personnel), College School Cooperation, Educational Administration, Educational Philosophy, Elementary Secondary Education, *Federal Aid, Higher Education, Institutional Cooperation, Interviews, *Leadership Training, *Management Development, *Principals, *Program Evaluation, Research Problems Identifiers—*Leadership Educ Administration De velopment After setting forth eight assumptions concerning the education of educational administrators, find. ings about the Leadership in Educational Administration Development (LEAD) program are discussed. The analysis is based on the first-year applications, telephone conversations with staff at a majority of the project sites, and additional material provided by individual project directors. LEAD projects exhibit the following characteristics: (1) approximately 65 percent of LEAD programs emphasize training in the effective schools/teaching approach; (2) in approximately 60 percent of the programs there is no provision for research in educational administration; (3) approximately 30 percent of the LEAD centers include or are directly associated with administrator assessment centers; and (4) in some states there are signs that coordina
ED 318 076 CS 507 150 Hynds, Susan, Ed. Rubin, Donald L., Ed. Perspectives on Talk and Learning. NCTE Forum Series. National Council of Teachers of English, Urbana, Ill. Report No.-ISBN-0-8141-3524-2 Pub Date—90 Note-304p. Available from National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 3252-3020, $10.95, member, $14.25 nonmember). Pub Type— Books (010) — Collected Works - Gen eral (020) EDRS Price - MF01/PC13 Plus Postage. Descriptors Classroom Environment, Coopera tive Learning, Elementary Secondary Education, Higher Education, *Instructional Effectiveness, *Instructional Innovation, *Learning Experience, *Oral Language, *Teaching Methods Identifiers—*Collaborative Learning, *Conversa tion, Learning Environment In this book, teacher educators and researchers show how classrooms can come alive when talk is used constructively. Following an introduction by Donald L. Rubin, the articles include: "Speaking Creatures in the Classroom” (Judith Wells Lindfors); “Oral Language and Learning" (Douglas Barnes); “Negotiation, Language, and Inquiry: Building Knowledge Collaboratively in the Classroom" (Cynthia Onore); "Asking Questions about Questions” (Theresa Roger and others); “Play Talk, School Talk, and Emergent Literacy” (Lee Galda and A. D. Pellegrini); “Talking Up a Writing Community: The Role of Talk in Learning to Write” (Anne Haas Dyson); “Talking in Writing Groups" (Anne Ruggles Gere); “Reading and Response to Literature: Transactionalizing Instruction" (Stanley B. Straw); “Teacher/Student Talk: The Collaborative Conference” (Muriel Harris); “Talking Life and Literature” (Susan Hynds); “Student Performance of Literature" (Elizabeth C. Fine); "Dramatic Improvisation in the Classroom" (Betty Jane Wagner); "Learning to Listen and Learning to Read" (Sara W. Lundsteen); “Oral Activities in the English Classroom" (Phil Backlund); "Language Diversity
ED 318 075 CS 507 149 Austin, Erica Weintraub And Others
good research comes from good methodology properly applied. Good research is honest, open inquiry, where the researcher searches for alternative explanations and is self-critical. Evaluating the goodness and value of research requires a judgment call. Critical-scientist, constructivist, and postempiricist judges all have different evaluation criteria. In judging goodness criteria, qualitative researchers should look for 20 alternative paradigms. Those supporting postpositivist criteria must help colleagues construct new realities and resist being beaten into submission by quantitative researchers' skepticism. (24 references) (MLH)
tion of administrative development may become a closed loop of recruitment, training, assessment, selection, and inservice. Positive features of the programs include closer working relationships among school districts, universities, and state education agencies; and helping citizens understand the educational role of administrators. The analysis concludes that, if the LEAD program is continued, funding should be so constructed as to strengthen the research-teaching-service link between schools and colleges of education. Appended are 88 notes and 6 educational "analogies" to a cited study on industrial productivity. (MLF) ED 318 079 EA 021 598 Jones, Judith E. Changing Needs for a Changing Future: The Need for Educational Leadership. National Center for Children in Poverty, New York, NY. Pub Date—[89] Note-23p.; Keynote address before the Leadership Seminar on Special Programs of the Texas Educa tion Agency (Austin, TX, June 14, 1989). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) — Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement, Dropout Rate, Early Intervention, *Economic Factors, *Educational Change, Educational Environment, *Educational Improvement, Elementary Secondary Education, *High Risk Students, * Leadership, Minority Groups, One Parent Family, Parent Participation, Parent School Relationship, Participative Decision Making, *Poverty, School Age Day Care, School Based Management, School Demography, School Effectiveness, Teacher Effectiveness, Teacher Student Relationship The National Center for Children in Poverty was initiated to strengthen programs and policies for the 5 million children under the age of 6 and their families who live in poverty in America. In this, address the director of the National Center for Children in Poverty summarizes some of the statistics on poverty in Texas and in the nation and outlines research-backed characteristics of education that are relevant to children at risk. Among these are the following: (1) the learning of a new language should be viewed as additive, not as a substitute for a native language; (2) teacher responsiveness is integral to learning; (3) standards and warmth are important components of teaching effectiveness; (4) parent involvement enhances the school environment; (5) shared decision-making at the school level can create an improved environment for teaching and learning; (6) teacher enablement is critical to improving schools; and (7) schools need to respond to family needs and working mothers. Examples of these factors in practice are cited. (13 references) (MLF)
ED 318 081 EA 021 619 Alexandrov, Diane C. Teacher Evaluation in an Era of School Reform. Pub Date [89] Note-17p. Pub Type Reports - Descriptive (141) - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Career Ladders, *Educational Change, Educational Quality, Elementary Secondary Education, *Evaluation Methods, Job Performance, *Staff Development, *Teacher Evaluation, Teacher Participation, Teacher Supervision Identifiers—*Florida, Program for Effective Teach ing, South Carolina, *Tennessee In an effort to update teacher evaluation systems to reflect changing attitudes toward the teaching profession and to focus on staff development, state departments of education and school districts have designed mentor and master teacher programs, career ladders, shared leadership programs, and differentiated evaluation programs. They have also adopted commercial programs such as Madeline Hunter's Program for Effective Teaching (PET). These progressive programs all link their evaluation systems to research on effective practices, provide training for evaluators, hold administrators accountable for implementing effective evaluations, focus staff development programs on evaluation-identified deficiencies, and make teachers active partners in the evalaution process. This report discusses the contributions of three progarms-Tennessee's Career Ladder Program, the Florida Performance Measurement System, and the Hunter PET model-to improving evaluation of teacher performance. Implications and conclusions are discussed. Participative supervision for teachers is essential for improved classroom instruction. More changes are needed to increase teaching professionalism and move educators from isolated positions to more collegial associations. (12 references) (MLH) ED 318 082 EA 021 625 Bhagat, Devendra Williams, David D. Cultural Context and Development of Partnership. Pub Date—Oct 87 Note—7p.; In: Proceedings of the Human Factors Society Annual Meeting, Volume 1: Rising to NY, October 19-23, 1987). Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PČO1 Plus Postage. Descriptors—Administrator Education, * Authori. tarianism, *College School Cooperation, Cultural Awareness, *Cultural Influences, Educational Change, Elementary Secondary Education, Higher Education, Organizational Change, *Organizational Climate, *Organizational Development, Participation, Public Schools, School Districts, *Social Networks, Teacher Education Identifiers—*Brigham Young University UT, Part nerships in Education A university-public school partnership analysis reveals how the cultural context associated with existing institutions can both facilitate and impede the emergence of a new culture that those institutions attempt to create and often involves entire cultural reforms and organizational conversion. Brigham Young University and five surrounding school districts formed a partnership with the following objectives: (1) improve teacher and school administrator preparation programs; (2) use research findings in teaching and learning in the schools; (3) attract better qualified persons to the teaching profession; and (4) encourage collaborative inquiry by school and university personnel . Benevolent authoritarianism gave the formal partnership a structure; the informal cooperative networks have provided the spirit of collaboration. Two examples illustrate how conflicts between the host culture (authoritarianism and net
works) and the ideals of the new culture could prevent progress if the organizational conversion process does not continue. (MLF) ED 318 083 EA 021 632 Lake, Sara The Rationale for the Middle Level School. Practi tioner's Monograph No. 9. California League of Middle Schools, Sacramento. Pub Date-Dec 89 Note-21p. Available from—Publications, California League of Middle Schools, 2401 L Street, Sacramento, CA 95816 ($4.25). Pub Type-Reports - Evaluative (142) - Informa tion Analyses (070) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adolescents, *Educational Philoso phy, *Effective Schools Research, *Instructional Program Divisions, Junior High Schools, *Middle Schools, Program Implementation, *School Ef fectiveness, *Student Needs Identifiers—*Historical Background Almost from the beginning, the junior high school was based on the same vision driving today's middle level schooling: the creation of a unique middle tier of education that bridges the gap between elementary and secondary education and focuses on meeting early adolescent students' academic and personal needs. In the 1950s and 1960s, middle school advocates claimed that the junior high school had failed to realize its philosophy because it slavishly imitated the senior high school's subject orientation, departmentalized teaching, reliance on lecture methods, sophisticated social activities, and competitive interscholastic sports. Arguing that early adolescents need more acceptance and less competition, these advocates offered alternative practices: (1) a more intimate, personal environment created by team organization and teacher advisor programs; (2) interdisicplinary instruction; (3) varied learning strategies to accommodate adolescent curiosity and restlessness; (4) exploratory and elective programs to help expand students' horizons; and (5) appropriately designed cocurricular programs. Grade organization is not as important as program quality. New research indicates that when implemented, middle level practice is effective. Both philosophy and practice are supported by dropout studies, effective schools research, and research on corporate excellence. Certain educational restructuring movement features resemble ideas pioneered decades ago by middle level educators. (35 refernces) (MLH)
ED 318 080 EA 021 614 Marshall, Catherine Goodness Criteria: Are They Objective Criteria or Judgment Calls? Pub Date-89 Note-26p.; Paper presented at the Alternative Par adigms Conference sponsored by Phi Delta Kappa (San Francisco, CA, March 25-26, 1989). Pub Type- Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Bias, Educational Researchers, Ele mentary Secondary Education, Evaluation Criteria, Higher Education, *Qualitative Research, *Research Problems, *Validity, *Values Identifiers—Empiricism, *Objectivity, Positivism, *Truth In discussions about qualitative research, questions often arise concerning appropriate research focus, researcher objectivity, manipulation of people or environments examined, study completeness, and value considerations. Goodness questions (reliability, replicability, and validity) get mixed with value questions (generalizability), with frustrating results for many students. Research decisions depend on the tradition or paradigm framing the endeavor. Early empiricists accepted the following assumptions: (1) truth is knowable; (2) values can be excised from the research process; (3) good research is empowering; (4) research uncovers the researcher's and others' truths; and (5) research uncovers what people believe to be true. A sixth postpositivist version of assumption 1 states that truth has no absolutely authoritative foundation, but
ED 318 084 EA 021 636 Thomas, Gloria Jean Teacher-Employer Relations: A Legal Reference Guide for Educators. Pub Date-Aug 89 Note-14p.; Edgar Morphet Dissertation Award acceptance speech delivered at the Annual Meeting of the National Conference of Professors of Educational Adminstration (Tuscaloosa, AL, Au gust 13-18, 1989). Pub Type- Speeches/Meeting Papers (150) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Awards, Court Litigation, Doctoral Dissertations, Elementary Secondary Education, Employer Employee Relationship, *Guides, Legal Responsibility, Politics of Education, Public Schools, *School Law, *Teacher Administrator Relationship A law-based dissertation which contains a 400-page legal reference guide for public school teachers and administrators in the area of teacher-employer relations is mentioned in this speech. A case law approach was utilized in understanding the issues involved in teacher-employer relations. The background, discussion, and trends are founded on legal decisions from the United States Supreme Court, federal Courts of Appeal, and state courts. In this presentation, the research procedures and chapter organizations of the dissertation are described. The reference guide is organized and presented in nine chapters: (1) contracts; (2) assignments and reassignments; (3) demotions; (4) discharge; (5) leaves of absence; (6) supplemental duties; (7) academic freedom; (8) personal freedoms; and (9) tort liability. A dissertation abstract and 21 selected citations are attached. (MLF)
Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.—JRE-03 Pub Date Oct 89 Grant-OERI-G008690011 Note-84p. Pub Type - Opinion Papers (120) — Reports - Re search (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Democratic Values, Educational Change, *Educational Policy, Elementary Secondary Education, *Policy Formation, *Politics of Education, Public Schools, State School District Relationship, *Teacher Certification, *Teacher Education Identifiers—*Professionalism Policies to change the way teachers are trained, licensed, and compensated constitute a major part of the educational reform agendas advanced by state governments over the past several years. These policies have been extremely difficult to implement, and state officials face the prospect that many of them will need substantial modification. This report argues that the explanation lies in a basic dilemma that most state teacher policies pose: the need to accommodate two different, yet equally legitimate, values-popular control and professionalism–in their design and implementation. This report examines the inherent tensions between democratic control and professionalism, how they are manifested in teacher policies, how they influence subsequent implementation, and how the two approaches might be more effectively balanced in future generations of teacher policy. The data analyzed represent over 600 interviews with state policymakers, interest group representatives, local district officials, principals, and classroom teachers in 19 local districts and 50 schools in the states of Arizona, California, Florida, Georgia, and Pennsylvania. (64 references) (Author/MLF)
ED 318 088 EA 021 687 Foldesy, George Developing Policy on Evaluation and Assessment of School Board and Superintendent Perfor
Courts and School Policies. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date-Nov 86 Note—34p.; Paper presented at the Invitational Conference on Student Discipline Strategies sponsored by the Office of Educational Research and Improvement, U.S. Department of Education (Washington, DC, November 7, 1986). Pub Type – Information Analyses (070) - Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price - MFOI/PCO2 Plus Postage. Descriptors-Adoption (Ideas), Behavior Change, Compliance (Legal), *Court Litigation, *Court Role, *Discipline Policy, Educational Practices, Elementary Secondary Education, Federal Courts, Literature Reviews, Politics of Education, Research Needs, *School Law, School Personnel, *School Policy, Search and Seizure, State Courts, Student Rights This paper examines what is known about the link between court decisions and changing school discipline practices; proposes a variety of studies to add to knowledge in this area; and contains suggestions on ways that research findings can be used to improve the ongoing legal education of school personnel. The complex nature of some of the Supreme Court education decisions in the late 1960s and early-to-mid 1970s increased the role of legal commentators in exploring and interpreting decisions. The focus on litigation also diverted attention from other educational issues such as exploring the root causes of school unrest. School law materials need to be specialized and tailored to meet the special issues that are common to particular positions. Teachers need to learn the basic principles of school law and learn of the outcomes of controversial cases involving such issues as educational malpractice. Two tables in the appendixes summarize search and seizure and discipline cases in federal courts and state courts of appeal which were decided between 1979 and 1985. (57 references) (MLF) ED 318 086 EA 021 679 Strubbe, Mary A. An Assessment of Early Adolescent Stress Factors. Pub Date—89 Note-14p.; In: Research Annual: Selected Studies, 1989. Columbus, Ohio, National Middle School Association. p47-59. Available from-Publications, National Middle School Association, 4807 Evanswood Drive, Columbus, OH 43229 (Research Annual, $8.50 plus $2.00 shipping). Pub Type - Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Adolescents, Grade 6, Grade 7, Grade 8, Junior High Schools, Middle Schools, *School Role, *Stress Variables, Student Adjustment, *Student Attitudes, *Student Development Rapid developmental changes amplify early adolescent children's susceptibility to stress. A lack of refined coping skills accompanied by an increase in stress factors affecting young adolescents contributes to their use of counterproductive approaches to stress management. To examine the frequency and intensity of early adolescent experiences with stress, 3,382 middle level students (grades 6 through 8) from 13 schools representing Delaware, Maryland, Kentucky, Missouri, Michigan, Indiana, and Arizona, completed the Early Adolescent Stress Inventory. Using a five-point scale, subjects indicated their levels of experienced stress on 43 items. Both urban and rural communities varying in population from 1,250 to over 1 million were included, and student enrollment in participating schools ranged from 392 to 1,029. The students reported stress in all aspects of their lives. Of the 20 most stressful items, 7 were experienced by 82-95 percent of the subjects; these included taking tests, speaking in front of class, grades, and personal appearance. Females reported experiencing more stressors and more intense reactions than males. Additionally, special education students reported more stressful reactions than other students. Education's contribution to early adolescent stress cannot be ignored; emphasizing academic achievement without also dealing with other developmental concerns serves to compound the effects of stress. (27 references) (KM)
Note-28p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Educational Administration, Ele- mentary Secondary Education, *Equal Opportunities (Jobs), *Females, Leadership Qualities, *Minority Groups, *Racial Discrimination, Sex Discrimination To address minority students' needs, increase school administrators' instructional leadership capacities, and involve parents in improving schools, school districts must recruit large percentages of women and minority educators to school leadership positions. This will not be a simple task, as entirely new definitions of school leadership are needed. Ed. ucators are being challenged to (1) find ways to keep at-risk students in school; (2) create stimulating learning environments; and (3) garner community support. Women are still underrepresented in school leadership, and minorities have not benefited from affirmative action and other equality-based legislation. The dominant reform proposals are flawed for not promoting equity, for failing to involve black educators in reform discussions, and failing to propose measures ensuring minorities' access to school leadership positions. What is needed is a reconceptualization of school leadership and active recruitment of women and minority school leaders. Education's legitimacy crisis will not be solved by putting black faces and skirts on the same old kind of leadership. When women and minorities are trained to fit into the administrative culture, they are often programmed to forget valuable attributes, qualities, and values. Intelligent, motivated educators are more likely to leave the profession, rather than alter their identities to suit white male leadership norms. Specific structural changes are necessary to achieve equity and quality in school leadership. (84 references) (MLH) ED 318 090 EA 021 691 Youth Placed At-Risk: A Statement of Policy and Recommended Action for Educating Children and Youth Placed At-Risk. New York State Education Dept., Albany. Pub Date-Jul 89 Note-20p. Pub Type - Reports - Descriptive (141) — Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors Educational Equity (Finance), *Edu cational Policy, Elementary Secondary Education, *Equal Education, *High Risk Students, *State Boards of Education, *Student Needs Identifiers—*New York In July, 1989, the New York State Board of Regents approved this policy paper, with recommended actions to be accomplished during the next 5 years for the following policies: (1) existing resources will be better coordinated and used for at-risk youth; (2) at least 50 percent of any new state resources for elementary and secondary education will be used to help schools meet these students' needs; (3) educational programs, services, and staff must respect and represent the cultural, racial, social, economic, and language background of the students served; and (4) schools, school districts, students, and the state education department will be held accountable for the achievement of at-risk youth. The Regents will pursue the recommended actions through their legislative program, their State Aid to the Schools proposal, and state operating and local assistance funds. While this policy paper cannot resolve all issues affecting at-risk individuals, it is intended to address the needs of a majority of these youth. All students shall complete a quality secondary school program and successfully assume roles as self-sufficient adults in society. No performance gap attibutable to the instructional program should exist between any socioeconomic or racial subgroups. Equity and excellence must guide New York State's school mission for all pupils. Rather than emphasize remedial programs, recommendations attempt to address students' developmental needs and focus on early childhood programs, alternative high school completion approaches, and effective procedures for identifying and assessing at-risk students. (MLH)
Pub Date—Aug 89 Note31p.; Paper presented at the Annual Meet- ing of the National Council of Professors of Educational Administration (Tuscaloosa, AL, August 13-18, 1989) Pub Type— Reports Evaluative (142) Tests/Questionnaires (160) — Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Accountability, *Administrator Evaluation, *Boards of Education, Data Collection, Elementary Secondary Education, *Evaluation Methods, *Policy, *Superintendents A comprehensive evaluation process begins with school board policy. Policy should provide direction by addressing the issues of who and what are to be evaluated, why evaluation is needed, when and by whom the evaluation is to be completed, and how the information is to be reported. An evaluation system, regardless of who is evaluated, should focus on growth. The instrument and data gathering method should be chosen according to the type of information desired and the specific school in question. If evaluation is to provide for growth, it must be approached positively and allow feedback from the individuals being evaluated and recommendations by the board. Sound evaluation is based on job description. School board functions to be evaluated include planning and policy, legislation, judicial responsibilities, and appraisal and evaluation. The superintendent, as the chief executive officer of the board, should be directly involved in each of the four areas and make recommendations that the board can accept, reject, or modify. The superintendent evaluation process should be constructive, ongoing, and focused on improving performance. Appendices provide examples of superintendent's evaluation guidelines, superintendent's job description, and an instrument used to evaluate the superintendent's performance in a Nevada school district. (MLH)
ED 318 087 EA 021 683 McDonnell, Lorraine M. The Dilemma of Teacher Policy. Center for Policy Research in Education.
ED 318 089 EA 021 689 Marshall, Catherine More Than Black Face and Skirts: New Leader ship To Confront the Major Dilemmas in Educa tion. National Policy Board for Educational Administra tion, Charlottesville, VA. Pub Date-Nov 89
ED 318 091 EA 021 698 Duke, Daniel L. School Organization, Leadership, and Student Behavior. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Nov 86 Page 5
portunities (Jobs), Legal Responsibility, *Public Schools, Reduction in Force, *School Law, *School Personnel, Teacher Rights, Tenure This chapter covers the nearly 230 cases reported in 1988 involving precollegiate, public-sector employees. Those cases where purely procedural issues are involved are omitted, and procedural issues in the remaining cases are deemphasized. As in previous years, the section on dismissal, nonrenewal, demotion, and discipline has the greatest concentration of cases. Legal issues covered by the review are organized in the following sections: (1) discrimination in employment by race, religion, sex, age, or handicap; (2) substantive constitutional rights including freedom of speech and association, along with issues of privacy and substantive due process; (3) procedural due process; (4) issues of dismissal, nonrenewal, demotion, and discipline (for insubordination, unprofessional conduct, unfitness, immorality, or incompetence); (5) reduction in force and involuntary leaves of absence; (6) contractual disputes; (7) tenure; and (8) certification, decertification, revocation, and suspension. (MLF) ED 318 094 EA 021 702 Thomas, Stephen B. Bargaining. National Organization on Legal Problems of Educa tion, Topeka, Kans. Pub Date—89 Note—27p.; In: Thomas, Stephen B., Ed. The Year book of Education Law, 1989. National Organization on Legal Problems in Education, 1989 (EA 021 700), p32-57. Pub Type Legal/Legislative/Regulatory Materi als (090) — Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Arbitration, *Collective Bargaining, Compliance (Legal), *Court Litigation, Elementary Secondary Education, *Employer Employee Relationship, Grievance Procedures, Labor Relations, Legal Problems, Public Schools, *School Law, *School Personnel, Scope of Bargaining, Teacher Rights, Teacher Strikes, *Unions The amount of collective bargaining litigation remained high in 1988; however, there were no United States Supreme Court cases concerning collective bargaining in education, nor were there any new trends or developments. The review addresses the following topics at the K-12 level: (1) constitutional issues; (2) recognition and representation issues; (3) rights and obligations of exclusive bargaining representatives; (4) scope of bargaining; (5) grievability and arbitrability; (6) judicial review of arbitration awards and employment relations boards rulings; and (7) strikes and other job actions. (MLF)
Cambron-McCabe, Nelda H. Handicapped. National Organization on Legal Problems of Educa- tion, Topeka, Kans. Pub Date—89 Note—34p.; In: Thomas, Stephen B., Ed. The Year book of Education Law 1989. National Organization on Legal Problems in Education, 1989 (EA 021 700), p93-127. Pub Type- Legal/Legislative/Regulatory Materi als (090) - Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Acquired Immune Deficiency Syn drome, * Ancillary School Services, Compliance (Legal), *Court Litigation, *Disabilities, Due Process, Educational Responsibility, Elementary Secondary Education, Employer Employee Relationship, *Handicap Discrimination, Lawyers, Legal Costs, Legal Problems, *Legal Responsibility, *School Law, School Responsibility, Special Education, Student Rights Identifiers—Education of the Handicapped Act 1970, Handicapped Childrens Protection Act 1986, Rehabilitation Act 1973 (Section 504) Litigation of handicapped students' and employees' rights continued at a significant level in 1988. Requests for attorneys' fees under the Handicapped Children's Protection Act was the focus of the greatest number of cases. As in 1987, two major issues were raised in these cases: the availability of fees for administrative hearings and the constitutionality of the retroactive application of the law. Cases are summarized under the following topics: (1) entitlement to services; (2) procedural safeguards; (3) placement; (4) related services; (5) discipline; (6) remedies; (7) federal funding; (8) state law; and (9) discrimination under the Rehabilitation Act, Section 504. (MLF)
Note—44p.; A commissioned paper. tion Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Discipline Problems, Educational Environment, Elementary Secondary Education, *Leadership Responsibility, *Organizational Theories, Outcomes of Education, *Research Needs, *School Organization, Organization, Student *Student Behavior, Teacher Effectiveness Identifiers—*School Culture Concerned with organizational approaches to student behavior, this paper first describes the key elements of organizational structure and leadership. These include articulation of organizational goals, such as ensuring an orderly environment conducive to learning and cultivating responsible student behavior and good character. The school's control mechanisms (evaluation, supervision, rewards, sanctions, and coordination) help facilitate achievement of school goals. Four additional elements (complexity, centralization, formalization, and stratification) are linked to organizational outcomes, along with constructs such as organizational culture and school climate. Three school-based strategies are categorized according to direct and indirect effects on student behavior and influence on teacher effectiveness. Relevant research studies, organized according to focus and methodology, are discussed and then summarized in a table. Research categories include school effectiveness studies, reanalysis of large data-sets, survey and case study research, alternative schouls research, and district-sponsored studies of local discipline programs. No single strategy is universally effective. A future agenda raises several issues regarding research validity, effective organizational strategy, and the impact of school discipline plans. (35 references) (MLH) ED 318 092 EA 021 700 Thomas, Stephen B., Ed. The Yearbook of Education Law 1989. National Organization on Legal Problems of Educa tion, Topeka, Kans. Pub Date—89 Note-281p.; For individual chapters, see EA 020 701-708. For 1988 yearbook, see ED 305 704. Available from Publication Sales, National Orga nization on Legal Problems of Education, Southwest Plaza Building, 3601 S.W. 29th Street, Suite 223, Topeka, KS 66614 ($34.00 plus $2.00 postage). Pub Type-Books (010) - Legal/Legislative/Reg ulatory Materials (090) - Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Athletics, Collective Bargaining, *Court Litigation, Educational Finance, Elementary Secondary Education, Federal Courts, Higher Education, *Legal Problems, *Legal Responsibility, Private Schools, Public Schools, *School Law, School Personnel, State Courts, Student School Relationship, Torts, *Yearbooks IdentifiersSupreme Court Judicial decisions affecting educational policy and management that were handed down in 1988 by state appellate courts and federal courts are summarized and analyzed in this book. The analyses, each written by one or more experts in education law, are divided into eight topical chapters: (1) employees; (2) bargaining; (3) pupils; (4) handicapped; (5) torts; (6) sports; (7) finance; and (8) higher education. The book includes a 14-page alphabetical index of cases cited in the text as well as a 5-page subject index. (MLF) ED 318 093 EA 021 701 Mawdsley, Ralph D. Employees. National Organization on Legal Problems of Educa tion, Topeka, Kans. Pub Date-89 Note-32p.; In: Thomas, Stephen B., Ed. The Year book of Education Law, 1989. National Organization on Legal Problems in Education, 1989 (EA 021 700), p1-31. Pub Type- Legal/Legislative/Regulatory Materi als (090) — Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Certification, Civil Liberties, Con tracts, *Court Litigation, Dismissal (Personnel), Due Process, Elementary Secondary Education, *Employer Employee Relationship, *Equal Op
ED 318 097 EA 021 705 Evans, William J., Jr. Torts National Organization on Legal Problems of Educa tion, Topeka, Kans. Pub Date—89 Note-28p.; In: Thomas, Stephen B., Ed. The Year book of Education Law 1989. National Organization on Legal Problems in Education, 1989 (EA 021 700), p128-54. Pub Type- Legal/Legislative/Regulatory Materi als (090) - Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Compliance (Legal), Constitutional Law, *Court Litigation, Educational Malpractice, Elementary Secondary Education, Employer Employee Relationship, Insurance, *Legal Problems, *Legal Responsibility, *School Law, School Personnel, School Responsibility, *Torts, Workers Compensation This chapter examines cases reported during 1988 that involved tort claims within the school context. A tort is a civil wrong, other than breach of contract, for which a court provides relief in the form of damages. Negligence is the most common tort alleged to have been committed by school personnel. In the area of products liability, the largest area of litigation continues to involve costs related to asbestos removal. Tort cases discussed in this chapter are organized under the following sections: (1) negligence; (2) educational malpractice; (3) negligence defenses; (4) liability insurance; (5) attorney fees; (6) employee injuries, workers' compensation; (7) defamation; (8) tortious interference with a contract; :(9) products liability; (10) construction contracts; and (11) constitutional torts. (MLF)
ED 318 095 EA 021 703 Lufler, Henry S., Jr. Pupils. National Organization on Legal Problems of Educa tion, Topeka, Kans. Pub Date-89 Note38p.; In: Thomas, Stephen B., Ed. The Year book of Education Law 1989. National Organization on Legal Problems in Education, 1989 (EA 021 700), p58-94. Pub Type Legal/Legislative/Regulatory Materi als (090) — Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Court Litigation, *Desegregation Litigation, *Discipline, *Drug Abuse, Due Process, Elementary Secondary Education, Home Schooling, Legal Problems, Private Schools, Public Schools, *School Law, Search and Seizure, *Student Rights, Student School Relationship, Tuition Identifiers—First Amendment Court decisions in 1988 expanded the power of school boards to set policies regarding the operation of the public schools. Cases are discussed under the following sections: (1) public school assignment, tuition, transportation, home instruction, and compulsory attendance; (2) private and parochial schools; (3) substantive rights of students, including search and seizure, and First Amendment religious and freedom of expression rights; (4) sanctions for student misconduct including suspensions, expulsions, and corporal punishment; and (5) desegregation, including cross-district remedies, desegregation plan oversight, and attorney's fees. (MLF)
ED 318 098 EA 021 706 Sharp, Linda A. Sports. National Organization on Legal Problems of Educa tion, Topeka, Kans. Pub Date-89 Note-21p.; In: Thomas, Stephen B., Ed. The Year book of Education Law 1989. National Organization on Legal Problems in Education, 1989 (EA 021 700), p155-74. Pub Type- Legal/Legislative/Regulatory Materi als (090) — Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Athletic Coaches, * Athletics, Civil Rights, Compliance (Legal), Constitutional Law, *Court Litigation, Due Process, Elementary Secondary Education, Eligibility, Employer Em
ployee Relationship, Equal Education, Equal Protection, Extramural Athletics, Higher Education, Legal Problems, *Legal Responsibility, *School Law, School Responsibility, *Student Participation, Torts This chapter includes all cases involving student-athletes, coaches, athletic directors, athletic associations, booster organizations, sports programs and events, and sports facilities and equipment at both the K-12 and higher education levels. However, no case law is discussed that pertains to physical education instruction or intramural participation. The cases are discussed in the following sections: (1) eligibility; (2) equality of programs; (3) enforcement of rules; (4) tort; (5) employment; (6) contract disputes; (7) discrimination; (8) First Amendment issues; and (9) miscellaneous. (MLF) ED 318 099 EA 021 707 MacPhail-Wilcox, Bettye Beezer, Bruce Finance. National Organization on Legal Problems of Educa tion, Topeka, Kans. Pub Date -89 Note—23p.; In: Thomas, Stephen B., Ed. The Year book of Education Law 1989. National Organization on Legal Problems in Education, 1989 (EA 021 700), p175-96. Pub Type- Legal/Legislative/Regulatory Materi als (090) - Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Compliance (Legal), *Court Litiga tion, #Educational Finance, Elementary Secondary Education, Employer Employee Relationship, Equal Education, Federal Aid, Federal Courts, Legal Problems, Legal Responsibility, *Private School Aid, Private Schools, Public Schools, School District Spending, School Funds, *School Law, *School Taxes, State Aid, State Legislation, *Tax Allocation Identifiers-Supreme Court In 1988, there were two United States Supreme Court decisions regarding school finance. One decision upheld the constitutionality of a North Dakota statute regarding transportation fees, and the other decision ruled that interest from state and local government bearer bonds was subject to federal income taxation. Cases discussed in this chapter fall under three major topics: (1) public funds for private schools; (2) sources and allocations of public school funds; and (3) school tax issues. Federal appellate court cases included decisions on issues associated with fund reimbursement, misspent federal funds, allocation of capital expenditures, and the constitutionality of chapter 1 expenditures for mobile classrooms to sectarian schools. State courts litigated cases concerning both substantive and procedural issues related to a state's school finance system, continuance of teacher salary supplements, disputed state aid calculations, school fees, and athletic activity funds. School tax cases dealt with questions associated with assessment, collection, exemptions, uses, elections, and disbursement. (MLF) ED 318 100 EA 021 708 Hendrickson, Rcbert M. Finnegan, Dorothy E. Higher Education, National Organization on Legal Problems of Educa tion, Topeka, Kans. Pub Date—89 Note-52p.; In: Thomas, Stephen B., Ed. The Year book of Education Law 1989. National Organization on Legal Problems in Education, 1989 (EA 021 700), p197-247. Pub Type Legal/Legislative/Regulatory Materi als (090) — Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Collective Bargaining, Compliance (Legal), Constitutional Law, *Court Litigation, Dismissal (Personnel), Due Process, *Employer Employee Relationship, *Equal Opportunities (Jobs), *Faculty College Relationship, *Higher Education, Legal Problems, *Legal Responsibility, Postsecondary Education, School Law, Student Rights, Teacher Rights, Tenure, Torts The higher education case law in 1988 is extensive. Cases discussed in this chapter are organized under five major topics: (1) intergovernmental relations; (2) employees, involving discrimination claims, tenured and nontenured faculty, collective bargaining, and denial of employee benefits; (3) students, involving admissions, financial aid, First Amendment rights, and academic and disciplinary dismissal; (4) liability, involving personal injury,
workers' compensation, contracts, negligence, medical malpractice, and indemnification; and (5) antitrust, involving patent issues, copyright, and estates and wills. Cases that stand out as involving significant issues include a university challenge that a federal agency's award of a grant was inconsistent with the law, and the United States Supreme Court s ruling that a collective bargaining agent could not have access to an institution's campus mail service. (MLF) ED 318 101 EA 021 719 Kowalski, Bruce W. And Others School/University Partnerships: Wissahickon School District and the University of Pennsylvania Graduate School of Education. Instructional Decision Support System. Pub Date-Feb 90 Note-16p.; Paper presented at the Annual Meet ing of the American Association of School Administrators (San Francisco, CA, February 23-26, 1990). Pub Type— Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College School Cooperation, *Data bases, Elementary Secondary Education, Higher Education, *Instructional Systems, *Management Information Systems, *School Demography Identifiers—*Partnerships in Education, *Pennsyl vania Although effective schools research argues that careful monitoring, analysis, and discussion of student progress and program quality are central to improving education, educators' efforts are limited by the dispersion of student data throughout district files. The Instructional Decision Support System, used in a cooperative venture involving the Wissahickon School District (Pennsylvania) and the University of Pennsylvania Graduate School of Education, was designed to develop more effective inquiry strategies for understanding the relationship between achievement and demographic variables and their effects on student achievement. Because the traditional reliance on "measures of the average" hides more than it reveals, the project attempts to help administrators and teachers go beyond averages, rates, and percentages to evaluate both student progress and educational program effectiveness. By enabling educators to disaggregate individual experience from the total population, it is possible to understand how district initiatives affect individual students or subgroups. The project developed “display analysis” techniques for graphically depicting one or more variables for a target population. The displays allow educators to analyze the fit between programs, student population, and various subgroups. Further analysis can then occur using additional data, including staff's personal knowledge about students. (MLH) ED 318 102 EA 021 720 Gillespie, John o. Strands: An Analysis of Sequenced Essential Skill Objectives by Subject Areas and through the Grade Levels. Pub Date- Feb 90 Note-14p. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, Compara tive Analysis, *Criterion Referenced Tests, *Databases, Elementary Secondary Education, *Flow Charts, *Scores, *Student Evaluation Identifiers—*Duval County Public Schools FL For the last 10 years, the Duval County School System (Jacksonville, Florida) has accumulated extensive student performance data with its district-wide criterion referenced testing program (the Essential Skills Test for K-6 students and the Minimum Level Skills Test for grades 7-12), which tests over 100,000 students yearly. The research project summarized in this report analyzed the testing data to identify students' academic strengths and weaknesses, determine what grade levels and areas experience a breakdown in understanding, and discover what the county can do to increase mastery of essential concepts. Duvall County used its own curriculum objectives guides to create the STRANDS model, a mechanism that follows students' mastery of essential skills objectives in the elementary grades and their subject area mastery in the secondary grades. Using flowchart analysis techniques, the research team could plot the percentage of students passing all objectives at all levels. STRAND has helped the district narrow its focus considerably.
The flowchart analysis has helped the district provide intervention strategies for students with low reading comprehension scores, compare students from different demographic groups, and improve teaching and instructional strategies. Two flowcharts (for 1988 and 1989) are included. (MLH) ED 318 103 EA 021 724 Douglas, Daniel C. Practitioners Reflect on the Future: A New Way To Examine the Knowledge Base Concerning Board-Superintendent Relationship. Pub Date—Oct 89 Note—23p.; Paper presented at the Annual Meet ing of the University Council for Educational Administration (Scottsdale, AZ, October 27-29, 1989). Pub Type-Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Administrator Attitudes, Adminis trator Role, *Board Administrator Relationship, Board of Education Role, Educational Objectives, Educational Philosophy, Educational Trends, Elementary Secondary Education, Futures (of Society), Power Structure, Theory Practice Relationship Drawing from the theoretical background of Schon's concept of the "reflective practitioner," this study compares the ways in which superintendents and school board members view the future and examines their differing perceptions in order to identify possible loci of conflict between them. Board members and superintendents were asked to identify issues that they believed they would face over the next decade and to rank them in terms of relative importance. They were then asked to evaluate the issues as they pertained to themselves, the educational community, their own school district, and U.S. society as a whole. By examining the differences and similarities between the responses of superintendents and board members, potential areas of conflict are identified. For instance, while both superintendents and board members identified school finance as an area of major concern, superintendents placed a higher priority on staff development and planning for the future, while board members stressed such issues as collective bargaining and school community relations. (RJS) ED 318 104 EA 021 727 Lomotey, Kofi African-American Principals: School Leadership and Success. Contributions in Afro-American and African Studies, Number 124. Report No.-ISBN-0-313-26375-2 Pub Date-89 Note-175p. Available from Greenwood Press, Inc., 88 Post Road West, Box 5007, Westport, CT 06881 ($37.95). Pub Type— Books (010) Reports - Research (143) Document Not Available from EDRS. Descriptors—* Administrator Characteristics, Ad ministrator Effectiveness, *Black Achievement, Black Culture, *Black Education, Black Institutions, *Blacks, Black Students, Educational Quality, Elementary Education, *Leadership Qualities, Leadership Styles, *Principals Identifiers—*California The relationship between the leadership of African-American principals and African-American student academic achievement in more successful African-American elementary schools in California is examined within the 11 chapters of this book. The study attempted to determine how the AfricanAmerican principals (who had been in their positions at least since the 1978-79 academic year) in three elementary schools, which were chosen based on their superior third- and sixth-grade reading and math California Assessment Program test scores from 1980-81 and 1981-82, exhibited the leadership style components of goal development, energy harnessing, communication facilitation, and instructional management. In addition, identification of other leadership facets that may affect students' academic achievement was attempted. To collect data, teachers and principals were interviewed, the principals were observed at work, and teacher questionnaires were distributed. The results indicated that African-American principals held three common qualities: (1) a strong commitment to African-American student education; (2) a deep understanding of, and compassion for, their students; and (3) a sincere confidence in AfricanAmerican children's ability to learn. The teacher questionnaire, teacher interview questions, conducted on the basis of the findings from four instruments, principal interview questions, consent and personal data forms, and the Kumasi Greater Achievement Program are appended. (142 references) (KM) ED 318 105
EA 021 729 Safety Study-Crashworthiness of Large Post standard Schoolbuses. National Transportation Safety Board (DOT), Washington, DC. Report No.-NTSB/SS-87/01; PB-87-917002 Pub Date-18 May 87 Note-300p. Available from National Technical Information Service, Springfield, VA 22161. Pub Type- Reports - Research (143) Document Not Available from EDRS. Descriptors-Accident Prevention, Bus Transpor tation, Elementary Secondary Education, *Equipment Evaluation, *Injuries, *Restraints (Vehicle Safety), *School Buses, *Traffic Accidents, Traffic Safety This study reports on the crash performance of large poststandard school buses (school buses manufactured after April 1, 1977, and weighing more than 10,000 pounds unloaded) in 43 accidents investigated by the National Transportation Safety Board. The report discusses the Safety Board's findings as to how well the standards are working to protect passengers from injury and whether changes in the standards are needed. The study focuses solely on events during the crash: how well the bus performed; how occupants sustained their injuries, if any; and how serious the injuries were. Each school bus passenger's experience in the crash also was analyzed to determine the difference, if any, lap belt use would have made. The report concludes with recommendations to the National Highway Traffic Safety Administration, school bus body manufacturers, and state directors of pupil transportation. Almost two-thirds of the document is devoted to appendices that provide additional data for the analysis. (Author/MLF) ED 318 106 EA 021 736 Adkins, Donna Neighbors in Reform: A Comparison and Contrast of Kentucky and West Virginia School Reform. Pub Date-Nov 89 Note-21p. Pub Type- Reports - Descriptive (141) EDRS Price - NF01/PC01 Plus Postage. Descriptors Comparative Analysis, *Educational Change, Educational Finance, Educational Improvement, Elementary Secondary Education, Public Schools, Systems Development Identifiers—*Kentucky, *West Virginia Within the last decade, the neighboring states of Kentucky and West Virginia have realized the need for-and have acted upon-school reform measures in their educational systems. This document compares and contrasts the two states' efforts to restructure their school systems. Both Kentucky and West Virginia initiated their respective reform movements as the result of legal action. Additionally, both states' supreme courts declared the conditions of their school operations unconstitutional; thus Kentucky and West Virginia each began the laborious process of educational reform. In West Virginia, school restructuring began in 1979 as the result of the “Pauley versus Kelly" case, but educational reform did not begin in Kentucky until 1985 after the “Rose versus the Council for Better Education” suit. Inquiries have revealed that unequal distributions of resources for education based on uneven property tax assessments and rates caused each state's statewide educational inequalities. Additionally, both states have used the "top-down” method of educational reform. The Kentucky and the West Virginia school restructuring processes have differed in the roles of each states' governor, the influence of individual judges, and financial support. (20 references) (KM)
Pub Type- Reports - Research (143) trator Evaluation, Administrator Qualifications, * Administrator Selection, *Certification, Elementary Secondary Education, Higher Education, *Superintendents State certification requirement are both an area of needed improvement and a vehicle for reform. A study was conducted to inventory the requirements for state certification of superintendents, to identify the similarities and differences between and among the states, and to compare the current status of superintendent certification to recommendations for improving the preservice preparation of school administrators. Requests for a detailed explanation of superintendent certification requirements were sent to the chief certification officers at state departments of education in the 50 states and the District of Columbia. The response rate was 100 percent. The results indicated that no two states had exactly the same standards for the certification of superintendents; however, categories of requirements common to many states were identified from an analysis of the documents provided by the state education agencies. Specifically: (1) 41 states required the completion of a specific graduate degree as a requirement for certification of superintendents; (2) 22 states reported a specific number of graduate hours required for certification; (3) 38 state education agencies identified specific course requirements; and (4) only 26 of the 51 departments of education required a specific number of years of classroom experience. A discussion of the results is included. (15 references) (KM) ED 318 108 EA 021 743 Perrin, Kate And Others National Leadership Training Center: Leadership Curriculum Guide. National Association of Secondary School Princi pals, Reston, VA. Div. of Student Activities. Report No.-ISBN-0-88210-164-1 Pub Date—85 Note-213p.; A substantial portion of the document is printed on colored paper. Available from-Publication Sales, National Asso ciation of Secondary School Principals, 1904 As sociation Drive, Reston, VA 22091 ($25.00). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Behavioral Objectives, *Curriculum, Decision Making, Group Dynamics, Interpersonal Communication, Leaders Guides, *Leadership Training, Organization, Problem Solving, Secondary Education, Self Esteem, *Student Leadership, *Teaching Guides Leadership training materials, to be used by both students and teachers, are organized in the following sections: (1) self-awareness; (2) what leadership is; (3) goal setting, the foundation of success; (4) communication, key to leadership; (5) organization, putting all the pieces together; (6) group process, working together; (7) problem solving, which is decision making; and (8) evaluation. Over half of the document consists of exercises and worksheets to be utilized with the above sections. Contained in the last section, "resources,” are stories and proverbs; games; lists of films and videos for leadership education; and other resources. (MLF) ED 318 109 EA 021 744 Goldman, Harvey Intriligator, Barbara Factors That Enhance Collaboration among Educa tion, Health and Social Service Agencies. Pub Date—90 Note51p.; Paper presented at the Annual Meet ing of the American Educational Research Association (Boston, MA, April 16-20, 1990) Pub Type-Speeches/Meeting Papers (150) — Re ports - Evaluative (142) EDRS Price - MF01/PCÓ3 Plus Postage. Descriptors—* Agency Cooperation, Competition, *Coordination, * Disabilities, Early Childhood Education, *Educational Needs, Infants, *Mental Health Programs, Resource Allocation, *Social Agencies Identifiers—*Education of the Handicapped Act Amendments 1986 In 1986, Congress passed Part 1 of P.L. 99-457 (the Education of the Handicapped Act) to address the educational, social, and health needs of handicapped and developmentally disabled infants and their families. Since this population's needs could not be addressed independently, each state was ex
pected to develop collaborative organizational structures and processes through appointment of an Interagency Coordinating Council. Relatively autonomous state and local agencies were now being asked to become interdependent and establish ways to share or reallocate existing resources. The study summarized in this report examines the ability of state agencies to collaborate and factors contributing to interagency effectiveness. Over an 18-month period, 3 interagency units within a single state were examined: (1) the Interagency Coordinating Committee; (2) the Interagency Placement Committee (for coordinating placement of acutely disabled children); and (3) the Interagency Committee for Children with Special Needs. The interagency units were analyzed according to eight effectiveness factors: objectives, policies, structure, resources, loyalty, agreement, decision-making, and personnel roles. They were also ranked on a continuum of cooperation-coordination-collaboration. The first two units were judged as effectively collaborative; the third was considered dysfunctional. Findings show that collaboration is not always an appropriate interagency strategy. Other conclusions are discussed at length. (MLH) ED 318 110 EA 021 747 Rankings of the States, 1989. Data-Search Series. National Education Association, Washington, D.C. Pub Date-Sep 89 Note—62p.; Printed in colored ink on colored pa per. Tables D-14 and D-15 are copyrighted and therefore not available. Available from National Education Association Professional Library, P.O. Box 509, West Haven, CT 06516 ($14.95 prepaid). Pub Type- Numerical/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Average Daily Attendance, Average Daily Membership, Comparative Analysis, Educational Finance, Elementary Secondary Education, Enrollment, Financial Support, Higher Education, High School Graduates, Income, *Public Education, *Public Schools, School Demography, School Personnel, School Statistics, State Departments of Education, *State School District Relationship, Tables (Data), Tax Effort, Teacher Salaries Identifiers—*Ranking State-level data on an array of topics relevant to public education are provided in this document. Rank-ordered statistics for the 50 states and the District of Columbia cover the following: (1) population (total resident population by age group-5-17, 18 and over, 65 and over; live births, etc.); (2) enrollment and attendance (public, elementary and secondary, daily attendance); (3) faculty (changes in the number of staff as well as their levels of compensation); (4) general financial resources (total personal income, per capita personal income, etc.); (5) governmental revenue (general revenue, own-source revenue and tax collections, etc.); (6) school revenue (funds from federal, state and local sources); (7) government expenditures (spending done by state governments and by state and local governments combined); and (8) school expenditures (including current expenditures per pupil on average daily attendance or average daily membership). All state data are ranked beginning with the largest figure. When the values of two or more states are the same, they are assigned the same rank, with the appropriate number resumed with the next state in rank. The education data in the tables are the most recent actual or estimated data available from state departments of education. Where no data are available from a state education department, an estimate provided by research is identified by an asterisk. The document is preceded by a foreword and technical notes. Appended are state department of education footnotes, a 9-item bibliography, a glossary, and an index to the tables. (MLF) ED 318 111 EA 021 749 Cavazos, Lauro F. Choice in Education. Remarks Made at Education Press Association “Newsmaker” Luncheon (Washington, D.C.). Department of Education, Washington, DC. Pub Date—19 May 89 Note-10p. Pub Type- Opinion Papers (120) – Speeches/ Meeting Papers (150) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors—Early Childhood Education, *Educa tional Change, Educational Improvement, Ele
ED 318 107 EA 021 737 Baptist, Beth Jones State Certification Requirements for School Su perintendents. Improving the Preparation of School Administrators. Notes on Reform No. 7. National Policy Board for Educational Administra tion, Charlottesville, VA. Pub Date—Dec 89 Note-29p.
mentary Secondary Education, *Excellence in Education, Federal Programs, Magnet Schools, Participative Decision Making, *School Choice, School Demography, School Effectiveness, Stu dent Needs Identifiers—*Educational Restructuring To overcome the education deficit, the United States must first have a national commitment to excellence in education and, second, must restructure elementary and secondary education. The provision of choice in education is the cornerstone to restructuring education in this country. Opportunities offered by choice have benefited students at the Jose Feliciano School for the Performing Arts in East Harlem, New York. Minnesota has been putting the nation's most ambitious statewide choice program in effect since 1985. Iowa and Arkansas have enacted open enrollment legislation, and it is reported that 21 states are considering choice programs. According to Charles Glenn, civil rights director, Massachusetts Department of Education, choice can promote equity" by creating conditions that encourage schools to become more effective...by allowing schools to specialize and thus to meet the needs of some students very well rather than all students at a level of minimum adequacy, and...by increasing the influence of parents over the education of their children in a way which is largely conflict free.” Choices at the postsecondary level of education in the United States have helped to produce the highest caliber educational system. The same approach can promote progress and success for our elementary and secondary schools. In order to provide momentum in the national effort on choice in education, several federal initiatives are announced along with four publications that concentrate on the theory and practice of choice. Finally, a 3-year evaluation to be conducted of the impact of Minnesota's open-enrollment choice program is announced. (MLF) ED 318 112 EA 021 756 Reimers, Fernando Educational and Structural Adjustment in Latin America. Development Discussion Paper No. 314. Harvard Univ., Cambridge, MA. Inst. for Interna tional Development. Pub Date— Oct 89 Note-60p. Pub Type- Reports - Descriptive (141) — Reports • Evaluative (142) EDRS Price - NF01/PC03 Plus Postage. Descriptors—*Budgets, Educational Finance, Ed ucational Policy, Elementary Secondary Education, *Expenditures, *Financial Problems, Foreign countries, *Government Role, Higher Education Identifiers—*Debt, *Latin America This paper examines the impact of the Latin American external debt on education. Results suggest that increases in debt levels in 19 Latin American countries have negatively affected education as a percentage of government expenditures. In some cases, this means that education expenditures are failing to keep up with growth of total government expenditures, rather than declining in absolute terms. Higher percentages of the education budget are going to recurrent expenditures. Among the countries examined, there is no uniform pattern of changes in budget percentages going to teacher salaries and scholarships. There are significant reductions in the percentage of current expenditures for teaching materials. Basic education may be less protected than higher education from the "quick fix” adjustment programs implemented to respond to the debt crisis. This is worrisome, given the uneven income distribution in Latin America. Reform of the adjustment phase will require a systemic approach to educational finance and educational management and reexamination of the linkages between education and productivity. (83 references) (MLH) ED 318 113 EA 021 757 Cuellar, Alfredo School Principals in Mexico: A Research Agenda. Pub Date—[89] Note-23p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Characteristics, *Change Agents, Data Collection, *Educational Change, Educational Policy, Elementary Secondary Education, Foreign countries, *Information Dissemination, Leadership Responsibility, *Modernization, *Principals, *Research Needs, Work
Experience Identifiers—*Mexico Mexico's recent history has been characterized by critical economic and political conditions that have eclipsed discussions of topics such as education. This paper views school principals as a key component of educational progress. If the current government's modernization policy included education, it would first be necessary to consider changes related to students and teachers. These two changes are difficult, costly, and politically sensitive. Principals, among the third category of changes, can be important catalysts for change, as research shows. Only a limited number of studies on school principals have been conducted in Mexico and other Latin American countries. In Mexico, principals are appointed using an obsolete ladder merit system that hinders consideration of administrative and leadership skills. This system is bureaucratic and senioritydriven, as shown in a recent Mexicali study. The same investigation revealed that principals delegated heavy workloads to assistant principals and that women secondary school administrators were practically nonexistent. A major problem is lack of a mechanism for organizing information and disseminating it to the professional public. A research agenda is proposed that focuses on (1) information gathering and dissemination (through ERIC); (2) ideal principal profiles; (3) diagnosis of principals' differences; (4) cultural and organizational change; (5) the role of professional organizations; and (6) professional preparation alternatives. (38 references) (MLH) ED 318 114 EA 021 758 Grady, Marilyn L. Bryant, Miles T. Critical Incidents between Superintendents and School Administrators: Implications for Prac tice. Pub Date-[90] Note-25p. Pub Type-- Reports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Administrative Problems, Adminis trator Role, *Board Administrator Relationship, Board of Education Role, Conflict, Conflict of Interest, Critical Incidents Method, Elementary Secondary Education, Politics of Education, Role Conflict, School Administration, *Superinten dents Identifiers—*Nebraska The superintendent's role may be difficult to manage simply because of the existence of a school board. To identify critical incidents that superintendents experienced in their work with boards of education, the superintendents of all 310 K-12 districts in Nebraska were mailed letters asking if they had experienced a critical incident with a school board/board member and if they would be willing to discuss the incident(s). Of the 98 percent of responding superintendents, 58 percent reported experiencing a critical incident; 80 of these superintendents, in the spring of 1989, were interviewed by telephone and responded to 10 open-ended questions. The 80 superintendents described 151 incidents, which were grouped into 12 categories. The most frequently cited critical incidents concerned school board members and their children, relatives, and friends; board members' children, who had been banned from athletic competition, dominated the category. The second most frequently cited critical incident concerned board members interpretations of their roles. Incidents involving individuals elected to the board on a platform of firing the superintendent were prevalent in the third category. The reported incidents suggest that superintendent preparation should include human relations and mediating conflicting demands. (9 references) (KM) ED 318 115 EA 021 772 1989 Summary of New Legislation Affecting Edu cation. New York State Education Dept., Albany. Office of the Counsel. Pub Date—Dec 89 Note-32p. Pub Type — Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Elementary Secondary Education, Higher Education, *Local Legislation, Money Management, School Districts, *School Law, State Aid, *State Legislation, Taxes Identifiers—*New York This summary of major legislation enacted by the 1989 New York State Legislature affecting educa
tion and the professions is organized in eight sections: (1) laws affecting school districts generally; (2) state aid; (3) taxation and financial administration; (4) miscellaneous; (5) laws of local application; (6) higher education; (7) laws affecting the professions; and (8) laws affecting disabled. The laws are identified by chapter number, date when effective, and a brief statement about the subject matter of the legislation with a side topic heading. Listed in the index are chapter and page numbers. (MLF) ED 318 116 EA 021 773 Adams, Gayle M. And Others A View from the Inside: School Building Leader ship and Management. Report of the Select Seminar on School Building Leadership and Management (Rensselaerville, New York, Sep tember 27-30, 1987). Capital Area School Development Association, Al bany, NY. Leadership in Educational Administra tion Development Center. Pub Date—Mar 88 Note-31p. Available from—CASDA-LEAD Center, Husted 211, University at Albany, State University of New York, 135 Western Avenue, Albany, NY 12222 ($8.00). Pub Type- Reports - Descriptive (141) – Col lected Works - Proceedings (021) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Cooperation, Elementary Secondary Education, *Leadership, *Models, *Participative Decision Making, *School Based Management, Seminars, *Teacher Administrator Relationship Identifiers—*Consensus, *New York The goal of the seminar reported in this document was to consider the site leadership and management issue as it relates to professionals' changing roles and influences educational equity and excellence. The seminar attempted to bring sensitive reform movement issues back to those most affected by their implications. An important seminar element was the development of leadership models to be later implemented at various states throughout New York State. Each of six Principal Centers, New York University, and the New York City Board of Education will then coordinate, support, and provide technical assistance to school buildings and professional groups involved in the ongoing Leadership in Educational Administration Development Program (LEAD). This report consists chiefly of five presentations from mixed groups of administrators and teachers that express participants' thoughts and experiences. These presentations were the result of long hours of intense, often heated discussion, out of which a spirit of cooperation finally emerged, so that the groups achieved consensus of a philosophy and on alternative models for shared decision-making. All groups recognized that no one model was appropriate for every school, and some groups created a generic model that a school could adapt to suit its own environment. The groups all saw the need for a diversity of models. Each group's special contribution to the seminar is evident in their reports. A list of participants, an explanation of the seminar process, and a reprint of an article on the seminar are also included in this report. (MHL) ED 318 117 EA 021 774 Burns, Robert Models of Instructional Organization: A Casebook on Mastery Learning and Outcome-Based Edu cation. Far West Lab. for Educational Research and Devel opment, San Francisco, Calif. Spons Agency-Department of Education, Wash ington, DC. Office of the Secretary.; Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Apr 87 Contract—400-86-0009 Grant-G008410025 Note-148p. Pub Type Reports · Evaluative (142) Tests/Questionnaires (160) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Ability Grouping, *Case Studies, Classroom Techniques, Educational Change, Elementary Secondary Education, *Grouping (Instructional Purposes), *Individualized Instruction, *Instructional Innovation, *Mastery Learning, *Program Implementation, School Or ganization Identifiers—*Outcome Based Education Mastery learning is both a philosophy about student learning and a set of instructional implementa
ces contain the survey instrument and data tables. (MLH)
tion techniques. This volume presents 10 case studies of instructional programs identified as mastery learning or outcome-based education. The programs are organized according to whole-class mastery, flexible grouping, flexible grouping/continuous progress, and continuous progress approaches. Also included is a case study of an instructional management program. None of these programs was found to comply fully with program models described in the educational literature. This is not surprising, since the translation of outcome-based ideas within a time-based school organization structure is bound to yield imprecise results and compromises. The last chapter reviews the 10 sites and outlines some program and maintenance issues. The first section discusses seven obstacles to program implementation and maintenance. The final section presents a general design for implementing any of the instructional organization models. Two fundamental activities are involved: (1) establishing a mastery-oriented belief system; and (2) developing a comprehensive building level plan for program implementation and support. A description of the case study methodology and the survey instruments are appended. (44 references) (MLH) ED 318 118 EA 021 775 Barnett, Bruce G. Mueller, Faye L. The Long-Term Effects of Inservice Training for Principals. Far West Lab. for Educational Research and Devel opment, San Francisco, Calif. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Apr 87 Contract-400-86-0009 Note—41p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Washington, DC, April 20-24, 1987). Pub Type-Speeches/Meeting Papers (150) - Re ports - Evaluative (142) — Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Administrator Attitudes, Administra tor Effectiveness, Collegiality, Elementary Secondary Education, Instructional Leadership, Job Performance, *Leadership Responsibility, *Management Development, *Peer Relationship, *Principals, Social Support Groups Identifiers-Isolation (Professional), Peer Assisted Leadership Program The literature provides scant evidence that training programs for teachers and administrators have lasting effects on job performance. The study summarized in this paper focuses on principals' perceptions of how their involvement in the Peer-Assisted Leadership (PAL) Program has affected their ongoing actions and attitudes. To determine if PAL'S reported short-term effects erode over time, participants were surveyed concerning the program's effects on three domains: (1) leadership and administrative actions; (2) perspectives on their leadership role; and (3) sense of collegiality and group support since being in PAL. Designed to help participants reduce feelings of professional isolation, form collegial support systems, and rethink their leadership roles, the program incorporated two major data collection strategies (shadowing and reflective interviewing) and instructional leadership as a conceptual framework. All 75 principals and vice-principals who participated in PAL over the past 3 years were included in the sample. Data were displayed and analyzed for each of three groups (continuing principals, those who had not participated for 1 year, and those who had not participated for 2 or 3 years). Results revealed that the influence of PAL is most strongly felt by principals who continue to work formally with their original set of peers. Significant differences between the degree of influence scores for principals in the continuing group and the two non-continuing groups occur for all three of the domains. Effects are strongest for continuing principals. Study limitations and implications for further research are discussed. Three figures, three tables and the PAL survey questionnaire are attached. (39 references) (MLH) ED 318 119 EA 021 777 Rockman, Saul And Others Powerful and Empowering (But Almost Invisible). Far West Lab. for Educational Research and Devel opment, San Francisco, Calif. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Dec 87 Contract—400-86-0009
Note—39p.; Funding support also provided by the Office of Educational Technology, California Department of Education, through the Educational Technology Local Assistance Program (AB 803). Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Decentralization, *Educational Planning, *Educational Technology, Elementary Secondary Education, Grants, Program Evalua tion, *Research Design Identifiers—*California, *Empowerment This research assesses the impact of the AB 803 Adoption/Expansion Program, a grant program that encourages schools to startup or expand their use of educational technology. The report summarizes how various grant programs have been prepared and how funds were applied at schools. The report also identifies factors that enhance or inhibit use of these funds; describes the impact of these grant dollars on schools, teachers, and administrators; and recommends new legislation to improve this grant program's design and implementation. From interviews with teachers and administrators in 35 California schools, researchers concluded that: (1) adoption/expansion grants promoted school-level planning for, and implementation of, educational technology; (2) school-site efforts were designed to meet locally defined needs; (3) small grants resulted in small-scale startup efforts or modest expansions; (4) some schools were able to leverage other fiscal resources; and (5) schools did not adopt model technology programs from other schools. The grant program encouraged decentralized decision-making and increased teacher and administrator control over the design and implementation of programs to incorporate appropriate technology in schools. However, the program's low visibility and the lack of school-collected data continues to limit public awareness of this program and its benefits. Recommendations for further enabling legislation are provided. Appendices illustrating samples and procedures and “stories from the field” are included. (MLH) ED 318 120 EA 021 778 Mitchell, Douglas E. Labor Relations in California As Seen by Members of the Association of California School Administrators: A Survey Conducted by the Far West Laboratory. Far West Lab. for Educational Research and Devel opment, San Francisco, Calif. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Mar 87 Contract-400-86-009 Note-80p. Pub Type - Reports - Research (143) - Tests/ Questionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Administrator Attitudes, *Collec tive Bargaining, Cooperation, Elementary Secondary Education, *Labor Relations, *Surveys, * Teacher Administrator Relationship, *Unions Identifiers—*California In May 1985, the Representative Assembly of the Association of California School Administrators (ACSA) adopted a resolution calling for a comprehensive review of labor relations among teachers, school boards, and school management. The Far West Laboratory was engaged to design a survey of ACSA members. A questionnaire was designed and circulated to a 25 percent random sample of active ACSA members (3,105 administrators) in November 1986. The usable response rate was 1,275, or 10.3 percent of the active ACSA membership. The questionnaire consisted of 97 questions covering 11 areas of labor relations practice, experience, and opinion. The data demonstrate that administrators are broadly experienced with the basic elements of labor relations: proposal development, negotiations, contract administration, and grievance resolution. However, considerable confusion was found concerning the "confidential employee" concept and the identity of the chief management spokesperson in teacher negotiations. Many administrators disclosed knowledge gaps regarding negotiations history and contract content. Administrators seemed less troubled than expected by collective bargaining. Although unenthusiastic about collective bargaining's contribution to education, administrators do feel that cooperation is possible and that teacher organizations could provide significant leadership in schools. Further examination of interrelationships among responses, such as the “trust syndrome” covered in this report, is recommended. Two appendi
ED 318 121 EA 021 782 Nathan, Joe Progress, Problems, and Prospects of State Educa tional Choice Plans. Department of Education, Washington, DC. Office of Planning, Budget, and Evaluation. Pub Date—Jul 89 Note-35p. Pub Type Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Elementary Secondary Education, *Federal Aid, Government Role, *Magnet Schools, *Public Opinion, School Choice, State Legislation This report examines recent school choice developments in four broad areas: (1) the public's interest in public school choice; (2) state and federal government responses to this growing interest; (3) new research on existing programs permitting choice; and (4) prospects for expanding state efforts to promote public school choice. After providing definitions of terminology associated with school choice, the report summarizes state efforts to promote choice through local options (magnet and alternative schools) and metropolitan, limited, or comprehensive open entrollment plans. The third section describes major studies of several programs in Minnesota and Washington, the St. Louis and Wisconsin desegregation-choice plans, magnet schools in four large cities (Boston, Chicago, Philadelphia, and New York), and choice plans in Masachusetts and East Harlem, New York. The studies show mixed results, but do not necessarily contradict one another. A consensus is emerging concerning certain desirable features of public school choice plans. Prospects for expanding the state role in developing such plans is encouraging. The choice concept is gaining support from the American Federation of Teachers and the National Education Association. The federal government has spent millions of dollars to help districts establish magnet schools and has supported research on the design and impact of choice plans. (44 references) (MLH) ED 318 122 EA 021 785 Success for All in a New Century: A Report by the Council of Chief State School Officers on Re structuring Education. Council of Chief State School Officers, Washington, D.C. Pub Date-Nov 89 Note-59p. Available from Publication Sales, Council of Chief State School Officers, 379 Hall of the States, 400 North Capitol Street, N.W., Washington, DC 20001-1511 ($10.00). Pub Type- Reports - Evaluative (142) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Accountability, * Administrator Role, Curriculum Development, *Decentralization, Elementary Secondary Education, Governance, *High Risk Students, Participative Decision Making, School Based Management, School Choice, School Organization, *Teacher Role Identifiers Educational Restructuring For all students to become responsible citizens and productive workers, the nature of "effective learning" and the characteristics of schools providing it must change. This report reviews the value and potential of various proposals to change the instruction of at-risk students from a pedagogy of minimal basic skills to a pedagogy of learning that is critical, diagnostic, adaptable, and long-lasting. The report categorizes restructuring efforts, identifies elements within each category, and discusses how their restructuring could lead to improved learning for all students. The first of three sections examines state school restructuring efforts. The second section reviews district level initiatives, and the third section outlines several restructuring projects promoted by national organizations and individuals. The sections discussing state and district initiatives focus on four educational variables: (1) school governance changes, involving decentralization of authority to the school site and flexible enrollment options; (2) the nature and organization of curriculum and instruction, or efforts to provide a creative, flexible, and challenging education for all students; (3) new professional roles for educators; and (4) accountability emphasizing performance-based outcomes. An appendix includes a policy statement and lists principles for change and enabling strate Page 6
gies for states. (63 references) (MLH)
America is also slipping behind in comparative performance measures. The methodology for comparing expenditures and the education share of national spending are appended. (10 tables, 16 endnotes, 5 references) (KM)
ED 318 123 EA 021 796 Factoring In Empowerment: Participatory Deci sionmaking in West Virginia Exemplary Schools. Appalachia Educational Lab., Charleston, W. Va.; West Virginia Education Association, Charleston. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Jun 89 Contract-400-86-0001 Note-47p. Available from-Publications, Appalachia Educa tional Laboratory, Inc., P.O. Box 1348, Charles ton, WV 25325 ($5.00). Pub Type- Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Decision Making, Educational Inno vation, Elementary Secondary Education, Organizational Development, *Participative Decision Making, School Based Management, Teacher In fluence, *Teacher Participation, Teamwork Identifiers—*Empowerment, *West Virginia Because schools must still respond to federal reporting requirements while exercising greater responsibility for funding and administering local programs that were once under state and federal administration, and because of the increased public outcry for local accountability, many school districts have maintained large central administrative staffs and reduced teaching staffs. Research on effective schools indicates, however, that the most important unit for true change is the individual school. This document examines the relationship between greater recognition for effective schools and increased teacher involvement in the decisions that contribute to that excellence. The West Virginia Education Association and the Appalachian Education Laboratory (WVEA-AEL) surveyed the principals and teachers of the 68 elementary, middle, and secondary schools recognized as exemplary since 1982 by the West Virginia Department of Education. The response rate was approximately 39 percent. Findings from both teachers and principals indicate significantly greater teacher involvement in decisionmaking than commonly reported in the literature. It appears that, in the process of achieving exemplary school status, the faculties of the schools embraced collaborative decisionmaking strategies. The WVEA-AEL survey respondents, the survey, and the percentage of teachers' and principals' responses are appended. The bibliography contains 138 references. (KM)
and to learn about school districts' future needs for R&D resources in various areas of education. Included with the text are 9 figures and 13 tables. The cover letter and survey form are appended. (MLF) ED 318 125 EA 021 818 Gamoran, Adam Instructional Organization and Educational Eq uity. National Center on Effective Secondary Schools, Madison, WI. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date— [89] Grant-G008690007 Note—34p. Pub Type- Information Analyses (070) — Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Ability Grouping, *Access to Edu cation, College Bound Students, Cooperative Learning, Educational Objectives, Elementary Secondary Education, *Equal Education, Individualized Instruction, *Instructional Effectiveness, Instructional Improvement, *Instructional Program Divisions, Low Achievement, Outcomes of Education, *Track System (Education), Values Research on school effects has shown that differences within schools have more influence on educational outcomes than do differences between schools. This chapter explores the implications for educational equity of ability grouping. Concerns about equity are organized by placing them in the context of the meaning of educational equity that implies equality of results across population subgroups, and equality of access with respect to the population as a whole. Research on the effects of grouping and tracking reveals that ability grouping in particular seems to affect equity. At the elementary school level, it leads to greater inequality of results, but may occur in concert with higher achievement at all ranks. In secondary schools ability grouping seems to have the most severe consequences for inequality. Future research might evaluate the likelihood of effective instruction in low-track classes along with the prospects for maintaining high achievement for the strongest students with the use of cooperative learning in heterogeneous classes. (73 references) (MLF)
ED 318 127 EA 021 820 Shortchanging Education: A Case Study in Flawed Economics. Technical Assessment. Department of Education, Washington, DC. Office of Planning, Budget, and Evaluation. Pub Date—23 Jan 90 Note-14p.; For the complete report analyzed here, see EA 021 819. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Economics, *Educa tional Finance, Elementary Secondary Education, *Financial Support, Foreign countries, Private Financial Support, School Support The Economic Policy Institute (EPI) study, by measuring comparative education spending levels between the United States and other industrialized nations, shifts the focus of the education debate from the critical issue of how to reform American's education system to matching spending with other nations. The EPI calculates a country's education spending as the ratio of that country's educational expenditures to its national income. A superior method for equating education expenditure levels among countries is Purchasing Power Parity. When this method is used to equate per-student expenditures across nations, the ranking of countries changes dramatically from the EPI analysis. Because private spending constitutes a significant share of America's preprimary education, total U.S. spending for preprimary education is understated in the EPI report relative to the spending of other nations in which preprimary education is publicly supported. When pre-K through 12 spending is accurately compared to other nations, the U.S. ranks second only to Switzerland out of 22 Organization for Economic Cooperation and Development countries. A comparative review of 187 studies of the relationship between spending and achievement scores uncovered no significant correlation between the two; thus, the discussion on how to improve education must focus on how to improve the use of resources. (KM) ED 318 128 EA 021 837 Hammer, Charles Gerald, Elizabeth Selected Characteristics of Public and Private School Administrators. E.D. TABS. National Center for Education Statistics (ED), Washington, DC. Report No.-NCES-90-085 Pub Date—Apr 90 Note—28p.; Data Series: DR-SAS-87/88-3.1. Pub Type- Numerical/Quantitative Data (110) Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrator Characteristics, De grees (Academic), Elementary Secondary Education, Employment Experience, Fringe Benefits, Government Publications, National Surveys, *Private Schools, *Public Schools, *Salaries, School Demography, *School Statistics, School Surveys, Tables (Data) This report on public and private school administrators presents data on personal characteristics, salary and benefits received, highest degree earned, and years of experience. A mail sample survey form was mailed to the administrators of all 9,317 public and 3,513 private schools in the school samples. Response rates were 94.4 percent for public school administrators and 79.3 percent for private school administrators. National estimates are provided for all data, and state estimates are provided for public school administrators' salary, highest degree earned, and years of experience. Nine data tables are followed by technical notes that explain the survey methodology, and a copy of the questionnaire. (MLF) ED 318 129 EA 021 879 Banach, William J. Top Ten Educational Issues Facing Society in 1990. Macomb Community Coll., Warren, MI. Inst. for Future Studies. Pub Date—Jan 90 Note-20p. Available from Publications, Institute for Future Studies, Macomb Community College, 14500 Twelve Mile Road, Warren, MI 48093-3896
ED 318 126 EA 021 819 Rasell, M. Edith Mishel, Lawrence Shortchanging Education: How U.S. Spending on Grades K-12 Lags Behind Other Industrial Na tions. Economic Policy Institute Briefing Paper. Economic Policy Inst., Washington, DC. Pub Date— (Jan 90] Note31p.; For the U.S. Department of Educa tion's analysis and rebuttal of this report, see EA 021 820. Available from Publications, Economic Policy In stitute, 1730 Rhode Island Avenue, NW, No. 812, Washington, DC 20036 ($2.00 prepaid). Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Educational Economics, *Educa tional Finance, Elementary Secondary Education, *Financial Support, Foreign countries, Private Financial Support, School Support Because the United States spends comparatively more than other countries on higher education, when expenditures on all levels of education are calculated-pre-primary, primary, secondary, and post-secondary-America is in a three-way tie for second place among the 16 industrialized countries examined within this report; however, when spending for primary and secondary education alone is compared with expenditures abroad, the U.S. ranking falls to a tie for 12th place. And when adjustments are made for enrollment size, America drops to 14th place. When only public spending levels on education are compared, again the United States ranks 14th of the 16 industrialized nations. America's comparatively weak investment in K-12 education is not the result of an efficient administrative structure or favorable demographics; instead, due to the unique characteristics of the American school system and society, the United States might be expected to spend proportionately more than other countries. The spending gap appears particularly wide between the youngest American and foreign children. Many of our competitors have a stronger commitment to early childhood education, and some have nearly universal prekindergarten enrollments. Given the investment level in elementary and secondary education, it is not surprising that
ED 318 124 EA 021 817 Chaney, Bradford Farris, Elizabeth Use of Educational Research and Development Resources by Public School Districts: Contrac tor Report. Survey Report. Westat, Inc., Rockville, MD. Spons Agency–National Center for Education Sta tistics (ED), Washington, DC. Report No.-NCES-90-084 Pub Date—Mar 90 Note-57p.; Data Series: FRSS-34. Pub Type Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors Elementary Secondary Education, Federal Aid, Federal Government, *Federal Programs, Government Publications, *Information Utilization, Knowledge Level, National Programs, *Public Schools, *Research and Development, Resource Allocation, *School Districts, Tables (Data), Theory Practice Relationship Identifiers—Department of Education, ERIC, *Of fice of Educational Research and Improvement, Regional Educational Laboratories Public school districts vary widely in the extent to which they are aware of, receive, and use research and development (R&D) resources produced by four major programs within the U.S. Department of Education's Office of Educational Research and Improvement (OERI). A 95 percent response rate to a survey sent to a probability sample of 1,093 public school districts concerning their receipt and use of R&D resources revealed that 82 percent recognized ERIC Clearinghouses; 72 percent recog. nized Regional Educational Laboratories; 65 percent recognized National Diffusion Network (NDN) State Facilitators; and 64 percent recognized National Research and Development Centers. The study is intended to determine the receipt and use by public school districts of R&D resources from OERI-funded programs and other sources,
cult political battles either to prevent school districts from obtaining and expanding interactive distance learning instruction or to compensate teachers for mastering its use. (24 references) (MLF)
($2.00) Pub Type - Opinion Papers (120) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Community Involvement, Competi tion, *Demography, Educational Equity (Finance), *Educational Quality, Educational * Trends, Elementary Secondary Education, *Futures (of Society), *Public Opinion Today's top 10 educational issues are: (1) children held in low esteem; (2) changing work force demographics requiring a new vision of training and hiring objectives; (3) a corner-cutting ethic promoting mediocrity; (4) the development of ethnic "beachheads" which impede the assimilation of immigrants into American society; (5) leadership guided by public opinion polls; (6) the prevalence of competitions and contests in schools; (7) reliance on "rubber” yardsticks in place of national education standards; (8) continued erosion of federal support accompanied by lack of financial equity in the schools; (9) preoccupied parents who spend little time with their children; and (10) a geometrically expanding information base requiring multimedia approaches transcending the printed word. A great deal of cooperative energy will have to be expended to convert these challenges into opportunities for improvement. (MLH)
Journal Cit—Research Roundup; v6 n2 Feb 1990 Pub Type- Information Analyses - ERIC Informa tion Analysis Products (071) - Reference Materials - Bibliographies (131) - Collected Works Serials (022) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Administrator Effectiveness, Ad ministrator Evaluation, Annotated Bibliographies, Elementary Secondary Education, * Evaluation Criteria, *Evaluation Methods, *Principals, Professional Development, Supervision Five recent studies included in this annotated bibliography highlight the diverse facets of an effective principal evaluation system. A technical report by Jerry W. Valentine and Michael L. Bowman includes a clinical instrument for assessing teachers' perception of principals' effectiveness. In a second report, Daniel L. Duke and Richard J. Stiggins give voice to pleas from principals that their chronic isolation from the central office be remedied by the institution of channels for ongoing communication. A report by Joseph Murphy and others examines the process of principal supervision and evaluation used by 12 California school districts whose student achievement scores are consistently excellent. A study by William C. Harrison and Kent D. Peterson examines the contrast between principals who were satisfied with their superintendents' handling of an evaluation procedure and those who were not. The final selection, a study by Mark E. Anderson, assimilates the lessons of previous research to layout a strategy for principal evaluation that balances accountability with the nurturing of professional development. The study also contains detailed descriptions of systems used by two highly regarded Oregon school districts to evaluate their principals, and offers recommendations for other interested districts. (MLF)
ED 318 130 EA 021 881 School Improvement Teams. Best of ERIC, Num ber 102. ERIC Clearinghouse on Educational Management, Eugene, Oreg. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Mar 90 Contract—400-86-0003 Note-5p. Available from Publication Sales, ERIC Clearing house on Educational Management, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($2.50 prepaid postage and handling). Pub Type-İnformation Analyses - EŘIC Informa tion Analysis Products (071) - Reference Mate rials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, *Educa tional Improvement, Elementary Secondary Education, Literature Reviews, Management Teams, *Participative Decision Making, Quality Circles, *School Based Management, *School Effectiveness, *Teacher Participation, *Teamwork Included in this annotated bibliography of 11 publications on school improvement teams are 2 reports analyzing the use of quality circles" in the school setting. Five case studies describe the following: (1) a site-based improvement program at eight Oklahoma City, Oklahoma, schools; (2) problem-solving teams in Duluth, Minnesota, that have helped heal wounds from a teachers' strike; (3) a project in Saginaw, Michigan, through which school staffs cooperatively identify and address their most needed areas of improvement; (4) how an Anchorage, Alaska, high school used the Delphi Dialog Technique to identify its goals; and (5) a project in Fairfax County, Virginia, that increased participation in school management. Another entry is an annotated bibliography including works on school improvement teams, running committee meetings, and writing action plans. The remaining three entries are: (1) an article arguing that today's teachers are well qualified to play a larger role in their schools and that they can do so by participating in school improvement teams; (2) an examination of four models of structured teacher participation in school management; and (3) a manual that offers step-by-step assistance for school improvement teams and makes a case for planned change in which teachers play leading roles. (MLF) ED 318 131 EA 021 882 Andrews, Carl Evaluating Principals. Research Roundup. ERIC Clearinghouse on Educational Management, Eugene, Oreg.; National Association of Elemen tary School Principals, Alexandria, VA. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Feb 90 Contract-OERI-R-86-0003 Note-6p. Available from-Publication Sales, National Asso ciation of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314 ($2.00; quan tity discounts).
ED 318 132 EA 021 883 Piele, Philip K. The Politics of Technology Utilization: From Mi crocomputers to Distance Learning. Trends & Issues Series, Number 3. A Series of Papers Highlighting Recent Developments in Research and Practice in Educational Management. ERIC Clearinghouse on Educational Management, Eugene, Oreg. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-ISBN-0-86552-100-X Pub Date— Oct 89 Contract-R188062004 Note-21p. Available from Publication Sales, ERIC Clearing house on Educational Management, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($6.00 plus $2.50 shipping and handling). Pub Type - Information Analyses - ERIC Information Analysis Products (071) - Reports - Evalua tive (142) – Opinion Papers (120) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Communications Satellites, *Com puter Uses in Education, *Distance Education, Educational Trends, Elementary Secondary Education, Futures (of Society), Government School Relationship, Information Utilization, Interactive Video, *Microcomputers, *Political Issues, Political Power, *Politics of Education, Public Schools, Technological Advancement, *Telecommunica tions Identifiers—*Technology Utilization The external politics of technology utilization in schools involving local, state, and federal levels of government is the central focus of this paper. Interest group politics are also examined, especially as practiced at the state level by professional associations representing teachers, administrators, and school board members. The first chapter examines the failure of the microcomputer to transform the traditional role of the teacher in the schools and then assesses the promise of interactive distance learning to do so. The primary conclusion reached is that only technologies like interactive distance learning, with its capacity to offer an educationally viable and cost-effective alternative to the classroom teacher, will have a real impact on schools. The second chapter describes the technology of interactive distance learning and state-level providers of distance learning services as well as the federal role in distance learning. The third chapter analyzes, at each of the three educational governance levels, political and legal issues that have been raised by distance learning. In the years ahead teacher unions may find themselves in some diffi
ED 318 133 EA 021 884 Bielefeldt, Talbot Classroom Discipline. Research Roundup. ERIC Clearinghouse on Educational Management, Eugene, Oreg.; National Association of Elemen tary School Principals, Alexandria, VA. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Feb 89 Contract-OERI-R-86-0003 Note-6p. Available from Publication Sales, National Asso ciation of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314 ($2.00 pre paid; quantity discounts). Journal Cit-Research Roundup; v5 n2 Feb 1990 Pub Type- Information Analyses - ERIC Informa tion Analysis Products (071) - Reference Mate rials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Annotated Bibliographies, •Classroom Environment, Classroom Research, *Class Techniques, *Discipline, Elementary Secondary Education, Instructional Effectiveness, Research and Development, Research Utilization, *Teacher Effectiveness, Theory Practice Relationship Recent research in classroom discipline tends to show that discipline is a by-product of effective instruction and classroom management. The five publications reviewed in this annotated bibliography explore aspects of the complex classroom environment that relate to student discipline. Walter Doyle's chapter on “Classroom Organization and Management" in the third edition of the "Handbook of Research on Teaching" synthesizes the relationship among management, student engagement, and discipline. An Oregon School Study Council Bulletin, "The Challenge of Classroom Discipline,” focuses on common principles of classroom discipline and urges educators to use and disseminate the available base of proven techniques. Jere Brophy and Mary Rohrkemper investigate teachers' strategies for dealing with the hostile-aggressive student. Timothy Turco and Stephen Elliott look at discipline from the other side, surveying students to discover what kinds of interventions are most acceptable to children. Finally, in "The Intern Teacher Casebook,” details of early classroom conflicts are recorded by teachers in training along with commentary by outside observers. (MLF) ED 318 134 EA 022 087 McPartland, James M. Slavin, Robert E. Increasing Achievement of At-Risk Students at Each Grade Level. Policy Perspectives Series. Office of Educational Research and Improvement (ED), Washington, DC. Report No.-IS-90-985 Pub Date-Jul 90 Note-45p. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00416-0, $2.00). Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Academic Achievement, Dropout Prevention, Dropout Programs, Dropouts, *Early Intervention, Elementary Secondary Education, *Equal Education, Excellence in Education, Grade Repetition, *High Risk Students, Human Services, Outreach Programs, Prevention, *Program Evaluation, Special Education, Student Attrition, *Student Improvement, Track System (Education) The analysis of proposed or implemented programs for increasing the achievement of at-risk students in all grades is the purpose of this report. Its focus is on identifying effective organizational responses, programs, and practices that improve the achievement of all at-risk children. Schools currently respond to poor academic performance with three organizational approaches: grade retention; ability grouping and tracking; and special education. The ways in which these practices and effective programs affect student achievement are analyzed. Two separate chapters analyze and offer recommendations for the elementary and secondary grades, respectively. Implications of this study point to the need for early intervention programs, experimenta
tion with alternative programs, government support at all levels, and serious commitment of state and local educational agencies. An extensive bibliography and list of effective programs for students at risk are included. (LMI)
ED 318 135 EC 230 086 Maker, C. June Curricula and Teaching Strategies for Gifted Stu dents. Monograph Prepared for the Leadership Accessing Program, Indiana State Dept. of Education, Indianapolis. Of fice of Gifted and Talented Education.; Purdue Univ., West Lafayette, IN. Gifted Education Re source Inst. Pub Date—88 Note-23p. Pub Type - Guides - Non-Classroom (055) EDRS Price · MF01/PC01 Plus Postage. Descriptors Course Content, *Curriculum De sign, Curriculum Development, Economics Education, Educational Environment, Educational Principles, Elementary Secondary Education, *Gifted, History Instruction, Robotics, *Teaching Methods A framework for curriculum design and a set of guidelines for curriculum development in gifted education are presented. The major dimensions guiding curriculum development for gifted students are: content, process, product, and learning environment. Curriculum content should be developed in such a way that it becomes more abstract, complex, varied, organized in larger chunks, economical with regard to details, comprehensive, and relevant for the future. Processes should include questioning strategies, open-ended activities, discovery learning, reasoning, student freedom of choice, active interaction among students, contact with mentors, fast pacing, and a constant varying of methods. Products should address real problems, communicate to real audiences, transform information, and be evaluated from several points of view. The learning environment should be student-centered, designed to foster student independence, open to new ideas, accepting, complex, and highly mobile. A series of teaching activities is described illustrating implementation of these educational principles in the areas of economics, historical research, and robotics. Includes five references. (JDD) ED 318 136 EC 230 087 Callahan, Carolyn M. Program Evaluation as an Essential Component of Programs for the Gifted and Talented. Monograph Prepared for the Leadership Accessing Program. Indiana State Dept. of Education, Indianapolis. Of fice of Gifted and Talented Education.; Purdue Univ., West Lafayette, IN. Gifted Education Re source Inst. Pub Date—88 Note-25p. Pub Type— Guides - Non-Classroom (055) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors Elementary Secondary Education, *Gifted, *Program Evaluation, *Research Problems, *Talent A rationale is presented for the systematic evaluation of gifted/talented education programs, citing the consequences of failure to carry out such evaluation. Historically, evaluation of gifted programs was not emphasized, as the evaluation process involved experimental designs, control groups, and parametric statistics which could only be understood by select statisticians or experimental psychologists. A new subscience has emerged which focuses not only on student outcomes but also on program delivery processes, program milieu, resource inputs, and other factors. Fourteen pitfalls to be avoided in the program evaluation process are explored. These pitfalls include failing to recognize assumptions, avoiding "hard" or "uncomfortable” issues, and assuming that qualitative evaluation will be easier than quantitative evaluation. (14 references) (JDD)
Hospital for Sick Children, Toronto (Ontario). Pub Date [86] Note—24p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adolescents, *Brain Hemisphere Functions, *Congenital Impairments, Correlation, Etiology, Females, Interaction, *Neurological Impairments, *Seizures, *Spatial Ability Identifiers—Turners Syndrome This study contrasts the performance of a 17. year-old female subject with Turner's syndrome before and after developing left temporal lobe seizures, as a means of identifying the mechanism responsible for the Turner's syndrome spatial impairment. The results revealed a deficit in spatial processing before onset of the seizure disorder. Results also revealed that, after developing the seizure disorder, the subject exhibited a selective verbal recall deficit, a marked improvement in spatial cognitive functioning, and a slight shift towards greater right hemisphere involvement in nonverbal processing. These findings may reflect an interaction between the specific neurological functioning of the patient and the resulting left hemisphere dysfunction from the seizure disorder. The mechanism responsible for the spatial disorder in Turner's syndrome might be one of inappropriate hemisphere activation due to inhibition by the left hemisphere over the right. Includes 45 references. (JDD) ED 318 138 EC 230 089 Rovet, Joanne F. And Others Cognitive Function in Individuals with Atypical Pubertal Development. Hospital for Sick Children, Toronto (Ontario). Spons Agency-Ontario Mental Health Founda tion, Toronto Pub Date—[86] Note-64p.; Portions presetned at the Annual Con ference of the Society for Research in Child De velopment (Toronto, Ontario, April 25-28, 1985). Pub Type- Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Adolescents, Body Height, *Brain Hemisphere Functions, *Cognitive Ability, Elementary Secondary Education, Females, Foreign Countries, Individual Development, Males, *Maturity (Individuals), *Neurological Impairments, *Physical Development, Preadolescents, Psychological Characteristics, *Spatial Ability, Visual Literacy A study of 55 growth-disturbed children, aged 8-17, was conducted to assess how rate of physical maturation and pubertal development influences cognitive and neuropsychological functioning. The sample included 27 boys with short stature and delayed pubertal development (SSB), 15 girls with delayed puberty (DPG), and 13 girls with precocious puberty (PPG). Results demonstrated a clear maturation rate effect, which reflected primarily the timing of puberty. SSB and DPG outperformed PPG on spatial tasks, while PPG outperformed SSB and DPG on verbal tasks. SSB were also more strongly lateralized than PPG on tasks of hemispheric specialization, especially those tapping right hemisphere functioning. Results for experimental cognitive tasks showed that SSB encoded visual stimuli faster than other groups, but had more difficulty comprehending complex visual information and naming objects and had smaller memory span sizes. Regression analyses predicting performance from biomaturational variables indicated that rate of pubertal development was the primary predictor of intellectual functioning and hemispheric lateralization; advanced puberty correlated positively with verbal ability and negatively with left hemisphere specialization and spatial ability. Hormonal levels which were correlated with aspects of cognitive functioning indicated that the development of different abilities may be under the control of different hormonal systems. (60 references) (Author/JDD)
EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Breastfeeding, Congenital Impair ments, Early Intervention, Foreign countries, Infants, *Intellectual Development, *Neurological Impairments Identifiers—*Hypothyroidism, *Thyroid Function Because breast milk contains small quantities of thyroid hormones not found in commercial formula preparations, it was hypothesized that breast feeding may provide some protective benefit to the hypothyroid infant before medical treatment is begun. Of 108 children with congenital hypothyroidism, breast-fed children had higher thyroid hormone levels than formula-fed children at 1 and 2 months of age, but not later. The intellectual characteristics of the children were evaluated at 1, 3, 5, and 6 years of age. Breast-fed children scored higher in social and fine motor development at 1 year of age and in verbal learning at age 5, when controlling for parent intelligence quotient, socioeconomic status, and hormone dose level. Children with ectopic glands showed the largest benefit of breast feeding, particularly at age 3. These results signify a small protective benefit of breast feeding. (37 references) (JDD) ED 318 140 EC 230 091 Rovet, Joanne F. And Others Intellectual Characteristics of Diabetic Children at Diagnosis and One Year Later. Hospital for Sick Children, Toronto (Ontario). Pub Date-[89] Note-24p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Children, *Cognitive Ability, Corre lation, *Diabetes, Foreign countries, *Intelligence Quotient, Longitudinal Studies, Spatial Ability, Verbal Ability, Young Children A longitudinal investigation of neurocognitive function was conducted on 63 newly diagnosed pediatric patients with insulin-dependent diabetes mellitus (IDDM) at onset of illness and 1-year post diagnosis. The results at diagnosis, when the children were ages 4 months to 12 years, revealed no differences compared to sibling controls, nor any specific impairment predating illness. No evidence of any acquired impairment was found following 1 year of diabetes, although children who developed İDDM before age 5 performed more poorly than those with later onset on spatial tasks, while those with later onset scored lower on verbal tasks. Episodes of asymptomatic and mild chronic hypoglycemia were positively correlated with improved outcome over time. There were no adverse effects of severe hypoglycemia. Ketonuria and hospitalizations were associated with lower performance intelligence quotients 1 year post diagnosis, as was diabetic ketoacidosis at onset. The results are discussed in terms of critical periods of sensitivity of the brain to diabetes and the need for longer follow-up of these children. Includes 53 references. (JDD)
ED 318 141 EC 230 093 Jackson, James Mitchell, Beatriz Special Education in New Mexico: A Guide for Parents and Advocates. Revised. Protection and Advocacy System, Albuquerque, NM. Spons Agency-Department of Education, Wash ington, DC. Pub Date—85 Note—74p. Pub TypeGuides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Access to Education, *Child Advo cacy, Civil Rights, Disabilities, Due Process, Educational Finance, Elementary Secondary Education, Federal Legislation, Handicap Identification, Individualized Education Programs, *Parent Rights, Preschool Education, Special Education, State Legislation, Student Placement, Student Records, Student Rights Identifiers—*New Mexico The manual's purpose is to serve as a tool to help parents and advocates to secure an appropriate education for handicapped children in New Mexico. Provisions of the federal and New Mexico laws and regulations which protect the rights of handicapped children are described. Funding for special education is explained, focusing on the state funding formula, the levels of special education programs, funding of ancillary services, and federal funding. Identification, referral, and evaluation procedures are discussed, with guidelines on parents' rights during this process. The functions of the Educational
ED 318 139 EC 230 090 Rovet, Joanne F. Does Breast Feeding Protect the Hypothyroid Infant Diagnosed by Newborn Screening? Hospital for Sick Children, Toronto (Ontario). Spons Agency-Ontario Mental Health Foundation, Toronto; Ontario Ministry of Community and Social Services, Toronto. Pub Date-[88] Note—21p.; Funded also by Health and Welfare Canada. Pub Type— Reports - Research (143)
ED 318 137 EC 230 088 Rovet, Joanne F. Improved Spatial Ability Correlated with Left Hemisphere Dysfunction in Turner's Syndrome. Implications for Mechanism.
Appraisal and Review Committee, which determines eligibility, places, and develops services for handicapped children, are explored. Also discussed is the school's effort to provide continuity or necessary change in the child's program through annual review of the Individualized Education Program and comprehensive re-evaluations every 3 years. Parents' rights concerning access to school records are noted. Methods are suggested for resolving disputes between parents and school personnel. Appendices include a list of special education advocacy resources in New Mexico and several sample administrative forms. (JDD)
ED 318 142 EC 230 094 McAlister, Jamie Guide to Rehabilitation Services and Self-Advo cacy Manual. Client Assistance Project. Protection and Advocacy System, Albuquerque, NM. Spons Agency-Department of Education, Wash ington, DC. Pub Date-89 Note-67p. Pub Type-- Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Adults, *Advocacy, *Civil Rights, * Disabilities, Federal Legislation, Independent Living, *Rehabilitation Programs, Self Evaluation (Individuals), State Programs, *Vocational Reha bilitation Identifiers—*New Mexico, *Self Advocacy This guide, which gives an overview of federally funded vocational rehabilitation programs available in New Mexico, was developed for clients and potential clients of vocational rehabilitation services. Written in a simple and clear manner, the manual outlines the goals of rehabilitation: independence, self-management, self-advocacy, and employment. It describes the five agencies established under the provisions of the Rehabilitation Act of 1973: Division of Vocational Rehabilitation, Commission for the Blind, New Vistas Independent Living Center, Projects with Industry, and the Client Assistance Program. Eligibility requirements are outlined for each agency. Guidelines are offered for appealing the eligibility determination, planning the rehabilitation program, acquiring independent living services, and working well with counselors. Clients are encouraged to become self-advocates, and checklists are provided to enable clients to assess their need for learning independent living skills and job skills. Also discussed are client rights and responsibilities, record-keeping, and social skills. A worksheet is provided to help clients work through problems, and problem-solving services of the Client Assistance Program are noted. (JDD) ED 318 143 EC 230 095 MacGugan, Kirk Transitioning Manual for Parents, Regular and Special Educators, Vocational Counselors, Stu dents and Adults with Disabilities. Protection and Advocacy System, Albuquerque, NM. Spons Agency-New Mexico State Dept. of Educa tion, Santa Fe. Pub Date—89 Note-104p. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Child Advocacy, Delivery Systems, *Disabilities, *Education Work Relationship, Elementary Secondary Education, Infants, Lifelong Learning, Long Range Planning, Preschool Education, *Special Education, *Transitional Programs, Vocational Rehabilitation The manual offers guidance in coping with the major transitions commonly encountered by persons with disabilities. Seven life/education transitions are identified: (1) the environment of services for a child from birth to age 3; (2) the first preschool program for children aged 3 and 4; (3) movement of the disabled child into kindergarten at age 5; (4) placement in an elementary school program at age 6; (5) transition of the child into middle schoool; movement to high school; and (7) the transition from school to work for the adult. A hypothetical case study of a multiply disabled child illustrates the guidelines. Chapters I and II are addressed to parents, cover the first five stages, and include check lists and examples of problems that need advocacy (e.g., lack of school integration). Chapters III and IV are addressed to the student and/or adult with a disability. Check lists for students, parents, school personnel, and vocational rehabilitation personnel
are provided as are sample problems requiring advocacy (e.g., lack of school to work transition planning). Appendixes include steps in developing an Individual Family Service Plan, forms, and a glossary of terms. A bibliography of 54 items is also included. (DB) ED 318 144 EC 230 096 Baron, Carla Building Adult Relationships: Are You Treated as an Equal in Your Family? (A Pamphlet for People with Disbilities) [and] Como Establecer Relaciones Adultas: Se Lo Trata a UD. Igual que a Los Demas Adultos en Su Familia? (Un Panfleto para las Personas con Impedimentos). Protection and Advocacy System, Albuquerque, NM. Spons Agency-Department of Education, Wash ington, DC.; New Mexico Commission for the Blind.; New Mexico State Dept. of Education, Santa Fe. Div. of Vocational Rehabilitation. Pub Date—[89] Note—25p.; For a related document, see EC 230 097. Language English; Spanish Pub Type-Guides - Non-Classroom (055)- Mul tilingual/Bilingual Materials (171) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Adults, Conflict Resolution, Daily Living Skills, Decision Making, *Disabilities, *Family Life, Family Problems, *Interpersonal Communication, *Interpersonal Relationship, Self Esteem Identifiers-New Mexico Two booklets, in English and Spanish, are addressed to disabled adults and offer guidelines for building adult relationships within the family. Stressed are the importance of feeling good about oneself, learning to make decisions, and developing good communication skills so that family balance is maintained. Also included are lists of the types of support groups found in New Mexico, such as the Information Center for New Mexicans with Disabilities. (DB) ED 318 145 EC 230 097 Baron, Carla Finding Family Balance: Establishing an Adult Relationship with the Person with a Disability (A Pamphlet for Families) [and] Equilibrio Familiar: Como Establecer una Relacion Adulta con la Persona con Impedimentos (Panfleto para la Familia). Protection and Advocacy System, Albuquerque, NM. Spons Agency-Department of Education, Wash ington, DC.; New Mexico Commission for the Blind.; New Mexico State Dept. of Education, Santa Fe. Div. of Vocational Rehabilitation. Pub Date—[89] Note—21p.; For a related document, see EC 230 096. Language English; Spanish Pub Type-Guides - Non-Classroom (055)- Mul tilingual/Bilingual Materials (171) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adults, Conflict Resolution, Daily Living Skills, Decision Making, *Disabilities, *Family Life, Family Problems, *Interpersonal Communication, *Interpersonal Relationship, Self Esteem Identifiers—New Mexico Two booklets, in English and Spanish, are addressed to families of disabled adults and offer guidelines for establishing an adult relationship with the disabled individual within the family. Stressed are the importance of helping the disabled adult develop a positive self image, learning to truly listen to the adult as part of improving communication, and allowing the disabled adult to make decisions and take risks. Types of support groups found in New Mexico are listed, including the Information Center for New Mexicans with Disabilities. (DB)
is available from the University of South Dakota, Vermillion, SD 57069. Pub Type- Information Analyses (070) - Guides Non-Classroom (055) – Reference Materials Bibliographies (131) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Behavior Change, Classroom Com munication, Classroom Techniques, *Disabilities, Evaluation Methods, Grading, Inservice Teacher Education, *Learning Disabilities, Learning Strategies, Listening Skills, *Mainstreaming, Mnemonics, Parent Teacher Cooperation, Preservice Teacher Education, Referral, Secondary Education, Student Evaluation, Teacher Student Relationship, *Teaching Methods Intended for use in preservice or inservice training of regular secondary educators, the module examines principles of communication, assessment, teaching methods, and classroom management through text, an annotated bibliography, and overhead masters. The first section covers communicating with handicapped students, their parents, and other professionals. It explains the consultation technique of active listening and offers 11 oral communication tips. The section on assessment discusses assessment prior to referral, the formal assessment process, assessment to determine how best to teach a handicapped child in the regular class, assessment for grading (five levels of modifications are suggested), and achievement grade modifications on report cards. The section on methods for successful integration of secondary-level learning disabled students into regular content classes considers use of advance organizers, graphic organizers, memory strategies, methods for increasing desirable student behaviors, methods for decreasing undesirable student behaviors, and group management and preventative discipline. Also provided are 38 references, an annotated bibliography of 29 citations, and 18 overhead masters. (DB) ED 318 147 EC 230 099 Hoover, John H. Reetz, Linda J. Characteristics of Secondary LD Students: In structional Module. (An Instructional Module for Preservice or Inservice Training of Regular Secondary Educators). South Dakota Univ., Vermillion. Pub Date—Dec 89 Note—56p.; Prepared through a Bush Faculty De velopment Grant. For related documents, see EC 230 098-100. A 100-point multiple choice test bank that accompanies this instructional module is available from the Univesity of South Dakota, Vermillion, SD 57069. Pub Type-Guides - Non-Classroom (055) - Ref erence Materials - Bibliographies (131) — Infor mation Analyses (070) EDRS Price - MF01/PĆO3 Plus Postage. Descriptors—*Definitions, Eligibility, Federal Leg islation, *Handicap Identification, Higher Education, *Learning Disabilities, Learning Strategies, Mainstreaming, Memory, Methods Courses, Secondary Education, Student Characteristics, Teacher Education, Testing Problems Identifiers—*Ability Achievement Discrepancy Intended for use in college-level secondary-education methods courses, the module contains text, an annotated bibliography, and overhead masters. The first section explains the federal definition of learning disabilities (LD), noting the difficulty of measuring many of the characteristics identified in the definition and the resulting increasing use of formulas to determine a discrepancy between ability and achievement. The next section lists “traditional” characteristics of learning disabilities and dyslexia, citing a variety of authors. In the third section, cognitive characteristics of learning disabled students particularly important at the secondary school level are identified and discussed, with emphasis on LD students' poor learning and memory strategies. Also noted are specific skill deficits in reading, handwriting, spelling, written production, mathematics, and social behavior and characteristics. Controversies are identified noting that there is considerable overlap between low achieving students labeled LD and low-achieving student not so labeled. Also provided are 23 references, a 26-item bibliography with abstracts, and 13 overhead masters. (DB) ED 318 148 EC 230 100 Reetz, Linda J. Hoover, John H. LD Curriculum Models: Instructional Module. (An Instructional Module for Preservice or Inservice
ED 318 146 EC 230 098 Reetz, Linda J. Hoover, John H. Secondary LD Mainstreaming Methods: Instruc tional Module. (An Instructional Module for Preservice or Inservice Training of Regular Sec ondary Educators). South Dakota Univ., Vermillion. Pub Date—Dec 89 Note—82p.; Prepared through a Bush Faculty De velopment Grant. For related documents, see EC 230 099-100. A 100-point multiple choice test bank that accompanies this instructional module
Training of Regular Secondary Educators). South Dakota Univ., Vermillion. Pub Date—Dec 89 Note-60p.; Prepared through a Bush Faculty De velopment Grant. For related documents, see EC 230 098-099. A 100-point multiple choice test bank that accompanies this instructional module is available from the University of South Dakota, Vermillion, SD 57069. Pub Type-Guides - Non-Classroom (055) — Ref erence Materials - Bibliographies (131) EDRS Price - MF01/PC3 Plus Postage. Descriptors—*Curriculum Development, Higher Education, Instructional Effectiveness, Instructional Materials, *Learning Disabilities, Learning Strategies, Mainstreaming, Media Adaptation, Methods Courses, *Models, Regular and Special Education Relationship, *Remedial Instruction, Secondary Education, Teacher Education, *Theories, Tutorial Programs, Work Study Programs Intended for use in college-level secondary education methods courses, the module describes various curriculum models for teaching learning disabled students by means of lecture notes (in text form), an annotated bibliography, and overhead masters. The introduction identifies the five models considered: (1) basic skills training, (2) tutorial, (3) functional skills training, (4) work study, and (5) strategies training. Each model is presented in terms of a description, a rationale, effectiveness information, and implications for secondary teachers. Following the model discussions, curriculum material modifications (e.g., combining standard text with other multisensory instructional materials) are considered. Finally, the regular education/special education initiative is discussed with emphasis on its impact on regular secondary-level teachers. Also provided are 14 references and 13 overhead masters. An additional annotated bibliography includes 28 references with abstracts. (DB) ED 318 149 EC 230 551 Nordlund, Marcia R. Traumatic Brain Injury as a Cause of Behavior Disorders. Pub Date—Sep 89 Note—14p.; Paper presented at the National Con ference of the CEC/Council for Children with Behavioral Disorders (Charlotte, NC, September 24-26, 1989). Pub Type - Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Behavior Change, *Behavior Disor ders, Classroom Techniques, Elementary Secondary Education, Emotional Disturbances, *Injuries, Intervention, *Neurological Impairments, *Neurology, Perceptual Handicaps, Sei zures, Teaching Methods Identifiers—*Head Injuries There is increasing evidence that many children and adolescents who display behavior disorders have sustained a traumatic brain injury. Traumatic brain injury can take the following forms: closed head trauma in which the brain usually suffers diffuse damage; open head injury which usually results in specific focal damage; or internal trauma (e.g., tumors or lack of oxygen) with results either focal or diffuse. The brain is usually divided into individual sections (brain stem, cerebellum, and cerebrum, which in turn is divided into the frontal, parietal, occipital, and temporal lobes). Frontal lobe damage may result in disinhibition, lack of executive planning skills, and emotional lability, while perceptual deficits may result from damage to the temporal or occipital lobes. Temporal lobe seizures may be associated with impulsivity and violent outbursts. Psychiatric impairment may be a direct result of the injury or due to the injury's after-effects. In the behavior disordered classroom, teaching methods such as behavior modification, humanistic techniques, or contracting, which are effective with non-brain injured behavior disordered students may not be as effective with the brain injured child. In some cases, it may be more effective to regulate the child's environment to minimize the occurrence of behavior disorders. Contains 12 references. (DB)
EDRS Price - MF01/PC01 Plus Postage. Descriptors—Computer Assisted Instruction, *Computer Networks, Computer Software, *Deafness, Elementary Secondary Education, Instructional Effectiveness, Interpersonal Communication, *Literacy Education, Local Area Networks, *Reading Skills, *Science Instruction, Time on Task, *Writing Skills The paper reports on the application of a computer local area network and software to develop both literacy skills and science content knowledge in 15 deaf students. The network approach allows for interaction between a large number of students and the teacher both within and outside the context of the lesson and utilizes support programs to allow students to participate in group exercises. The network was used with an earth science instructional program which requires extensive reading and writing as students communicate with each other and the teacher and as they complete the instructional tasks. Preliminary evaluation indicates increased student time on literacy activities. Analysis of electronic mail messages and instructional responses allowed teachers to obtain more reliable information about student instructional needs. Includes four references. (DB) ED 318 151 EC 230 553 Kavale, Kenneth A. Teacher Beliefs and Perceptions about Learning Disabilities. A Research Project of the Iowa Learning Disabilities Research Consortium. Iowa State Dept. of Education, Des Moines. Bureau of Special Education. Pub Date—Jan 89 Note-56p. Pub Type - Reports - Research (143) Tests/ Questionnaires (160) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—* Definitions, Delivery Systems, *Ed ucational Diagnosis, Elementary Secondary Education, *Etiology, *Intervention, *Learning Disabilities, Scholarly Journals, State Surveys, Student Characteristics, Student Evaluation, *Teacher Attitudes Identifiers-Iowa This study surveyed the beliefs and perceptions of 547 Iowa teachers of students with learning disabilities (LD). Results indicated that these teachers possessed a sound knowledge base for their work which they are willing to modify to enhance their understanding of LĎ and their efforts to improve the performance of LD students. The survey addressed teachers' perceptions of: preferred definitions of learning disabilities; etiologies of learning disabilities; characterizations of LD students; functional problems and psychological process deficits of LD students; preferred assessment information sources; preferred service delivery options; professional journal preferences; and other sources of information. An appendix contains a copy of the survey questionnaire. Includes 61 references. (PB) ED 318 152 EC 230 554 Schendel, Julie Binder-Reschly, Marilyn Criterion Validity of Curriculum Based Assess ment and Correlation with Teacher Ratings and ITBS Scores. A Research Project of the Iowa Learning Disabilities Research Consortium. Iowa State Dept. of Education, Des Moines. Bureau of Special Education. Pub Date—Jan 89 Note-37p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Concurrent Validity, *Educational Diagnosis, Elementary Secondary Education, Evaluation Methods, *Mild Disabilities, Predictive Validity, *Reading Tests, *Student Evalua tion, *Test Validity Identifiers—*Curriculum Based Assessment, Iowa This study examined the criterion validity of curriculum-based measurement (CBM) reading measures in three ways: the relationship between CBM performance and teacher perceptions of student academic functioning; relationship between CBM scores and reading performance on a group achievement test; and the ability of CBM to differentiate between regular education, Chapter 1, and mildly handicapped students. Iowa students (N=1,223) in grades one through eight were used as a testing sample. Results found several non-traditional assessment tools to be effective predictors of current reading group instruction. Reading scores on the Iowa Test of Basic Skills, CBM reading probes, and a teacher rating scale were able to stratify the sam
ple into Chapter 1, resource room, or regular education reading groups with 76% accuracy. These techniques are seen as less time-consuming for special education support personnel and readily applicable for use in program planning and implementation. Includes 24 references. (PB) ED 318 153 EC 230 555 Schnetter, Vicki A., Ed. Manual for Special Education Nurses. Iowa State Dept. of Education, Des Moines. Div. of Instructional Services. Pub Date—86 Note—249p. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC10 Plus Postage. Descriptors—Child Abuse, Clinical Diagnosis, Communicable Diseases, *Disabilities, Elementary Secondary Education, Immunization Programs, *Physical Health, *School Health Services, *School Nurses, Screening Tests, Spe cial Education, *Staff Role Identifiers—Iowa This manual aims (1) to provide a standard, well-referenced resource for Iowa special education nurses and (2) to provide direction and continuity for health services to pupils with special needs. The first chapter provides an overview of the special education nurse's role, including philosophy, definitions of assignments, levels of service, and nurse's sample monthly reports on pupils. Subsequent chapters cover immunizations; handicapping conditions; high incidence health problems such as constipation, dehydration, colds, and otitis media; screening and health assessment; specialized physical health care such as emergency care, postural drainage, intermittent catheterization, and tube feeding; medications; control of communicable diseases; and child abuse. Lists of resource organizations, audiovisual materials, and over 100 references are included. (PB) ED 318 154 EC 230 556 Iowa Guidelines for Educationally Related Physi cal and Occupational Therapy Services. Iowa State Dept. of Education, Des Moines. Div. of Instructional Services. Pub Date—88 Note-31p. Pub Type - Reports - Descriptive (141) — Guides - Non-Classroom (055) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Administration, Delivery Systems, Elementary Secondary Education, Federal Legislation, Federal Regulation, *Occupational Therapy, *Physical Disabilities, *Physical Therapy, *State Legislation, *State Standards Identifiers—*Iowa This document provides general background information and interprets state and federal rules as they apply to occupational and physical therapy in educational settings. Iowa state definitions of occupational and physical therapy, the roles of the physical therapist and occupational therapist, and the role of paraprofessionals are described. A chapter on service delivery covers the multidisciplinary team, identification of pupils warranting evaluation, development of the individualized education program, service models, and exit criteria. The last chapter focuses on administrative considerations, such as scheduling and caseloads, supervision and evaluation, and liability. Includes eight references. (PB) ED 318 155 EC 230 557 Sitlington, Patricia L. Frank, Alan R. Iowa Statewide Follow-up Study: Adult Adjust ment of Individuals with Mental Disabilities One Year after Leaving School. Iowa State Dept. of Education, Des Moines. Div. of Instructional Services. Pub Date—Jun 89 Note-48p. Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Dropouts, Education Work Rela tionship, Followup Studies, High School Graduates, *Independent Living, Leisure Time, Marital Status, *Mental Retardation, *Outcomes of Education, Social Adjustment, State Surveys, Underemployment, *Vocational Adjustment, Wages, Young Adults Identifiers—Iowa This study investigated the adult adjustment (1 year after leaving school) of 615 people with mental disabilities who had graduated from special educa
ED 318 150 EC 230 552 Goldman, Shelley V. And Others “What Is the Meaning of...” Finding Links be tween Science and Literacy Pub Date—Mar 89 Note-10p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (San Francisco, CA, March 1989). Pub Type - Reports - Descriptive (141) Page 7
tion programs in Iowa in 1985 and 1986, as well as 62 dropouts who began in the same classes. Current living situation, leisure activities, and marital status were studied, with a special emphasis on employment status. Results indicated that 6.5% of graduates and 10% of dropouts met the criteria for success established for this study (these criteria varied according to instructional program model). Almost all subjects were single and living with a parent or relative. While over two-thirds were in competitive or sheltered jobs, under a third were working full-time. Employed graduates earned an average of $3.11 hourly; dropouts earned $3.51 per hour. Increased support and transitional services are recommended, as well as greater attention to pre-school factors that might provide a better foundation for later life. Includes 26 references. (Author/PB)
ED 318 156 EC 230 558 Cooley, W. Carl And Others Reactions of Mothers and Medical Professionals to a Film about Down Syndrome. Pub Date—26 Oct 89 Note-29p.; Paper presented at a Conference of the American Academy for Cerebral Palsy and Developmental Medicine (San Francisco, CA, October 26, 1989) and the International Down Syndrome Convention (Jerusalem, Israel, March 23, 1989). Pub Type— Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Child Rearing, *Counselor Attitudes, *Downs Syndrome, Family Problems, *Genetics, *Mothers, Nurses, *Parent Attitudes Identifiers—*Prenatal Diagnosis This study compared the beliefs of mothers (N=36) of persons with Down Syndrome with the beliefs of genetic counselors (N=28) and nurses (N=32) about parenting children with Down Syndrome and about prenatal diagnosis. All subjects were shown a videotaped discussion by parents of persons with Down Syndrome and then responded to a questionnaire. Major findings included: 89% of mothers felt the film was an accurate portrayal of parental attitudes compared with 14% of genetic counselors and 40% of nurses; 92% of mothers thought the film was of "high" educational value compared to 30% of genetic counselors; 48% of genetic counselors felt that problems outweighed benefits in parenting a child with Down syndrome, but 94% of mothers and 83% of nurses thought that benefits predominated; and 56% of genetic counselors believed that parents of a person with Down syndrome would choose to abort a subsequent affected fetus, while only 8% of mothers and 10% of nurses agreed. Contains 30 references. (DB) ED 318 157 EC 230 559 Gold, Deborah, Ed. McGill, Judith, Ed. The Pursuit of Leisure: Enriching the Lives of People Who Have a Disability. Revised Edition. G. Allan Roeher Inst., Toronto (Ontario). Report No.-ISBN-0-920121-45-4 Pub Date—89 Note-136p. Available from—G. Allan Roeher Institute, 4700 Keele St., Kinsmen Building, York University, Downsview, Ontario, Canada M3J 1P3 ($12.50). Pub Type— Books (010) — Collected Works - Gen eral (020) – Opinion Papers (120) EDRS Price - MF01 Plus Postage. PĆ Not Avail able from EDRS. Descriptors—Community Recreation Programs, *Disabilities, Leisure Education, *Leisure Time, Normalization (Handicapped), Personal Narratives, *Quality of Life, Recreation The book examines the place of leisure in the lives of disabled people and their families, in 18 articles by parents, counselors, recreation specialists, vocational counselors, researchers, and advocates. Stressed throughout is the potential of leisure when seen as a dimension of and vehicle for community living. Chapters are as follows: "Introduction: Finding the way to Leisure, Laughter, and Love” (Deborah Gold); "Taking Part in the Dream" (Colette Savard); "Our Leisure Identity” (Judith McGill); “Leisure and Relationships: A New Identity" (Marilyn Ferrel); “Regenerating Community” (John McKnight); “Returning Home: A Parent's Story” (Rose Galati); "A Look Beyond Leisure Buddy Programs” (Deborah Gold); "A Unique Camping Trip to the Rockies” (Zana Lutfiyya and Nicola Schaefer); "The Politics of Leisure, Freedom, and Poverty” (Charles Sylvester); “The Impact of Integrated Employment on Leisure
Lifestyles" (Judith Sandys and Diane Leaker); "You've Got a Friend” (Patrick Worth); “Creating Cooperative Play Environments as a Strategy for Integration" (Judith McGill); “David's Sport Involvement" (Christie Cass); "Recreation is for Everyone: Getting What You Want” (Jule Hopkins); “Choices: Recreation Integration from a Parent's Perspective" (Heidi Prinz); "Ten Commonly Asked Questions about Recreation and Integration” (Deborah Gold); “Being Good Is Not Enough" (Margaret Brown); and “Conclusion: Connections" (Judith McGill). An appendix lists 12 additional resources. (DB) ED 318 158 EC 230 560 The Language of Pain: Perspectives on Behaviour Management. G. Allan Rocher Inst., Toronto (Ontario). Report No.-ISBN-0-920121-36-5 Pub Date—88 Note—179p. Available from—G. Allan Roeher Institute, 4700 Keele St., Kinsmen Building, York University, Downsview, Ontario, Canada M3J 1P3 ($14.95). Pub Type— Books (010) – Opinion Papers (120) - Collected Works - General (020) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Advocacy, Behavior Change, *Be havior Modification, Case Studies, *Ethics, Foreign Countries, *Mental Retardation, Opinions, Outcomes of Treatment, *Punishment, *Training Methods Identifiers—. Aversive Therapy This examination of the use of aversive techniques as a form of “therapy” for people with mental handicaps includes 12 articles by specialists who argue that the use of aversive procedures is socially, ethically, legally, and scientifically untenable as well as 3 ancedotal case studies by a patient advocate and 2 personal accounts by persons who have suffered from aversive therapies, one of them a patient and the other a parent. The 12 articles have the following titles and authors: "Aversive Conditioning: Necessity or Failure?” (Tim Stainton); “The Use of Aversives: One Psychologist's Viewpoint” (Carole Sinclair); “Redefining the Problem: An Alternative View of Difficult Behavior" (Douglas Logan); “My Sister Kelly” (Mary Collins); “The Efficacy of Behaviour Modification Techniques for Persons Labelled Mentally Handicapped" (Bill Downer); “Aversive Therapy” (Dot Ewen); "This May Hurt a Bit” (Orville Endicott); "The Therapy of Despair’: A Family Medicine Perspective” (Yves Talbot); "Legal Advocacy and the Use of Aversives" (Brian Weagant and Dorothy Griffiths); “Aversives: Differential 'Treatment for People with a Mental Handicap" (S. Dulcie McCallum); “Equality Rights and Aversive Therapy” (Catherine Frazee); "A Self-Advocate's Perspective" (Pat Worth). The personal accounts are: "Something I Would Like To Forget,” by Peter Park, and “Speaking as a Parent,” by Margaret Price. The three case studies, by Jill Leach, each concern an individual in successful transition from a punitive institutional environment to "living in the community.” (DB) ED 318 159 EC 230 561 Schwier, Karin Melberg Keith Edward's Different Day. G. Allan Roeher Inst., Toronto (Ontario). Report No.-ISBN-0-920121-39-X Pub Date-88 Note-35p. Available from G. Allan Roeher Institute, 4700 Keele St., Kinsmen Building, York University, Downsview, Ontario, Canada M3J 1P3 ($4.95). Pub Type- Creative Works (030) – Guides Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Childhood Attitudes, *Childrens Literature, Differences, *Disabilities, Foreign Countries, Individual Differences, Picture Books Identifiers-Attitudes toward Disabled The children's picture book and parent/teacher discussion guide present disabilities as among the many “differences” that make the world interesting. Acceptance of people with handicaps is stressed in the sample questions and answers in the discussion guide. Fifteen additional resources (print, audiovisual, and other) are recommended. (DB) ED 318 160 EC 230 562 Bloom, Doris T. Meeting the Need for School-Based Occupational
Therapists. Pub Date—89 Note-8p. Pub Type - Opinion Papers (120) — Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Compliance (Legal), Consultation Programs, *Delivery Systems, *Disabilities, Elementary Secondary Education, Interdisciplinary Approach, Intervention, *Occupational Therapy, Outcomes of Treatment, * Personnel Needs, Program Development, Screening Tests, Student Evaluation, *Therapists Identifiers-School Based Services A shortage of occupational therapists as well as fiscal constraints have made it difficult to meet the legal mandate under Public Law 94-142 (Education for All Handicapped Children Act) that occupational therapy be provided as a related service to handicapped children when needed to enable them to benefit from special education programs. A review of the literature suggests a variety of ways that goals of occupational and physical therapy can be met. Therapists need to maximize their input and more effectively deliver school-based services through fulfillment of five major roles: evaluation-screening, program planning, intervention programs, supervision, and consultation. Therapists need to prioritize these roles and collaborate with teachers and parents to focus attention on functional goals. The continuum of delivery systems for related services to individual children needs to be evaluated. Contains 29 references. (DB) ED 318 161 EC 230 563 Buckley, Sue And Others The Development of Language and Reading Skills in Children with Down's Syndrome. Report No.-ISBN-0-900234-17-2 Pub Date—86 Note—77p. Available from-Portsmouth Down's Syndrome Trust, Psychology Department, Portsmouth Polytechnic, King Charles St., Portsmouth, England PO1 2ER. Pub Type— Books (010) – Guides - Non-Class room (055) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Beginning Reading, Case Studies, Delayed Speech, Developmental Stages, *Downs Syndrome, Elementary Education, Expressive Language, Games, *Language Acquisition, Learning Activities, *Mental Retardation, Preschool Education, Receptive Language, *Sign Language, *Teaching Methods The book summarizes the current state of knowledge concerning language development in children with Down Syndrome (DS). The first chapter reviews language development in normal children, noting such stages as gestures, first sounds, development of understanding, first spoken words, and the two-word stage. The next chapter examines language skills in DS children and stresses individual differences within a wide range of development. A table of norms for language development in DS children is provided. Chapter 3 considers the particular difficulties which delay language development in DS children. It stresses the importance of ensuring that the child has opportunities to talk and encouraging and rewarding his efforts. Discussed in Chapter 4 is the use of signing in conjunction with speech to encourage language development in very young children. Chapter 5 looks at reading in DS children, with several case histories and a recommended structured reading program going from matching, selecting, and naming pictures to the same sequence for flash cards. The final chapter describes a variety of activities to encourage language development. Toys, games, and instructional materials are listed. Contains 115 references. (DB) ED 318 162 EC 230 564 Buckley, Sue Sacks, Ben The Adolescent with Down's Syndrome: Life for the Teenager and for the Family. Pub Date—87 Note—167p. Available from-Portsmouth Down's Syndrome Trust, Psychology Department, Portsmouth Polytechnic, King Charles St., Portsmouth, England, United Kingdom PO1 2ER. Pub Type— Books (010) – Reports - Research (143) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Academic Achievement, Adoles cents, Behavior Problems, *Child Rearing, Communication Skills, Daily Living Skills, Demography, *Downs Syndrome, *Family Life, Foreign Countries, Leisure Time, *Parent Attitudes, Phys
ical Development, Sexuality Identifiers-England The book presents the results of a survey of the daily life and attitudes of 90 English families with an adolescent with Down Syndrome (DS). The first chapter reviews the typical development of DS children. Chapter 2 provides demographic data including schooling (94% attended schools for children with severe learning difficulties), residence (83% were living with their own natural families), and social class distribution (same as general population). Chapter 3 looks at daily living skills while the development of adequate communication skills is considered in Chapter 4, noting that 40% of the younger teenagers used only keyword utterances. Chapter 5, on achievements in school, reports that few of the teenagers had developed practical levels of reading, writing, or number skills. Chapter 6 indicates that most leisure interests tend to be passive and solitary. Chapter 7 looks at general behavior and concludes that most DS teenagers do not have serious behavior problems. The next two chapters, on physical and sexual development, finds the DS subjects to be shorter than average with sexual behavior rarely a problem. Chapter 10, on family life, reports that while the DS teenagers require a lot of attention and while their degree of independence is much less than that of their non-DS peers, their parents did not view these factors in a particularly negative light. The final chapter offers some typical case histories and conclusions. (DB)
ED 318 163 EC 230 565 Harnisch, Delwyn L. Fisher, Adrian T. Digest on Youth in Transition. Volume 2. Illinois Univ., Champaign. Secondary Transition Intervention Effectiveness Inst. Spons Agency-Special Education Programs (ED /OSERS), Washington, DC. Pub Date—89 Contract-300-85-0160 Note—200p.; For Volume 1, see ED 279 118. Pub Type- Reports - Research (143) EDRS Price - MF01/PC08 Plus Postage. Descriptors—Comparative Analysis, *Disabilities, *Education Work Relationship, Elementary Secondary Education, Employment, Incidence, *Independent Living, Longitudinal Studies, *Outcomes of Education, Preschool Education, *Transitional Programs This publication is the second annual description of data examining the educational, employment, and independent living outcomes attained by youth with handicaps as they exit school and enter the work force. The publication contains tables and figures presenting data on the percentages of youth served by handicapping condition at the state level for four age cohorts (3-5, 6-11, 12-17, and 18-21). In addition, the “High School and Beyond” (HSB) database is used to portray comparisons of independent living and employment rates for youth with and without handicaps, and to depict differences among six specific handicapping condition groups. An introduction to the secondary analysis of extant data sources is provided. The development of a district-based longitudinal study of special education graduates is outlined, focusing on what students do after leaving school, the types of jobs they obtain, and parts of the special education program contributing to their successful transition. The development and analysis of a set of independent living scales is also described, based on the HSB database, and the relationships of independent living with employment, educational outcomes, and demographic factors are determined. References accompany each chapter. Appendices contain supporting data and details concerning the research methodology. (JDD) ED 318 164 EC 230 566 Presperin, Jessica J., Ed. Technology for the Next Decade. Proceedings of the RESNA Annual Conference (12th, New Orleans, Louisiana, June 25-30, 1989). RESNA: Association for the Advancement of Re habilitation Technology, Washington, DC. Report No.-ISBN-0-932101-25-9 Pub Date—Jun 89 Note-495p. Available from-RESNA Press, 1101 Connecticut Avenue, NW, Suite 700, Washington, DC 20036 ($35.00) Pub Type - Collected Works - Proceedings (021)
EDRS Price - MF02/PC20 Plus Postage. Descriptors—Assistive Devices (for Disabled), *Communication Aids (for Disabled), *Disabilities, *Electromechanical Aids, Independent Living, Microcomputers, Mobility Aids, Prostheses, *Rehabilitation, Sensory Aids, *Technology, Vo cational Rehabilitation Identifiers–Augmentative Communication Sys tems These conference proceedings contain papers on practical applications of rehabilitation and assistive technology in vocational and educational situations as well as independent living settings. Most of the papers are two pages in length. The papers are organized into the following categories, with the number of papers in each category appearing in parentheses: personal transportation (2); electric wheelchair systems (5); computer access issues (6); aging (2); prosthetics, orthotics, and rehabilitation technology (13); interfacing power mobility and joystick controls (6); rural rehabilitation (3); information networking (5); selected alternative and augmentative communication issues (4); soft tissue pressure (6); computer hardware and expert systems software (5); functional neuromuscular stimulation for exercise and gait (6); robotics (12); quantitative assessment (12); sensory aids for the blind and deaf-blind (6); language processing in augmentative communication systems (5); computer-assisted design/computer-assisted manufacturing topics orthotics/prosthetics (4); angle in space and seat back influences (6); evaluation of functional neuromuscular stimulation applications (6); technology transfer potpourri (6); new models (6); technology developments and augmentative communication application (5); contoured seating systems (6); computer applications (12); research analysis and survey results (5); efficient production in augmentative communication (5); clinical perspectives-mobility and communication (4); sensory aids for the deaf (5); and education and policy issues (8). Papers from poster sessions are also included. (JDD) ED 318 165 EC 230 567 Spence, Ian Stan-Spence, Aileen Meeting “Learned Helplessness” Head on with "Active Learning." Pub Date—27 Mar 90 Note-16p.; Paper presented at the Annual Meet ing of the Connecticut Association of Private Special Education Facilities (North Haven, CT, March 27, 1990). Pub Type— Guides - Non-Classroom (055) – Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Behavior Modification, Classroom Environment, Elementary Secondary Education, *Helplessness, Intervention, *Learning Disabilities, *Metacognition, Psychological Patterns, *Teaching Methods Identifiers-Active Learning Learned helplessness is an insidious condition involving undeveloped executive functioning, lack of persistence, and an undeveloped sense of connecting new words or concepts into a web of meanings. Remedial teaching in most small-group, diagnostic/prescriptive settings encourages continued learned helplessness because students are dependent on the teacher for guidance, and the accent is on content rather than learning strategies. The active learning environment used at Ben Bronz Academy, a secondary school for learning-disabled students in West Hartford, Connecticut, is a multi-faceted system built on a framework of metacognitive theory. It is designed to break the learned helplessness habit by constantly making the student aware of his passive style and helping him develop concrete tasks to substitute in its place. At Ben Bronz Academy, these deficit functions are mediated in two ways: the Instrumental Enrichment Program and the Active Learning Environment. In the Instrumental Enrichment Program, students learn problem-solving strategies through self-monitoring and self-mediation. The Active Learning Environment emphasizes metacognition, a point system to provide feedback on behavior, independence activities, hierarchies of strategies for important tasks, and a self-monitoring disciplinary system. A seven-item bibliography is included. (JDD) ED 318 166 EC 230 568 Leach, Lynda N. Harmon, Adrienne S. Annotated Bibliography on Transition from School to Work. Volume 4. Illinois Univ., Champaign. Secondary Transition In tervention Effectiveness Inst.
Spons Agency-Special Education Programs (ED OSERS), Washington, DC. Pub Date-89 Contract-300-85-0160 Note—253p.; For related documents, see ED 279 115, ED 291 168, and ED 303 026. Pub Type- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC11 Plus Postage. Descriptors—*Disabilities, *Education Work Rela tionship, Federal Programs, Secondary Education, *Transitional Programs This volume is the fourth in a series of monographs documenting the literature in the field of transition. Types of documents cited include journal articles, conference proceedings, project reports, videocassette recordings, presentations, pamphlets, dissertations, bibliographies, and research reports. For each of the 381 documents, bibliographic information and an annotation are included. A separate section lists video productions in the area of transition. Author, title, and descriptor indexes are provided. The “OSERS Project File Listing" is also provided, containing names, addresses, and telephone numbers of projects funded by the Office of Special Education and Rehabilitative Services, organized by competition number. The “OSÉRS Project Products Listing" contains bibliographic entries for material produced by OSERS projects and is also arranged by competition number. (JDD) ED 318 167 EC 230 569 Chadsey-Rusch, Janis Project Directors' Annual Meeting (4th, Washing ton, D.C., December 1-2, 1988). Illinois Univ., Champaign. Secondary Transition In tervention Effectiveness Inst. Spons Agency–Special Education Programs (ED OSERS), Washington, DC. Pub Date-89 Contract-300-85-0160 Note-101p. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC05 Plus Postage. Descriptors— Demonstration Programs, *Disabili ties, #Education Work Relationship, Federal Government, Intervention, Longitudinal Studies, Outcomes of Education, Program Development, *Program Effectiveness, Program Implementation, Secondary Education, Student Characteris tics, Transitional Programs Identifiers—*Office of Special Educ Rehabilitative Services The document contains materials relating to the annual meeting of the project directors working with the Secondary Transition Intervention Effectiveness Institute, held December 1-2, 1988. The document includes an agenda, summaries of 10 featured project presentations, summaries of 32 poster sessions, a list of meeting participants, and a synthesis of meeting evaluation results. A paper by Frank Rusch and Lizanne DeStefano titled "Secondary Special Education and Transition Services: Model Program Overview and Recommendations” describes a study of the demographic characteristics, purposes, activities, outcomes, and barriers associated with transition model programs funded by the Office of Special Education and Rehabilitative Services (OSĒRS), and offers recommendations to guide the relationships that form between OSERS and model program personnel. “Youth with Disabilities during Transition: An Overview of Descriptive Findings from the National Longitudinal Transition Study," by Mary Wagner, presents selected findings concerning individual and family characteristics of youth with disabilities served under the Education of the Handicapped Act, and the achievements of youth with disabilities in the areas of independence, education, and employment. (JDD) ED 318 168 EC 230 570 Hiddleson, Kimberly J. Schum, Robert L. Parent-Child Interaction with Hearing-Impaired Children and Normal Hearing Children. Pub Date-Nov 89 Note-38p.; Paper presented at the Annual Confer ence of the American Speech-Language-Hearing Association (St. Louis, MO, November 17-20, 1989). Pub Type - Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Comparative Analysis, *Hearing Im pairments, Interaction, *Language Acquisition, *Nonverbal Communication, Parent Attitudes, *Parent Child Relationship, Sign Language, *Ver
older, and an article about being the single parent of a special child. (JDD)
overall pleasant school atmosphere. Achievement data from past cohorts (N=73) showed a weak trend in gain scores from pre-test to post-test. The 21 out of 79 former students who were able to be contacted appeared to be functioning at an average level. The evaluation report concludes with seven bibliographic references, observation code definitions, and copies of the student and teacher questionnaire. (JDD)
bal Communication The study assessed parent-child interactions of five normal hearing children and five hearing-impaired children, aged 3-5. The mothers and fathers were administered the Mother-Child Relationship Evaluation (MCRE) to evaluate parental attitudes. Each parent and child participated in a 10-minute interactive play activity. The child's language level was estimated by the Peabody Picture Vocabulary Test-Revised. No significant differences were found between the mothers' and the fathers' attitudes. No significant differences were found between parents of normal hearing children and parents of hearing-impaired children on any of the four attitude scales of the MCRE. However, a significant difference was found between the two groups of children in terms of estimated language level, with hearing-impaired children being less advanced. Results also showed that parents of normal hearing children used more verbal communication which was longer and more sophisticated, while parents of hearing-impaired children used more nonverbal communication. However, only 30% of the nonverbal communication was in the form of sign language, the mode of communication necessary for the hearing-impaired children. Includes 20 references. (Author/JDD)
ED 318 173 EC 230 575 Kirby, Maxine R. Improving Literacy Experiences of At-Risk Kin dergarten Children through a Teacher Education Workshop. Pub Date-8 Oct 89 Note—90p.; Ed.D. Practicum Report, Nova Uni versity. Pub Type - Dissertations/Theses - Practicum Pa pers (043) - Reports - Research (143) – Tests/Questionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors-At Risk Persons, Developmental Stages, *Inservice Teacher Education, Kindergarten, *Language Handicaps, Primary Education, *Reading Instruction, Teaching Methods, *Whole Language Approach, *Writing Skills The goals of this practicum were to help teachers of at-risk kindergarten children become more knowledgeable of developmentally appropriate practices for 5-year-olds, and to research, define, and translate appropriate literacy development theory into practical application strategies for teachers. A needs assessment survey was developed and administered to six kindergarten teachers. Subsequently, a staff development program was conducted, teachers were monitored and assisted, and follow-up meetings were held. In the staff development workshop, three strategies were proposed to increase literacy development: the whole language approach, shared reading, and a modified language experience approach. Based on workshop information presented, teachers were to select and implement at least one appropriate literacy development strategy. The teachers chose to utilize an adapted whole language approach. Analysis of practicum evaluation data indicated that both teachers and students benefited from the program. Survey questionnaires, checklists, forms, and 35 references are appended. (JDD)
ED 318 169 EC 230 571 Burroughs, Jill A. And Others The Acquisition of Contrasting Symbol Systems by Language Delayed Children. Pub Date-Nov 89 Note-11p.; Paper presented at the Annual Confer ence of the American Speech-Language-Hearing Association (St. Louis, MO, November 17-20, 1989). Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Black Youth, *Language Acquisition, *Language Handicaps, *Pictorial Stimuli, Preschool Education, Recall (Psychology), Sensory Aids, *Symbolic Language Identifiers—*Bliss Symbols, *Rebus The study contrasted the learning of the Rebus and Bliss symbol systems by language-delayed preschoolers. Subjects included 26 black preschool children, aged 4-6. Results showed that Rebus pre-test and post-test scores were significantly higher than Bliss pre-test and post-test scores. Results also showed a 35% improvement in identification of Rebus symbols from pre- to post-test and a 73.2% improvement for identification of Bliss symbols. These results indicate that language-delayed children were able to acquire symbols from both systems, and that the Rebus symbols were more easily recognizable than the more iconic Bliss symbols. (JDD)
ED 318 171 EC 230 573 Smith, Barbara, Ed. Mapping the Future for Children with Special Needs: P.L. 99-457. American Association of Univ. Affiliated Programs for the Developmentally Disabled, Washington, DC.; Iowa Univ., Iowa City.; Utah State Univ., Logan.; Washington Univ., Seattle.; Wisconsin Univ., Madison. Spons Agency–Administration on Developmental Disabilities (DHHS), Washington, D.C. Pub Date-88 Note-155p. Available from University of Iowa, 5295 Hospital School, Iowa City, IA 52242 ($3.50, quantity dis count available). Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Administration, *Delivery Systems,*Disabilities, *Early Intervention, Evaluation, Family Programs, *Federal Legislation, Federal Programs, Handicap Identification, Infants, Needs Assessment, Personnel Needs, Preschool Education, *Program Development, Program Im- plementation, Statewide Planning, Toddlers Identifiers—*Education of the Handicapped Act Amendments 1986 This volume addresses the needs of decision-makers involved in implementing Public Law 99-457, Part H, which establishes a federal discretionary program to help states plan and implement a comprehensive, coordinated interdisciplinary program of early intervention services for children from birth through age 2. Chapter titles include the following: “P.L. 99-457: A Map for Planning Statewide Early Intervention,” “What Children and Families will Be Served through the System?,” “How Will These Children and Families Be Brought into the System?,” “What Strengths and Needs Do These Children and Families Have? Evaluation," "How Will the Needs of Children and Families Be Met? Establishing Goals, Identifying a Case Manager, Services, and Financing Services," "What Personnel Will Be Needed to provide These Resources and Services and How Will They Be Prepared?,” and “What Kind of Management and Monitoring Is Needed to See That the Goals of Early Intervention Are Accomplished?” A list of references accompanies each chapter. (JDD) ED 318 172 EC 230 574 Murphy, Linda Della Corte, Suzanne Nurturing Your Marriage Relationship. Pub Date—Dec 89 Note—9p. Available from-Lindell Press, Inc., P.O. Box 462, South Salem, NY 10590 ($20.00 per year, $3.75. per issue). Journal Cit-Special Parent/Special Child; v5 n6 Nov-Dec 1989 Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Child Rearing, *Disabilities, Family Life, *Family Relationship, Interpersonal Relationship, Marriage, One Parent Family, *Stress Management The presence in the family of a child with a disabling condition frequently creates or intensifies stress between husband and wife. By forging and strengthening marital bonds and creating an environment that fosters teamwork, openness, and caring, the marriage partnership will be a source of support and renewal. Reactions to the birth of a baby with a disability include withdrawal, self-sacrifice, and disagreements over child-rearing practices. The father's reaction may be to distance himself from the entire situation, leading to the mother's feeling of being alone or trapped. The marriage partners should share their feelings and share responsibilities. Each spouse should have time each day to spend totally focused on himself or herself. In addition, parents should take time to spend with each other. A list of do's and don'ts is included in the periodical issue. In addition, the issue contains an article about gift selection for children aged 10 and
ED 318 170 EC 230 572 De Souza, Eros Evaluation of Ozanam's Special Education Pro gram. Pub Date-Aug 89 Note-109p.; Paper presented at the Annual Meet ing of the American Psychological Association (97th, New Orleans, LA, August 11-15, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Evaluative (142) — Tests/Questionnaires (160) EDRS Price - MF01/PC05 Plus Postage. Descriptors—Academic Achievement, Adoles cents, *Emotional Disturbances, Males, *Program Evaluation, Psychiatric Services, *Residential Programs, Secondary Education, *Special Education, Student Attitudes, Teacher Attitudes The special education program of Ozanam Home for Boys, Inc. (Kansas City, Missouri), a private residential psychiatric facility serving about 60 emotionally disturbed adolescent males, was examined. Detailed eco-behavioral data were collected on a sample of one "active" student, one "passive" student, and two controls. Data for all four students showed that the most frequently occurring composite throughout observed lessons was active academic response, followed by passive response and competing behaviors. The entire population of 70 students and 15 teachers was queried concerning satisfaction with the program. Students frequently praised the teachers for their help and reported progress academically, behaviorally, socially, and emotionally. Teachers reported student academic progress, support from the administration, and an
ED 318 174 EC 230 576 Anderson, Penny P. Fenichel, Emily Schrag Serving Culturally Diverse Families of Infants and Toddlers with Disabilities. National Center for Clinical Infant Programs, Washington, DC. Spons Agency–Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Of fice for Maternal and Child Health Services. Pub Date—89 Grant-MCJ-113271 Note-31p. Pub Type - Collected Works - Proceedings (021)— Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Cultural Awareness, Cultural Differences, *Delivery Systems, *Disabilities, *Early Intervention, Family Involvement, Infants, Preschool Education, Program Development, State Programs, Toddlers This publication emerged from an invitational meeting held by “Project Zero to Three" to address how best to provide effective, culturally sensitive, and comprehensive early intervention programs to all infants and toddlers with disabilities and their families in an equitable way. Following an overview of the concept of culture and how that concept may be understood and used by human service providers, specific cultural issues are discussed, such as family definitions, roles, relationships, and child-rearing techniques; health, illness, and disability beliefs and traditions; and communication and interactional styles. This information is then used as a basis for suggesting strategies which states might consider in their efforts to enhance cultural sensitivity in services. The strategies focus on data collection, family participation in policy making and program design, public awareness, working with individual families, staffing, monitoring, and evaluation. Included are a list of 22 references, a list of 33 recommended readings, and descriptions of resource organizations and projects. (JDD) ED 318 175 EC 230 577 Berman, Carol, Ed. And Others Keeping Track: Tracking Systems for High Risk Infants and Young Children. Second Edition. National Center for Clinical Infant Programs, Washington, DC. Spons Agency-Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Office for Maternal and Child Health Services.
Pub Date-89 470. Available from National Maternal and Child Health Clearinghouse, 38th and R Streets, N.W., Washington, DC 20057. Pub Type- Reports . Descriptive (141) ( Tests/Questionnaires (160) – Guides - Non Classroom (055) EDRS Price - MF01/PC06 Plus Postage. Descriptors—At Risk Persons, *Case Records, *Data Collection, *Developmental Disabilities, Early Intervention, *Handicap Identification, Infants, Preschool Education, Program Development, Recordkeeping, *Records Management, State Programs, Young Children Identifiers—*Early Identification, *Infant Tracking System The report describes tracking systems which address the need for early, reliable, and consistent identification and follow-up for children at risk for developmental disability. The systems, developed by 15 states that participated in the “Project Zero to Three" network, demonstrate how states may approach the linkages among prevention, early identification, and early intervention services. The efforts and strategies of the 15 states reflect the diversity of approaches, philosophies, systems, and state initiatives to identify infants at risk and to assist their families in locating and accessing early intervention and health care services. Discussed are goals of a tracking system, cost versus benefit of a tracking system, criteria for inclusion, criteria for discharge, instruments and techniques needed for optimal tracking and linkage to services, agency responsibility, and the role of parents. Appendices provide, for each of the 15 states, an outline of the system's purpose, a description, a discussion of issues/barriers, plans for the future, and sample forms. The 15 states presented include: Florida, Hawaii, Iowa, Kansas, Maine, Maryland, Massachusetts, New Jersey, New York, North Carolina, Ohio, Oregon, Texas, Utah, and Washington. Includes 15 references. (JDD)
Pub Date—Jun 89 Grant-G00874515 Note-92p. Available from National Association of Rehabili- tation Facilities, P.O. Box 17675, Washington, DC 20041 ($10.00 members; $17.50 nonmembers) Pub Type- Reports - Research (143) Tests/ Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Agencies, Cost Effectiveness, Deliv ery Systems, Disabilities, Employment Potential, *Employment Programs, *Job Placement, *Mental Retardation, Models, National Surveys, *Severe Disabilities, *Vocational Rehabilitation, Wages The report describes first year activities of a National Scope Supported Employment Demonstration Project which included a survey of supported employment providers (N=605) to define approaches used, impediments, and best practices. Among findings were the following: vocational rehabilitation facilities and developmental centers together provided some 81% of the supported employment services; almost 44% of organizations reported serving individuals with severe retardation in supported employment; approximately 77% of organizations reported using the individual placement model; 60% used the mobile work crew model, and 50% used enclaves; average wage reported was $3.34 per hour; 81% of organizations reported that an average of 73% of their supported employees received salaries within the normal range for nonhandicapped employees in the same type of work; the job coach (individual placement) model was reported to be the most cost effective as well as the most difficult to administer; and long-term and uncertain funding were overwhelmingly rated as the major impediments to supported employment. Implications include the need to monitor and analyze cost effectiveness, the need to address more adequately transition from secondary schools; and the need to attend more to quality of life issues. A short glossary, the survey form, and 74 references are included. (DB)
ED 318 176 EC 230 579 Rights and Responsibilities of Parents of Children with Handicaps. ERIC Digest #E460. Council for Exceptional Children, Reston, Va.; ERIC Clearinghouse on Handicapped and Gifted Children, Reston, Va. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—89 Contract-R188062207 Note-3p. Available from—Council for Exceptional Children, Publication Sales, 1920 Association Dr., Reston, VA 22091-1589 ($1.00 each, minimum order of 5 prepaid). Pub Type Information Analyses - ERIC Informa tion Analysis Products (071) Guides Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Disabilities, *Educational Legisla tion, Elementary Secondary Education, Individualized Education Programs, *Parent Responsibility, *Parent Rights, Parent Role, Pre school Education Identifiers—Education for All Handicapped Chil dren Act, ERIC Digests In a question-and-answer format, this single sheet outlines the rights of parents in the special education process, as provided by Public Law 94-142, including the right to a free appropriate public education for the child, to request a re-evaluation, to have the child tested in the child's primary language, and to participate in the development of the child's individualized education program. Parent responsibilities are also noted, such as developing a partnership with the school or agency, making sure the child is included in the regular school activities program, and monitoring the child's progress. The parent's role in developing the Individualized Education Program is also described. A final section lists resources available to help parents. (JDD) ED 318 177 EC 230 582 Supported Employment in Context: NARF's Na tional Scope Supported Employment Survey and Policy Implications. National Association of Rehabilitation Facilities, Washington, DC. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC.
ED 318 178 EC 230 583 Murphy, Linda Della Corte, Suzanne School-Related Stress and the Special Child. Pub Date-Feb 90 Note-9p. Available from-Lindell Press, Inc., P.O. Box 462, South Salem, NY 10590 ($20.00 per year, $3.75 per issue). Journal Cit—Special Parent/Special Child; v6 n1 Jan-Feb 1990 Pub Type-Guides - Non-Classroom (055)- Col lected Works - Serials (022) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Child Rearing, Coping, Disabilities, Elementary Secondary Education, Emotional Problems, *Parent Child Relationship, *Stress Management, *Stress Variables The role of school-related stress in the life of the disabled child is examined, and parents and teachers are given suggestions to reduce stress and help the child cope. Stress is defined as the emotional and physical reaction to the pressures that society places upon the child to conform and live up to expectations. Among sources of stress are unrealistic parental expectations, making friends, and adapting to change. The signs of stress include withdrawal reaction, regression reaction, displacement reaction, fears and phobias, physical illness, and attention-seeking reactions. Parents can reduce or prevent stress by organizing the household; organizing the child's daily activities; helping the child build friendships; teaching the child to label or express feelings; and making sure the child has the right diet, adequate amounts of sleep, exercise, and adequate health care. “Do's” and “Don'ts" for parents include anticipating potentially stressful experiences, not assuming everyone else is the wrongdoer, and being consistent with household rules. Teachers are encouraged to provide daily opportunities for success, develop peer tutor programs, and design innovative homework assignments. Also offered are suggestions for dealing with teacher stress in such areas as paperwork, peer support, and salary. (DB)
mentally Appropriate Practice for Children with Language and Learning Problems: The GEL Program (Guidelines for Early Learning). A Condensed Report. Pub Date—[89] Note-19p., Best available copy. Pub Type- Reports - Descriptive (141) - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cognitive Development, *Develop mental Disabilities, *Interdisciplinary Approach, Language Acquisition, *Language Handicaps, * Learning Disabilities, Outcomes of Education, *Preschool Education, Program Effectiveness, Program Implementation, Therapy Identifiers-Florida The paper describes the GEL (Guidelines for Early Learning) Program developed by the Easter Seal Society of Southwest Florida which serves children, aged 4-6 years, with language, learning, andfor developmental problems. Developmental theories of Piaget and Chomsky and the model of David Weikart's High Scope Program were used to develop the GEL program which initially served eight children. An interdisciplinary program staff included a Director (child development specialist), a speech pathologist, an occupational therapist, and an early childhood educator, with consultation services from a pediatric neurology clinic and a local pediatrician. A therapy services center provided individual motor and/or speech therapy and supplemented the educational facility which was divided into four centers (motor, cognitive, language, and social) to facilitate new learning in each of these areas. An individual educational development plan was written for each student after multidisciplinary assessment. Daily progress was recorded and shared with parents weekly. After 6 months, each of the students demonstrated developmental growth of 1.4 years as measured by pre- and post-tests. Contains nine references. (DB) ED 318 180 EC 230 585 Griffey, Quentin L. Griffey, Ann M. The Abuse and Neglect of Exceptional Children in North Carolina. Pub Date-[89] Note-23p.; Best available copy. Pub Type- Reports - Research (143) — Guides Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Behavior Disorders, *Child Abuse, *Child Neglect, Elementary Secondary Education, Emotional Disturbances, *Incidence, Knowledge Level, Learning Disabilities, Legal Responsibility, Mental Retardation, Special Classes, Student Characteristics, *Teacher Attitudes, *Teacher Role A survey of 163 special educators in North Carolina examined aspects of abuse and neglect of their students over the last 3 years. Students were mentally handicapped (MH), learning disabled (LD), or behaviorally/emotionally handicapped (BEH). Of the respondents, 43% stated that they had reported at least one case of suspected abuse or neglect during the 3-year period. Many teachers were dissatisfied with Department of Social Services investigation and feedback. Of current students, 9.5% were suspected of being neglected and 5.2% of being abused. More BEH students (24%) than MH (17%) or LD (11%) were suspected of being abused or neglected. Though only 38% of teachers had had training in abuse and neglect, 91% indicated they would like training. One third of the teachers did not know they were immune from legal prosecution for reporting suspected cases. Almost all teachers believed students should receive instruction in abuse and neglect prevention. The remainder of the paper provides a mini-course on abuse and neglect in sections on: (1) indicators of abuse and neglect, (2) reporting policies and procedures for teachers, and (3) ways that teachers can serve the needs of abused and neglected students and their families. Contains 12 references. (DB) ED 318 181 EC 230 586 Neighbor, Jonelle C. Comparison of Sociometrically High Visibility Rejected and Low Visibility Rejected Children on Teacher, Parent, and Self-Rating Measures. Pub Date-Aug 89 Note-8p.; Paper presented at the Annual Meeting of the American Psychological Association (97th, New Orleans, LA, August 11-15, 1.989). Pub Type- Reports - Research' (143) EDRS Price - MF01/PC01 Plus Postage.
ED 318 179 EC 230 584 Gelfer, Jeffrey Ian Early Education Pilot Program Using a Develop
Secondary Education, *Family Influence, Followup Studies, Intervention, Language Acquisition, *Mental Retardation, Mothers, Parent Child Relationship, Parent Role, Preschool Education, *Prevention This study examines effectiveness of preschool and family intervention in prevention of cultural-familial retardation. It attempts to resolve part of the complex of influences on early intellectual development in those born into seriously disadvantaged environments that could account for the increased risk for certain children to be identified as mentally retarded. Development of 17 subjects from infancy through age 15 is charted in terms of intellectual and related measurements, alongside 18 controls. Chapters include "Introduction to the Problem”; “The Course of Early Intellectual Development”; “Design and Method”; “Assessment of Intellectual Development”; “Learning and Performance"; "Assessment of Language Development"; "Mother-Child Interaction"; "Follow-up Assessment of Development"; "Analysis of the Children's Performance in School”; “Family Risk and Child's Intellectual Development"; "The Children and Their Families"; and an epilogue discussing the role of maternal mediation and methodological factors. (PB)
Descriptors—Behavior Problems, Intermediate Grades, *Interpersonal Competence, Parent Attitudes, Peer Evaluation, *Peer Relationship, Popularity, *Rejection (Psychology), Self Evaluation (Individuals), Social Desirability, Social Status, Sociometric Techniques, Teacher Attitudes, Withdrawal (Psychology) The study looked at differences between groups of children identified as high visibility rejected (HVR) and low visibility rejected (LVR) on a sociometric measure with 952 fourth, fifth, and sixth grade students. Questionnaires were analyzed to determine the number of positive and negative nominations from peers received by each child. HVR children (N=49) received many nominations, with the number of negative nominations outweighing the number of positive nominations, while LVR children (N=50) received few nominations, with negative nominations also outweighing positive nominations. Parents and teachers also rated the students in each group on specific social skills and general behavior problems and the identified children also rated themselves. The major finding was that HVR children were generally rated as having poorer social skills, more conduct problems, and more withdrawal than LVR children who were rated as having more social and behavioral problems than a comparison group. Other findings included that both groups of rejected children often preferred to do activities alone or with an adult rather than with same age peers, in contrast to comparison children who more often preferred doing activities with same age peers. Contains five references. (DB) ED 318 182 EC 230 587 Slovic, Roz, Ed. And Others Parent Primer: Secondary Programs for Students with Severe Disabilities. Oregon Univ., Eugene. Spons Agency—Special Education Programs (ED TOSERS), Washington, DC. Pub Date—Oct 88 Grant-G008730416 Note-63p.; A product of the Parents' Graduation Alliance Specialized Training Program. Page 24 has reduced print. Pub Type-Guides - Non-Classroom (055) EDRS Price · MF01/PC03 Plus Postage. Descriptors—Child Advocacy, Cooperation, Edu cation Work Relationship, High Schools, Individualized Education Programs, Normalization (Handicapped), *Parent School Relationship, *Program Evaluation, Quality of Life, *Severe Disabilities, Standards, Transitional Programs This manual is intended for parents of high school students with severe disabilities and offers guidelines for evaluating a high school program and ways parents can improve existing programs. In the first section seven key characteristics of a good high school are identified: (1) integrated; (2) age appropriate; (3) community-based; (4) future-oriented; (5) comprehensive; (6) parent involving; and (7) effective. For each characteristic, a brief explanation is provided with a rationale and a list of indicators on which to judge the program. In the second section three areas of parent collaboration with the school are discussed. They are: the IEP (Individualized Education Program) process, transition planning, and monitoring and advocacy. Parent involvement in these three areas requires preparation for the IEP meeting and followup with home, school, and community goals; participation in development of the Individual Transition Plan; and ongoing parental monitoring of service quality of the various agencies serving the young adult. (DB) ED 318 183 EC 230 588 Garber, Howard L. The Milwaukee Project: Preventing Mental Retar dation in Children At Risk. Spons Agency–National Inst. of Handicapped Re search (ED), Washington, DC. Report No.-ISBN-0-940898-16-0 Pub Date-88 Grant-G008300148 Note-451p. Available from American Association on Mental Retardation, 1719 Kalorama Rd., N.W., Washing ton, DC 20009 ($40.00). Pub Type- Books (010) – Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* At Risk Persons, *Cognitive Devel opment, Disadvantaged, Disadvantaged Environ ment, *Early Intervention, Elementary
Trends, Elementary Secondary Education, *School Choice, Special Education, *State Legislation, *State Programs, *Student Placement, Transportation This report describes recent gains in support for the movement to allow parents to choose the public school which their children attend. Reasons for the movement's growth and methods of implementing school choice plans are presented. The paper then focuses specifically on interdistrict school choice plans, identifying major aspects which are likely to affect special education programs and the ability of students with handicaps to participate in these types of choice programs. Five major issues are discussed: (1) responsibilities of the resident district; (2) criteria for student admission to nonresident school districts; (3) due process; (4) finance; and (5) transportation. The report discusses each of the major issue areas as they relate to special education and describes how each area has been addressed in five states with interdistrict choice plans (Arkansas, Iowa, Minnesota, Nebraska, and Ohio). A final section summarizes, by state, the provisions included in each state's legislation. An appendix reprints the school choice legislation of each of the five states. Includes two references. (JDD) ED 318 186 EC 230 591 O'Reilly, Fran E. State Special Education Finance Systems, 1988-89. National Association of State Directors of Special Education, Washington, D.C. Spons Agency-Department of Education, Wash ington, DC. Pub Date—Dec 89 Contract—300-85-0167 Note-105p. Pub Type - Numerical/Quantitative Data (110) Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Categorical Aid, *Disabilities, Edu cational Finance, Elementary Secondary Education, *Equalization Aid, Financial Policy, *Resource Allocation, School Districts, Special Education, State Aid The report describes the approach used by each of the 50 states to fund educational and related services for children served as handicapped by the public schools. An initial chapter discusses state school finance systems, covering equalization and nonequalization aid formulas used for general aid, and special education funding formulas used for categorical aid. For each state, a description is given of the state funding mechanism used to distribute state resources for special education programs and services provided by local education agencies during the 1988-89 school year. State-by-state tables provide data on state aid programs, the relationship of special education funding to funding of general education and other categorical programs, funding of private school placements, factors included in state special education finance formulas, local education agency (LEA) fiscal responsibility for special education programs, special education funding formulas, and targeting of special education funds. Appendices contain a list of individuals in each state who may be contacted for greater detail regarding a state's formula, a list of 11 studies conducted by states regarding their special education finance systems, and a bibliography of 14 items. (JDD)
ED 318 184 EC 230 589 Education of Individuals with Disabilities Act of 1989. Calendar No. 379. Congress of the U.S., Washington, D.C. Senate Committee on Labor and Human Resources. Report No.-Senate-R-101-204 Pub Date-Nov 89 Note—98p. Available from Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402. Pub Type— Legal/Legislative/Regulatory Materi als (090) — Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Deaf Blind, *Delivery Systems, *Dis abilities, Elementary Secondary Education, Emotional Disturbances, *Federal Legislation, *Federal Programs, Hearings, Postsecondary Education, Preschool Education, *Services, Special Education Identifiers-Congress 101st, *Education of the Handicapped Act 1970 This report recommends reauthorization of the Education of the Handicapped Act (EHA) via Senate bill 1824, the Education of Individuals with Disabilities Act of 1989. The bill's primary focus is reauthorization of the discretionary programs of parts C through G of the EHA and creation of a new discretionary program addressing the special education and related services needs of children and youth with serious emotional disturbances. The legislative history of the EHA is provided, including summaries of hearings and testimony on its reauthorization. Another section offers a detailed explanation of the bill and the views of the Senate Committee on Labor and Human Resources, addressing: the bill's definitions, waiver of state immunity, administrative administrative provisions, provisions, state plans, evaluation, regional resource and federal centers, services for deaf-blind children and youth, early education, postsecondary education, secondary education and transitional services, personnel preparation, clearinghouses, advancing knowledge and practice, and instructional media and technology. The report also provides a cost estimate from the Congressional Budget Office, a regulatory impact statement, a section-by-section analysis, and a reprint of the EHA showing proposed changes to the existing law. (JDD)
ED 318 185 EC 230 590 O'Reilly, Fran E. Public School Choice: Implications for Children with Handicaps. Revised. Decision Resources Corp., Washington, DC.; Na tional Association of State Directors of Special Education, Washington, D.C. Spons Agency-Department of Education, Wash ington, DC. Pub Date—Feb 90 Contract—300-87-0155 Note-106p.; Parts of the document have marginal print. Twenty pages of the document have small print. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Admission (School), *Disabilities, Due Process, Educational Finance, Educational
ED 318 187 EC 230 592 Children with Disabilities Temporary Care, Reau thorization Act of 1989. Congress of the U.S., Washington, D.C. House Committee on Education and Labor. Report No.-House-R-101-114 Pub Date—27 Jun 89 Note-10p. Available from Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402. Pub Type— Legal/Legislative/Regulatory Materi als (090) — Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Agency Cooperation, Children, *Chronic Illness, * Disabilities, *Federal Legislation, Federal Programs, Infants, *Respite Care, State Programs Identifiers-Congress 101st, *Crisis Nurseries, Reauthorization Legislation This report accompanies House of Representatives bill 2088 and recommends passage of the bill to revise and extend programs established in the Temporary Child Care for Handicapped Children Page 8
Identifiers-Oregon The manual serves as a model for school districts developing procedures for supervising and evaluating their therapy services. The narrative is addressed to therapists rather than supervisors so that school districts can photocopy or adapt sections of the manual and assemble customized manuals for therapists in their programs. The first chapter, "Therapy Services in Educational Settings," describes a continuum of therapy services, the role of occupational therapy and physical therapy as "related services” under federal legislation, the hallmarks of effective therapy, and the role of supervisory leadership. "Supervision and Evaluation of Therapists Employed by Educational Agencies" provides forms for identifying therapist performance goals and evaluating therapists. Other chapters describe the role of licensed therapist assistants and methods of recruiting and retaining therapists in schools. Appendices include the following: (1) a continuum of student characteristics; (2) a service delivery model; (3) Oregon regulations on teacher evaluations and personnel file content; (4) a model performance appraisal instrument for school physical therapists; (5) information on recruitment and retention of pediatric physical and occupational therapists; (6) directories of educational programs in physical therapy and occupational therapy; and (7) directories of the State Placement Chairmen of the American Physical Therapy Association and the American Occupational Therapy Association. (JDD)
and Crisis Nurseries Act of 1986. The bill extends the programs for 2 years, strengthens reporting requirements, and requires the states to provide interagency coordination. Need for the legislation, as expressed through Congressional testimony, is documented. The report includes a legislative history, explanation of the bill, oversight considerations, cost estimate from the Congressional Budget Office, section-by-section analysis, and a reprint of the existing law showing changes made by the proposed legislation. (JDD) ED 318 188 EC 230 593 Hall, Sandra And Others Selected Articles on Feeding Children Who Have a Neuromuscular Disorder. TIES: Therapy in Educational Settings. Oregon Health Sciences Univ., Portland. Crippled Children's Div.; Oregon State Dept. of Education, Salem. Regional Services for Students with Or thopedic Impairments. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—Sep 87 Grant-G008630055 Note-52p. Available from—Child Development and Rehabili tation Center Publications, Oregon Health Sciences University, P.O. Box 574, Portland, OR 97207 ($8.00). Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Anatomy, *Cerebral Palsy, Child De velopment, Children, *Eating Habits, *Neurological Impairments, *Physical Disabilities, Physiology, *Self Care Skills Identifiers—*Feeding, Oral Hygiene, Sucking Be havior The manual contains articles about evaluating and addressing the feeding needs of children who have oral-motor dysfunctions. "Helpful Hints for Feeding Children with Oral-Motor Dysfunction" (Janet Wilson) offers 20 suggestions relating to such areas as positioning the child, monitoring food preferences, and attending to oral hygiene. "Procedures to Promote Jaw Control” (Sandra Hall) is a one-page paper on positioning the child for more effective jaw control. “Oral-Motor_Development: Normal and Abnormal" (Suzanne Evans Morris) describes three stages in oral-motor development: sucking and swallowing of liquids, spoon-feeding of semi-solids, and development of chewing. "Feeding Patterns of the Normal Infant” (Morris) offers a developmental perspective on feeding patterns from birth to 36 months of age. “Problems of Cerebral Palsy and Oral-Motor Function” (Morris and Sandra Stockdale Weber) discusses characteristics of cerebral palsy which may impair the development of oral-motor skills, such as abnormal postural tone, abnormal oral and facial sensitivity, abnormal oral reflexes, and inability to imitate oral movements. "Overview of the Anatomy and Physiology of the Oral-Pharyngeal Mechanism” (Morris) addresses how anatomy and physiology affect the normal developmental process and how they influence the approach to treatment in neurologically impaired children. (JDD)
dren who have a neuromuscular disorder such as cerebral palsy. The manual attempts to develop the following competencies: selecting foods of an appropriate consistency, ensuring that the child is positioned correctly for feeding, feeding a child appropriately with a spoon, feeding a child appropriately with a cup, using strategies that facilitate normalcy of oral motor patterns, citing precautions to be considered during feeding a child with oral motor dysfunction, and recognizing the role of the therapist in developing and monitoring the child's feeding program. The importance of feeding to nutrition, socialization, communication, and pre-speech development is noted. A developmental sequence of feeding, a general progression of difficulty in chewing and swallowing food, and seven references are included. (JDD) ED 318 190 EC 230 595 Hylton, Judith And Others The Role of the Physical Therapist and the Occu pational Therapist in the School Setting. TIES: Therapy in Educational Settings. Revised. Oregon Health Sciences Univ., Portland. Crippled Children's Div.; Oregon State Dept. of Education, Salem. Regional Services for Students with Or thopedic Impairments. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—Sep 87 Grant-G008630055 Note—78p. Available from Child Development and Rehabili tation Center Publications, Oregon Health Sciences University, P.O. Box 574, Portland, OR 97207 ($8.00) Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Disabilities, Elementary Secondary Education, *Intervention, *Occupational Therapists, *Physical Therapists, *Staff Role, Student Evaluation, Time Management Identifiers—Oregon The manual aims to assist occupational and physical therapists in describing the differences between school-based therapy and clinic-based therapy, recognizing the primary role of school-based therapy in special education, identifying the therapist's responsibilities in the Individualized Education Program development process, describing the therapist's role in delivering a full range of therapy services, and determining an appropriate distribution of the therapist's time. The manual distinguishes clinic therapy from school therapy; defines legal terms relating to school therapy; describes the responsibilities of therapists, therapist assistants, and classroom aides; discusses the therapist's role on the multidisciplinary team and in the referral process; lists services provided by therapists; outlines the range of intervention services; presents a functional approach to treatment; and suggests a formula for determining caseloads. Appendices contain sample job descriptions, excerpts from Public Law 94-142, licensing requirements in Oregon, a list of acronyms, a directory of Oregon direct service providers, and a review of "related services” requirements under Public Law 94-142. (JDD)
ED 318 192 EC 230 597 Cicirello, Nancy And Others The Therapist's Role in Adapted Physical Educa tion. TIES: Therapy in Educational Settings. Oregon Health Sciences Univ., Portland. Child De velopment and Rehabilitation Center.; Oregon State Dept. of Education, Salem. Regional Ser vices for Students with Orthopedic Impairments. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date May 89 Grant-G008630055 Note51p. Available from Child Development and Rehabili tation Center Publications, Oregon Health Sciences University, P.O. Box 574, Portland, OR, 97207 ($8.00). Pub Type - Guides - Non-Classroom (055) – Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Adapted Physical Education, Ath letics, Elementary Secondary Education, Interprofessional Relationship, Lesson Plans, *Occupational Therapy, Physical Activities, *Physical Disabilities, *Physical Therapy, *Staff Role, *Therapists Identifiers—Oregon The manual's purpose is to acquaint physical and occupational therapists with the goals and practices of adapted physical education (PE). The manual delineates the essential difference between therapy and adapted PE in terms of their differing goals for students and separate training and certification of practitioners. The manual then offers a variety of suggestions for working with teachers to alter equipment, rules, time limits, positions, and size of teams and playing areas so that students with disabilities will have PE experiences that are meaningful and beneficial. A section on modifying PE activities encourages therapists and teachers to involve students in making changes, consider long-range needs, and reward students for their “personal best" performance. Factors to consider for specific handicapping conditions are noted. Lesson plans are offered for jumping, kicking, visual tracking, catching, and throwing. Organized sports opportunities are described, focusing primarily on Oregon resources. Appendices include a list of 14 references; a roster of area directors of Oregon Special Olympics; a list of resources including organizations, written materials, and videotapes; and an article reprint of “Physical Education Activities for Children with Severe Cerebral Palsy” by Sue Miller and Ken Schaumberg. (JDD) ED 318 193 EC 230 598 Cicirello, Nancy And Others Teaching Nontherapists To Do Positioning and Handling in Educational Settings. TIES: Ther apy in Educational Settings. Oregon Health Sciences Univ., Portland. Child Development and Rehabilitation Center.; Oregon
ED 318 189 EC 230 594 Hall, Sandra And Others Considerations for Feeding Children Who Have a Neuromuscular Disorder. TIES: Therapy in Edu cational Settings. Oregon Health Sciences Univ., Portland. Crippled Children's Div.; Oregon State Dept. of Education, Salem. Regional Services for Students with Or thopedic Impairments. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—Sep 87 Grant-G008630055 Note—28p. Available from—Child Development and Rehabili tation Center Publications, Oregon Health Sciences University, P.O. Box 574, Portland, OR 97207 ($8.00) Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Cerebral Palsy, Children, Develop mental Stages, Eating Habits, *Neurological Impairments, *Physical Disabilities, *Self Care Skills Identifiers—*Feeding The material in this manual was selected to help non-therapists carry out feeding activities with chil
ED 318 191 EC 230 596 Reed, Penny And Others A Model Plan for the Supervision and Evaluation of Therapy Services in Educational Settings. TIES: Therapy in Educational Settings. Oregon Health Sciences Univ., Portland. Child De velopment and Rehabilitation Center.; Oregon State Dept. of Education, Salem. Regional Ser vices for Students with Orthopedic Impairments. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—Sep 88 Grant—G008630055 Note—99p. Available from—Child Development and Rehabilitation Center Publications, Oregon Health Sciences University, P.O. Box 574, Portland, OR 97207 ($8.00). Pub Type - Guides - Non-Classroom (055) — Ref erence Materials - Directories/Catalogs (132) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Delivery Systems, *Disabilities, Ele mentary Secondary Education, *Evaluation Methods, Labor Turnover, Models, *Occupational Therapy, *Physical Therapy, *Recruitment, Staff Role, Supervision
very little use of computers in areas other than reading and mathematics, and students were not found to regularly use available computers to work on instructional activities. Computers were generally used in special classrooms and resource rooms, rather than being integrated into regular classroom activities. Many students requiring unavailable interface equipment aside from the standard keyboard were unable to use computers. Appendices contain the questionnaire and a list of teacher-preferred software in several curriculum areas. Includes 18 references. (PB)
State Dept. of Education, Salem. Regional Ser vices for Students with Orthopedic Impairments. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—Jun 89 Grant-G008630055 Note—98p.; Some pages are printed on pink paper. Available from Child Development and Rehabili tation Center Publications, Oregon Health Sciences University, P.O. Box 574, Portland, OR 97207 ($8.00 manual; $27.00 each videotape, VHS) Pub Type— Guides · Non-Classroom (055) Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Elementary Secondary Education, Human Posture, Inservice Teacher Education, *Motor Reactions, *Occupational Therapy, *Physical Disabilities, *Physical Therapy, *Teaching Methods, Therapeutic Environment Identifiers—*Positioning (of Disabled) This manual helps physical and occupational therapists instruct nontherapists in positioning and handling students with physical disabilities. A chapter on movement and motor disability covers types of abnormality in muscle tone. A chapter on handling explains appropriate handling techniques and why they are necessary to the student's well-being. Another chapter addresses the principles of posture, movement, and proper body mechanics when transferring, lifting, and positioning students. The importance of therapeutic positioning to promote the maintenance of normalized muscle tone, skeletal alignment, and stabilization of body parts is discussed. Fifteen positions for laying, sitting, and standing are illustrated, with accompanying information about their advantages and disadvantages and tips for their use. A final chapter describes the therapist's role in providing inservice training to education staff. Each chapter contains a section for physical and occupational therapists and a section for nontherapists who carry out recommendations made by therapists. Some chapters include a list of book and videotape references. Appendices contain a glossary, a list of 12 references, and a list of two resources for nontherapists. A videotape titled "Teaching Nontherapists to Protect Their Backs When Moving Students with Physical Disabilities” is available as a companion to the manual. (JDD) ED 318 194 EC 230 599 Schrak, MaryGrace Reducing the Amount of Physical Contact among Students in a Special Education Classroom. Pub Date—[88] Note-15p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Aggression, *Behavior Modifica tion, *Behavior Problems, Classroom Techniques, Discipline, Elementary Education, Intervention, *Positive Reinforcement, Student Behavior The study sought to reduce physical contact among students in a special education classroom and to reduce inappropriate contact with classroom objects or materials. Four students, aged 7-9, who exhibited disruptive classroom behavior, were the subjects. During small-group mathematics instruction, three rules of discipline were explained to the students. For each 3-minute period that a student followed the three rules, he or she received a colored chip. Chips were later counted and turned in to receive an edible reinforcer. With each passing day of week 1, the total number of disruptive behaviors gradually decreased, with the most dramatic decrease occurring between the first and second day. During a fading period, the number of chips required to earn the reinforcement was increased and the number of minutes required with no disruptive behavior was increased. The intervention was concluded to be successful and applicable to most special education classes for 6-to-14-year-olds and to most regular education classes from grades K-3. (JDD) ED 318 195 EC 230 600 Special Education and a Changing School Policy. New York City Board of Education, Brooklyn, N.Y. Div. of Special Education. Pub Date—Nov 89 Note-23p. Pub Type— Guides · Non-Classroom (055) – Opinion Papers (120) EDRS Price - MF01/P001 Plus Postage.
Descriptors—*Delivery Systems, Disabilities, Ele mentary Secondary Education, Intervention, Models, *Program Implementation, *Regular and Special Education Relationship, Staff Role, Student Needs, *Student Placement, Teacher Re sponsibility, Teacher Role Identifiers—*New York (New York), Prereferral Intervention This concept paper presents a model for developing a more unified student-centered system of education to meet all students' educational needs in New York City Public Schools. It is intended to promote thinking and discussion on the educational needs of students with handicapping conditions within the larger general education system. General parameters for merging special education staff expertise and procedures into the total school community are described, calling for broadening of staff roles and shared responsibility for meeting student needs. A continuum of intervention levels is outlined, beginning with the classroom teacher who tries an array of strategies for meeting learning needs and moving through several stages to special education placement. Also described are the responsibilities of the school district and Committees on Special Education. Several concerns which must be addressed in implementing such a model are discussed, including: organization, training, management information, standards and accountability, and incentives / disincentives. (JDD) ED 318 196 EC 230 826 Marfo, Kofi And Others Child, Program, and Family Ecological Variables in Early Intervention. Pub Date-[88] Note-30p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Child Development, Demography, * Developmental Disabilities, *Early Intervention, Factor Analysis, Family Characteristics, *Mental Retardation, Outcomes of Education, Parent Attitudes, Participant Satisfaction, *Predictor Variables, Preschool Education, *Program Effectiveness, Program Evaluation This study examined child developmental, program, family ecological, and demographic variables from 200 families with mentally retarded or developmentally delayed toddlers, to identify predictors of child developmental progress and parental satisfaction following participation in early intervention. Child developmental progress correlated positively with entry-point developmental age, parental expectations, quality of the home environment, and parental satisfaction, while correlating negatively with severity of delay and time spent in intervention. The best predictors of child progress were entry-point developmental age, parental expectations, and time spent in intervention. Parental satisfaction was associated positively with perception of worker competence, perceived knowledge gain, parental expectations, and current as well as entry-point child developmental age. Knowledge gain, expectations, and worker competence were the best predictors of parental satisfaction with intervention. Includes 30 references. (PB)
ED 318 198 EC 230 828 Spenciner, Loraine J., Ed. Cohen, Libby G., Ed. A Software Guide for the Special Educator. Spons Agency–Maine State Dept. of Educational and Cultural Services, Augusta. Div. of Special Education. Pub Date—89 Note-138p. Pub Type- Reference Materials - Directories/Cat alogs (132) - Book/Product Reviews (072) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Computer Assisted Instruction, *Computer Software Reviews, *Courseware, *Disabilities, Elementary Secondary Education, Interpersonal Competence, Keyboarding (Data Entry), Mathematics Instruction, Problem Solving, Questionnaires, Reading Instruction, *Special Education, State Surveys This guide summarizes and evaluates 48 educational software packages for special educators working on the specific skill areas of keyboarding, language arts, math, personal/social skills, problem solving, readiness, and reading. Each review is written by a teacher and covers strengths and weaknesses of the software, suggested activities for its use, publisher data, and an evaluation summary rating the package on 18 factors. An appendix lists curriculum software packages preferred by over 350 Maine special educators, with an indication of the number of teachers using each package. Includes 12 references. (PB) ED 318 199 EC 230 829 Marcell, Michael M. Croen, Pamela S. Vocabulary Comprehension by Down Syndrome Adolescents. Pub Date—Aug 89 Note-6p.; Paper presented at the Annual Conven tion of the American Psychological Association (97th, New Orleans, LA, August 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, *Comprehen sion, *Downs Syndrome, Elementary Secondary Education, Language Skills, *Mental Retardation, Multivariate Analysis, Nonverbal Tests, *Receptive Language, Student Evaluation, *Vocabulary Skills This study probed whether or not a distinctive Down syndrome (DS) pattern could be found in the realm of vocabulary comprehension. Groups of 29 each of DS adolescents, non-DS mentally retarded (MR) adolescents, and nonretarded children were statistically matched on receptive vocabulary ability; DS and MR groups were also matched for chronological age. The DS and MR groups had mean chronological ages of 209.6 and 209.8 months, respectively. The mean chronological age of the nonretarded group was 62.6 months; the mean age equivalence scores of the two adolescent groups were 56.7 months (DS) and 57.9 months (MR). Subjects were tested on the Peabody Picture Vocabulary Test-Revised, a nonverbal test of receptive language. Multivariate analyses indicated that DS and MR groups did not differ in understanding of the words in any category and in fact showed higher levels of comprehension than the nonretarded group in two categories, implying that DS individuals do not show specific deficiencies in vocabulary comprehension. (PB)
ED 318 197 EC 230 827 Cohen, Libby G. Spenciner, Loraine J. Integrating Software into the Curriculum: A State wide Study. Spons Agency–Maine State Dept. of Educational and Cultural Services, Augusta. Div. of Special Education. Pub Date—Aug 89 Note-60p. Pub Type- Reports - Research (143) EDRS Price - NF01/PC03 Plus Postage. Descriptors-Assistive Devices (for Disabled), Computer Assisted Instruction, Computer Software, *Computer Uses in Education, Courseware, *Disabilities, Elementary Secondary Education, Input Output Devices, Mathematics Instruction, Questionnaires, Reading Instruction, *Special Education, State Surveys, Teacher Background Identifiers Maine This study reports the results of a questionnaire mailed to 700 teachers probing uses of computer software in Maine special education programs. Findings based on a 54 percent response (N=381) indicate no significant differences in educational level, previous training, gender, years of experience, or age between computer users and non-users. Impediments to using computers and activities helpful in using computers were also analyzed. There was
ED 318 200 EC 230 830 Conversion: Restructuring for Integrated Commu nity Placement. NARF Monograph Series. National Association of Rehabilitation Facilities, Washington, DC. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—Dec 88 Grant-G008745415 Note—24p.; For a related document, see EC 230 Available from National Association of Rehabili
tation Facilities, P.O. Box 17675, Washington, DC 20041 ($2.98 members; $5.00 nonmembers). Pub Type - Opinion Papers (120) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Community Programs, *Disabilities, *Employment Programs, Ethics, Financial Support, Legislation, Policy, Position Papers, Postsecondary Education, Rehabilitation Centers, *Rehabilitation Programs, Residential Programs, Resource Allocation, *Vocational Rehabilitation Identifiers—*National Association of Rehabilita tion Facilities, *Supported Employment Programs This booklet presents the positions of the National_Association of Rehabilitation Facilities (NARF) on issues relating to supported employment in community settings and conversion of resources from previous programs for new applications. The booklet discusses NARF's previ. ous statements, the legal basis for conversion of resources, proactive involvement, the philosophy of conversion resource allocation, risk containment in developing supported employment programs, planning for conversion, and decision ethics. Includes 15 references. (PB)
Identifiers—*Supported Employment Programs This booklet gathers and discusses best practices for supported employment in rehabilitative facilities. The first chapter reviews the need to identify best practices and examines such issues as jobs, integration, and quality of life. The second chapter describes eight programs chosen as exemplary, providing data on program goals, average wage and hour conditions of program placements, philosophical orientation, staff, clients, funding, and strengths. The third chapter offers conclusions, discussing 32 common practices found to be effective in the chosen programs. Twenty-eight references are included, and appendices describe methodology, including the Supported Employment Quality Indicators Profile. (PB)
ity” (Nancy Ewald Jackson); “Rules, Roles, and Responsibilities" (Joan Ellenhorn); “A Case for Acceleration" (Holly Hultgren);"Homeschooling Gifted Children" (Kathi Kearney); "Spatial Learners” (Linda Silverman); “Profiles of the Gifted in the Home Environment" (George Betts); “Special Problems of Young Highly Gifted Children” (Stephanie Tolan); “Guarding the Gifted Child: (Elizabeth Meckstroth); “Empathy, Ethics, and Global Education" (Annemarie Roeper); and “Moral Dilemmas as Formulated by Gifted Students" (Nicholas Colangelo). (PB)
ED 318 201 EC 230 831 Quality of Life. NARF Monograph Series. National Association of Rehabilitation Facilities, Washington, DC. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—Dec 88 Grant-G008745415 Note-21p.; For a related document, see EC 230 830. Available from National Association of Rehabili tation Facilities, P.O. Box 17675, Washington, DC 20041 ($2.98 members; $5.00 nonmembers). Pub Type- Information Analyses (070) -- Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Disabilities, Independent Living, *Institutional Advancement, Marketing, Organizational Development, Program Effectiveness, *Program Evaluation, Quality of Life, Quality of Working Life, Rehabilitation Centers, *Reha bilitation Programs Identifiers-Supported Employment Programs Oriented to rehabilitation facilities that are interested in maintaining and expanding their markets, this pamphlet presents publication excerpts that provide an understanding of the impact of organizational quality. The excerpts emphasize development of quality products and services through motivation of staff, effective communication, use of small divisions and quality circles, adaptability, and little formality. The role of quality of life in the community integration/community living movement is described. Elements of quality of life, such as empowerment, friendship, and being valued, are described. Supported employment is cited as a vehicle that may improve quality of life by adding work options. Basic ingredients involved in quality of work life are examined, along with the role of rehabilitation facilities in focusing their attention on these ingredients. Finally, the position of the National Association of Rehabilitation Facilities is stated. Includes 29 references. (JDD) ED 318 202 EC 230 832 Exemplary Supported Employment Practices. NARF Technical Assistance Series. National Association of Rehabilitation Facilities, Washington, DC. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—Nov 89 Grant-G008745415 Note—91p. Available from-National Association of Rehabili tation Facilities, P.O. Box 17675, Washington, DC 20041 ($3.50 members; $6.50 nonmembers). Pub Type- Reports · Descriptive (141) Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Demonstration Programs, *Disabili ties, *Employment Programs, Human Services, Job Placement, Postsecondary Education, Program Evaluation, Quality of Life, *Rehabilitation Programs, Social Integration, *Vocational Rehabilitation
ED 318 203 EC 230 833 Supported Employment Resource Guide, 1990. NARF Technical Assistance Series. National Association of Rehabilitation Facilities, Washington, DC. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—Jan 90 Grant-G008745415 Note-150p. Available from—National Association of Rehabili tation Facilities, P.O. Box 17675, Washington, DC 20041 ($5.00). Pub Type- Reference Materials - Bibliographies (131) - Reference Materials - Directories/Cata logs (132) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Audiovisual Aids, Computer Soft ware, Demonstration Programs, *Disabilities, *Employment Programs, Federal Programs, Job Placement, Postsecondary Education, Program Administration, Rehabilitation Centers, *Rehabilitation Programs, Resources, State Programs, *Technical Assistance, *Vocational Rehabilita tion Identifiers—*Supported Employment Programs This 1990 edition lists print, audiovisual, organizational, and program resources in the area of supported employment programs for individuals with disabilities. The first section focuses on training, technical assistance, and research, listing 27 state-supported employment demonstration projects funded by the Office of Special Education and Rehabilitative Services, federal resources, university affiliated programs, state chapters of the National Association of Rehabilitation Facilities, and other rehabilitation research and training centers and technical assistance sources. The second section covers media resources, including newsletters/information packets, audiovisual materials, and software resources. The bibliography section lists several hundred resources divided into administration and business concerns; future, global, and policy issues; techniques in assessment, job coaching, training, programming, and other areas; and outcomes. (PB) ED 318 204 EC 230 834 Silverman, Linda, Ed. Understanding Our Gifted. Volume 1, Issues 1-6, September 1988-July 1989. Pub Date-Jul 89 Note-130p. Available from-Snowpeak Publishing, Inc., P.O. Box 3489, Denver, CO 80161 ($6.50 each issue). Journal Cit-Understanding Our Gifted; v1 n1-6 Sep 1988-Jul 1989 Guides - Non-Classroom (055) able from EDRS. Descriptors-Book Reviews, *Child Development, *Child Rearing, Creativity, Developmental Psychology, Elementary Secondary Education, *Gifted, Legislation, Parent Education, Preschool Education, *Teaching Methods This set of newsletters presents a developmental perspective on gifted students from preschoolers to adolescents. Included are such regular columns as "The Hidden Gifted Learner," “Parenting the Gifted,” “Instructional Strategies,” “Creative Ventures and Encounters,” “The Reading Room” (a book review column), "Personality Plus," "Adolescent Passages," "The Highly Gifted,” and “From Parent to Parent.” Feature articles include, among others, “I Just Want My Child to Be Happy” (Wendy Roedell); “Stress and the Gifted Child” (James Delisle); "The Gift of Early Reading Abil
ED 318 205 EC 230 835 Lundin, Janet, Ed. Clark-Thomas, Eleanor, Ed. Program Guidelines for Language, Speech, and Hearing Specialists Providing Designated In struction and Services. California State Dept. of Education, Sacramento. Report No.-ISBN-0-8011-0817-9 Pub Date—89 Note—97p. Available from—Bureau of Publications, Sales Unit, California State Department of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($6.00). Pub Type— Guides - Non-Classroom (055) Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Compliance (Legal), Delivery Sys tems, *Educational Diagnosis, Elementary Secondary Education, Evaluation Methods, *Handicap Identification, *Hearing Impairments, Individualized Education Programs, *Language Handicaps, Models, Program Evaluation, Referral, Regular and Special Education Relationship, Self Evaluation (Groups), *Speech Handicaps, *Student Evaluation Identifiers—California These guidelines serve as a model for meeting the educational needs of students with language, speech, and hearing disorders. The guidelines clarify the paperwork requirements of federal and state statutes; reduce paperwork procedures to increase instructional time to students; recommend service delivery models; provide criteria to assist in monitoring an effective program; and incorporate the expertise of the language, speech, and hearing specialist with the regular education program to assist students who are underserved and do not meet eligibility criteria. Individual chapters cover: identification and referral, the assessment process, eligibility for special education, Individualized Education Program development, requirements for and reduction of paperwork, and service delivery models. Appendixes contain information on the role of the language, speech, and hearing specialist; professional qualifications in California; certification standards for the language, speech, and hearing specialist; sources of funding; least restrictive environment policy; and facilities and equipment. Also included are: (1) a list of resource persons who can provide information about technical assistance, severity rating scales, and computerized individualized education programs; (2) a questionnaire for evaluating and improving the effectiveness of local programs; and (3) several assessment, referral, and other administrative forms. (JDD) ED 318 206 EC 230 836 Haynie, Marilynn And Others Children Assisted by Medical Technology in Edu cational Settings: Guidelines for Care. Children's Hospital, Boston, MA. Spons Agency-Dyson Foundation, New York, NY.; Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Maternal and Child Health and Resources Development.; National Inst. on Disability and Rehabil itation Research (ED/OSERS), Washington, DC. Pub Date—89 Grant-G0086C3511-88; G0086C3511-88A; MCH928 Note-193p. Pub Type- Guides - Non-Classroom (055) Tests/Questionnaires (160) EDRS Price - MF01/PCO8 Plus Postage. Descriptors—Child Caregivers, *Chronic Illness, Elementary Secondary Education, *Health Services, *Intervention, Medical Services, *Physical Disabilities, *Physical Health, Records (Forms), Respiratory Therapy, Skill Development, *Spe cial Health Problems Identifiers—Catheterization (Urinary), Intravenous Therapy, Ostomy Care, Tube Feeding
Note-17p. *Gifted, *Mentors, Program Development, *Talent The paper reviews the literature on the practice of mentoring as it applies to helping gifted/creative/talented students. It addresses: the attributes and traits of mentors and protegees; the roles of mentors; the relationship between mentors and students; how the needs of the gifted student might be filled through mentorship programs; and such program development concerns as program length, recruitment of mentors, selection criteria for mentors and protegees, and matching procedures. Includes 33 references. (JDD)
in establishing an environment for the safe and well-adapted functioning of children with chronic illness, physically disabling conditions, and medical dependency. The guidelines provide a basic structure for operations and suggested procedures intended to help schools and families as they develop individually customized programs. Section I contains administrative guidelines, outlining procedures for entrance of the child into an educational setting and describing universal precautions regarding safe handling of blood and body fluids, disposal of waste materials, and basic hygiene. Section II includes useful sample documents: a Health Care Plan, an Emergency Plan, a log sheet, and permission forms. Section III contains procedural guidelines for tube feeding, intravenous lines, catheterization, ostomy care, and respiratory care. Section IV contains skills checklists for training direct caregivers on such procedures as gastrostomy feeding, heparin lock flush, tracheostomy care, nasal/oral suctioning, and others. Includes over 100 references. (JDD) ED 318 207 EC 230 837 Dickens, Margie Newlin Cornell, Dewey G. Parental Influences on the Mathematics Self-Con cept of High-Achieving Adolescent Girls. AEL Minigrant Report No. 20. Appalachia Educational Lab., Charleston, W. Va. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Feb 90 Contract-400-86-0001 Note-20p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academically Gifted, Adolescents, Expectation, *Females, Identification (Psychology), *Mathematics Skills, Parent Attitudes, Parent Child Relationship, *Parent Influence, Secondary Education, Self Concept, Self Evaluation (Individuals) The study examined parental influence on the math self-concept of 165 high-achieving adolescent girls. The research assessed the impact of parent attitudes about their own math abilities, parent expectations for their daughters, and degree of parent-child identification on the girls' own math self-concepts. A series of path analyses revealed that parent expectations have a significant impact on adolescent girls' beliefs about their own mathematical ability, regardless of parent-child identification. Parent math self-concept has little direct effect on daughter math self-concept, although it has a modest effect on parent expectations for daughters. Includes 17 references. (Author/JDD)
ED 318 210 EC 230 864 Making a New Start: Redefining the Role of the School in Helping People with Severe Disabilities To Prepare for Life [and] Preparing for Transition: Helping Young People with Severe Disabilities To Prepare for Life. Executive Sum mary. New Hampshire State Dept. of Education, Con cord. Special Education Bureau.; New Hampshire State Developmental Disabilities Council. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—88 Note-35p. Pub Type— Guides - Non-Classroom (055) — In formation Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Agency Cooperation, Curriculum Development, *Educational Objectives, *Educational Policy, *Education Work Relationship, Employment Opportunities, Independent Living, Institutional Cooperation, Models, Program Effectiveness, Secondary Education, *Severe Disabilities, Social Integration, Teacher Education, *Transitional Programs Identifiers—New Hampshire This background paper seeks to clarify the concept of transition for students with severe disabilities and to describe New Hampshire's response to the federal school-to-work initiatives. A conceptual framework is presented for linking educational outcomes more closely with improved adult life expectations. The framework seeks to encourage local education agencies to review their traditional curricula and develop transition programs which provide greater real-world opportunities for students with severe disabilities. Following a discussion of the historical development of transition, various transition models are described. Current practices and problems in transition programming are outlined, focusing on four key issues: curriculum, coordination, teacher preparation, and employment options. Ten policy recommendations are offered for promoting a statewide transition initiative. A separate executive summary of the paper is attached, under the title “Preparing for Transition: Helping Young People with severe Disabilities to Prepare for Life.” The executive summary provides background information and an identification of the problem, lists important ingredients of successful transition programs, and asks 15 questions to evaluate the effectiveness of secondary educational programs. (The document includes over 70 references.) (JDD)
Instruction, *Songs Identifiers—*Quebec A discussion of the use of songs to teach French as a second language focuses on the value of songs in teaching aspects of pronunciation. An introductory section describes the benefits of songs as instructional material, particularly to impart cultural information about Quebec to Canadian anglophones. Three sections outline justifications for the use of songs to develop cognitive skills, demonstrate the relationship of language rhythm and song rhythm, and to teach a second or third language. Subsequent sections address the following topics: arguments validating song use, based on classroom experiments; five classroom experiments gradually developing specific listening skills and rhythmic acuity; a repertoire of songs for classroom use; and classification of songs according to different phonetic phenomena occurring within them. It is concluded that the qualitative and quantitative evidence resulting from the experiments described support the value and effectiveness of using songs in language instruction. A bibliography of 64 items is included. (MSE) ED 318 212 FL 017 770 McConnell, Grant D. Gendron, Jean-Denis Dimensions et measure de la vitalite linguistique (Dimensions and Measurement of Linguistic Vi. tality). Volume 1. Publication G-9. Laval Univ., Quebec (Quebec). International Cen ter for Research on Bilingualism. Report No.-ISBN-2-89219-190-4 Pub Date—88 Note—174p. Language-French Pub Type— Reports - Research (143) EDRS Price - MF01/PCO7 Plus Postage. Descriptors—Computer Oriented Programs, De mography, Foreign countries, *Language Research, *Language Role, *Linguistic Theory, Research Methodology, Statistical Analysis, Uncommonly Taught Languages, Written Language Identifiers—*India The first volume of a study of the vitality of written Indian languages explains a computerized system for rating vitality and tests certain demographic variables, with statistical analysis, to determine their influence on the vitality rating. An introductory section examines the concept of linguistic vitality and issues of its measurement. The first part of the main report describes the history of the project to inventory written Indian languages and the development of the computerized system for it. In this section, the eight domains of language use considered in the measurement of vitality are explained: religion, school, mass media, administration, courts, legislature, manufacturing industry, and sales and service enterprises. Technical aspects of the study are also detailed. The second part of the report outlines the statistical analyses used for the project and explains how the statistical models were chosen. Appended materials include: a list of the languages studied; a list of regions of India; a computer printout of a sample completed questionnaire; written, oral, and global ratings of vitality for each language domain in each locality for one language; and a printout of the data used for regression calculations. (MSE)
ED 318 208 EC 230 838 Claus, Richard N. Quimper, Barry E. Gifted and/or Talented Target Population and Identification Process: Matrix of Student Characteristics and Data Sources, 1988-89. Evalua tion Report. Saginaw Public Schools, Mich. Dept. of Evaluation Services. Pub Date—Dec 88 Note—24p. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Ability Identification, Affective Measures, Cognitive Tests, Elementary Secondary Education, *Evaluation Methods, *Gifted, Preschool Education, Psychomotor Skills, Student Characteristics, Student Evaluation, *Talent, *Tests The paper identifies characteristics of gifted and talented children. A matrix is presented listing gifted/talented student characteristics crossed with possible information sources for determining giftedness (i.e., test data, performance data, and developmental data). Appendix pages then provide details of various tests that are available to aid the identification process. In the category of cognitive ability, tests listed include individual and group intelligence tests, aptitude tests, achievement tests, and creative and critical thinking skills tests. Affective data may be assessed through self-concept tests and personality tests. Psychomotor tests are also included. The appropriate age or grade level for each test is cited, and subtests of each test are noted.(JDD) ED 318 209 EC 230 839 Winters, Barry Mentorships for Gifted/Creative/Talented Stu dents. Pub Date-[89]
ED 318 211 FL 017 769 Poliquin, Gaetane La Chanson et al correction phonetique (Song and Phonetic Correction). Publication B-167. Laval Univ., Quebec (Quebec). International Cen ter for Research on Bilingualism. Report No.-ISBN-2-89219-189-0 Pub Date—88 Note—75p. Language-French Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Classification, Classroom Research, Classroom Techniques, Cognitive Processes, Foreign Countries, French, *Language Processing, Language Research, Language Rhythm, Linguistic Theory, Media Selection, *Phonetics, *Pronunciation Instruction, Second Language
ED 318 213 FL 017 979 Thompson, David A. Lockhart River "Sand Beach” Language: An Outline of Kuuku Ya'u and Umpila. Work Papers of SIL-AAIB, Series A Volume 11. Summer Inst. of Linguistics, Darwin (Australia). Australian Aborigines and Islanders Branch. Report No.-ISBN-0-86892-330-3 Pub Date—88 Note-162p. Available from-Bookseller, Summer Institute of Linguistics, PO Berrimah, Darwin NT 5788, Aus tralia ($6.50 plus postage and handling). Pub Type - Reports - Evaluative (142) — Refer ence Materials · Vocabularies/Classifications (134) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Australian Aboriginal Languages, Descriptive Linguistics, Foreign Countries, Language Research, Linguistic Theory, *Morphology (Languages), *Phonology, Pronouns, *Pronunciation, Structural Analysis (Linguistics), *Syntax, *Uncommonly Taught Languages, Verbs Identifiers—*Kuuku Yau, *Umpila The Australian aboriginal language Kuuku Ya'u and its closely related dialect Umpila are described.
schemata and processes top-down; (2) the input text, so called because its function is to input text in the learning process; and (3) the grammatical display text, which may include textbook dialogues or chapter texts because they are explanatory only. Passages from German texts are used to distinguish the uses of the various text types. Selection of textbooks and authentic texts is discussed. A brief bibliography is included. (MSE)
An introductory chapter provides information on the classification of the languages, linguistic type, and dialect groups. The second chapter outlines aspects of the phonology of Kuuku Y'au and Umpila, including phonemes, vowel length, consonant length, word stress, and phonotactics. Chapter 3, on morphology, describes the parts of speech and details the morphology of nouns, pronouns, and verbs. The fourth chapter describes the syntax of simple sentences; noun phrases; complex sentences; mood and aspect; and sentence interjections, particles, and clitics. A brief chapter, chapter 5, is devoted to metaphorical extensions of body part terms. Chapter six contains five texts with morphological analysis and English translation. Chapter seven is a guide to the pronunciation of letters and phonemes. The final chapter consists of a two-way glossary. The English-to-Kuuku Ya'u/Umpila word list is organized by Semantic category, and the Kuuku Ya’u/Umpila-to-English list is organized alphabetically. A brief list of references and a map are appended. (MSE)
activity where television commercials, targeted at specific Hispanic groups, are viewed by students prior to the reading of short articles. This activity is helpful in sensitizing students to the characteristics that distinguish different Hispanic groups. In this activity, students view the video without sound, fill in charts about the action in the commercial, and re-view the video with sound to compare their responses. This exercise is followed up with other exercises, including relating the commerical to real-life situations, reading a supplementary article, engaging in discussion, and writing a reaction to the article. The second part demonstrates the viewing of a short story on video before reading it. After viewing the first 15 minutes of the video in silence, students respond to a series of questions about the video, its events, characters, vocabulary, and dialogue. Afterward, the exercises can be repeated for the rest of the story. Titles and sources of recommended prerecorded story videos are listed. (MSE) ED 318 216 FL 018 246 Farrell, Alan Oral Patterns and Written Composition. Pub Date—[88] Note36p.; In: Perspectives in Foreign Language Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244. Pub Type- Opinion Papers (120) – Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Classroom Techniques, French, *Language Patterns, *Oral Language, Second Language Instruction, Writing (Composition), *Writing Instruction It is proposed that many students are unable to distinguish between unguarded writing patterns and literate or expository ones, and it is becoming increasingly necessary in writing instruction to clarify and impose the distinction between these patterns. This problem is confounded by current trends toward exclusively spoken language in the classroom and the use of culturally authentic oral patterns. The common element in written and oral language is the need for economy, which can be exploited to systematically address the disorderliness of unguarded language. A long and relatively complex sentence can be analyzed for simple elements: action and action verbs, responsible agents and victims, and referents. This information can be restructured into a simpler version of the story. Another exercise has students seeking the essential words in a page or passage, at first by guided searching and later without guidance. The resulting list of verbs and nouns can be reconstituted into sentences and paragraphs, with themes and conclusions. An additional strategy uses the vocabulary relating to familiar movies, which students write into sentences explaining the movie stories, manipulating forms and syntax through drills, and adding and changing phrases. Another approach uses analysis of word clustering and sentence formulas in a passage. (MSE) ED 318 217 FL 018 247 Kuhn-Osius, K. Eckhard Kym, Annette Using Reading to promote Proficiency. Pub Date—88 Note-15p.; In: Perspectives in Foreign Language Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244. Pub Type— Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-German, *Language Proficiency, *Reading Instruction, Reading Processes, *Reading Skills, Schemata (Cognition), Second Language Instruction, Skill Development, *Textbook Selection Identifiers-Authentic Materials A discussion of second language reading instruction to develop language proficiency examines the concept of reading proficiency, the reading processes used by native speakers and language learners, the importance of top-down and bottom-up reading, activating predicting and projecting skills, the difference between reading at the peak of one's proficiency and reading for proficiency, and three different types of reading texts. The three text types examined are: (1) the information text, which may be linguistically difficult for the student, but can be understood if the student consciously activates
ED 318 214 FL 018 244 Perspectives in Foreign Language Teaching. Con ference on the Teaching of Foreign Lanugages and Literatures (12th, Youngstown, Ohio, Octo ber 21-22, 1988). Youngstown State Univ., OH. Dept. of Foreign Languages and Literatures. Spons Agency-Martha Holden Jennings Founda tion, Cleveland, Ohio. Pub Date-88 Note-123p.; For individual papers, see FL 018 245-254. Partially supported also by the Interna tional Institute Foundation of Youngstown, Inc. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Applied Linguistics, Business Admin istration Education, Career Development, Classroom Techniques, Diachronic Linguistics, Diagnostic Tests, #Educational Strategies, *Educational Technology, French, German, Grammar, Language Patterns, *Language Proficiency, Oral Language, Public Speaking, Radio, Reading Instruction, Realia, Second Language Instruction, Second Language Learning, Skill Development, Spanish, Technological Advancement, Videotape Recordings, Vocabulary, Writing (Composition), Writing Instruction Identifiers—Minitel, Teletel Selected conference papers address the following topics in the field of foreign language instruction: "The Use of Video as a Reading Tool in Spanish Intermediate Courses” (Julia Coll); “Oral Patterns and Written Composition" (Alan Farrell); “Using Reading to Promote Proficiency" (K. Eckhard Kuhn-Osius, Annette Kym); “The Application of Historical Linguistic Information to the Foreign Language Classroom" (Joel Rini); "What's in the Bag (and Why?): Tangibilia for the Classroom” (James M. Ogier); “Plus Ca Change: Minitel and Teletel, Electronic Marvels with Language Teaching Potential” (William J. Carney); “Use of Radio Plays and Video Tapes in Intermediate French and German Classes” (Anna Otten); “Diagnostic Testing: One Faculty's Experience" (Grover E. Marshall); “Public Speaking and International Career Development in the Foreign Language Business Course” (Susan M. Johnson); and "Teaching Grammar and Vocabulary for Proficiency” (Eileen W. Glisan). (MSE) ED 318 215 FL 018 245 Coll, Julia The Use of Video as a Reading Tool in Spanish Intermediate Courses. Pub Date—88 Note—9p.; In: Perspectives in Foreign Language Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244. Pub Type— Guides - Classroom - Teacher (052) — Speeches/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Classroom Techniques, Cultural Awareness, Cultural Education, *Instructional Materials, *Reading Instruction, Second Language Instruction, *Spanish, Television Commercials, *Videotape Recordings The use of videotape recordings as a means of providing background information to reading materials in the Spanish foreign language classroom is discussed in two parts. The first part illustrates an
ED 318 218 FL 018 248 Rini, Joel The Application of Historical Linguistic Informa tion to the Foreign Language Classroom. Pub Date-88 Note-5p.; In: Perspectives in Foreign Language Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244. Pub Type- Reports Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Applied Linguistics, *Diachronic Linguistics, *Grammar, Second Language Instruction, Second Language Learning, Spanish There are two good reasons for incorporating historical linguistic insight into second language instruction: (1) to answer students' questions about why certain puzzling facts and irregularities occur in the language they are studying; and (2) as in other disciplines, a historical perspective can shed light on current practice. From a historical perspective, it can be seen that many suspected irregularities in the language being studied are not really irregular at all, a fact that is interesting and satisfying to students. While long explanation and coverage of all grammatical points from a historical viewpoint is not recommended, common questions raised by students may be addressed with brief historical accounts. Some of these answers may also have practical value in facilitating the learning of correct grammatical forms. The use of historical linguistic information can replace the typical inaccurate, uninteresting, and unhelpful responses so often given to students who question the patterns in a target language. (MSE) ED 318 219 FL 018 249 Ogier, James M. What's in the Bag (and Why?): Tangibilia for the Classroom. Pub Date—[88] Note-5p.; In: Perspectives in Foreign Language Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244. Pub Type - Guides - Classroom - Teacher (052) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classroom Techniques, *Cultural Education, *Games, German, *Grammar, *Realia, Second Language Instruction, *Vocabulary Development A classroom technique designed for developing German second language vocabulary is expanded on for additional classroom functions and activities. The method uses a bag containing a variety of objects. The objects are drawn out of the bag and discussed in class. The contents of the bag should be unpredictable and unusual, and they should be changed frequently as the students' vocabulary increases. In addition, the items in the bag should reflect as much morphological diversity as possible. A sample collection of toy animals is used to illustrate how the bag's contents can be instrumental in teaching a variety of grammatical points in German. For example, toy animals may be used to demonstrate gender, and clusters of similar-gender animals can illustrate different plural forms. Each student can be given an animal at the beginning of class for practice in expressing ownership and attributes. The objects can enliven grammar points by allowing students to focus on something concrete rather than the standard fictions and marginally credible characters of textbooks. Additional uses for the objects in more traditional drills and exercises are also noted. (MSE)
ED 318 220 FL 018 250 Carney, William J. Plus Ca Change: Minitel and Teletel, Electronic Marvels with Language Teaching Potential. Pub Date—[88] Note-18p.; In: Perspectives in Foreign Language Page 9
Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244. Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MFOI Plus Postage. PC Not Avail able from EDRS. Descriptors Classroom Techniques, Costs, Databases, Foreign countries, Information Services, *Marketing, Second Language Instruction, Technological Advancement, *Telecommunications, *Telephone Usage Instruction Identifiers-France, Minitel, *Teletel The impact and cultural implications of the French Minitel and Teletel system are discussed, and second language clasroom applications are examined. These electronic instruments were developed for nationwide transmission of computerized data using small television-like terminals connected by modem to existing telephone circuits. Wise marketing decisions that ensured the success of Minitel and Teletel include: (1) the free use of the terminals as soon as the local directory comes on-line; (2) low-cost access to the on-line telephone directory; (3) well-coordinated services and databanks; and (4) user rates based only on connection time, not distance. A series of seven team-oriented activities exploiting the introductory materials given to new Teletel and Minitel subscribers are outlined. These include activities for giving demonstrations, problem-solving, data seeking, communicating with a service provider, creating a service, message transmission via electronic mail, and conversation and discussion. Early response to the system in France, resulting changes, and its future are also examined. (MSE) ED 318 221 FL 018 251 Otten, Anna Use of Radio Plays and Video Tapes in Intermedi ate French and German Classes. Pub Date [88] Note-5p.; In: Perspectives in Foreign Language Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244. Pub Type - Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Audiotape Recordings, Classroom Techniques, Cultural Education, French, German, Instructional Effectiveness, Instructional Materials, *Radio, Second Language Instruction, Student Motivation, *Videotape Recordings Students' motivation for studying French and German can be increased by exposure to the foreign culture and society through audio and video cassettes. Preparation is similar for both kinds of recording, except that with the video aspect absent from audio tapes, students must use their own imaginations to visualize the action. When students are interested in what they hear, they work harder to build necessary vocabulary. As a result, students' listening, speaking, and reading skills develop faster than if they were exposed only to written language. At the intermediate level, much preparation is necessary for audio or video cassette use. First, copyright permission is needed. A vocabulary list and notes must then be made; some tapes have accompanying transcripts or texts. An audio tape read slowly in one or two-word segments for repetition practice must be made and put on reserve for student use. Students then practice repeating longer segments of the original recording, and finally hear the entire recording. In the case of video recordings, students then see the whole video cassette. Discussion follows. Experience shows that students enjoy and are motivated by the recordings. Active discussions occur in and out of class. For less verbal students, activities to stimulate participation can be found. (MSE) ED 318 222 FL 018 252 Marshall, Grover E. Diagnostic Testing: One Faculty's Experience. Pub Date [88] Note-9p.; In: Perspectives in Foreign Language Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244. Pub Type- Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MFOI Plus Postage. PC Not Avail
able from EDRS. Descriptors_*Diagnostic Tests, *French, Higher Education, Second Language Instruction, *Student Placement, Testing When student placement in French classes by achievement test scores and number of years of previous study became unreliable, the faculty of a university constructed a placement test of grammar and vocabulary for four intermediate courses. The test has been revised twice, with oral comprehension and reading items added, other items subtracted, and a section on student background inserted. The background questions yielded surprising results, revealing that most students had more than 2 years of previous language training. Half of those students registering for the intermediate course had had the prerequisite years of study but were often still underprepared. Most students were not taking the courses to fulfill requirements but because they expected to enjoy them, and expected to take more than one. Test administration before and after the semester provided valuable information on student progress, with achievement level at the end of some courses matching exactly the entry level needed for the next course, causing concern about teaching “to the test.” Addition of oral and reading comprehension items apparently did not contribute to the test's predictive ability, however. Analysis of eight items shows the potential for confusion in responding. (MSE) ED 318 223 FL 018 253 Johnson, Susan M. Public Speaking and International Career Devel opment in the Foreign Language Business Course. Pub Date-88 Note-10p.; In: Perspectives in Foreign Language Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244. Pub Type - Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Business Education, *Career Development, Classroom Techniques, Higher Educa Intercultural Communication, *International Trade, Job Search Methods, Organizations (Groups), *Public Speaking, Second Language Instruction, Skill Development, Speech Skills A method of teaching public speaking adapted from the Toastmasters International program is presented for use in foreign language classes. Instructions need only to be translated into the target language and presented to students for immediate classroom use. The instructions address the structure of the speech class, writing and delivering the speech, evaluating a classmate's speech, and making the first speech. A companion activity for the first speech simulates a business reception in which students create their dream businessperson. The object is to stay in character, make small talk, make contacts, and remember details about as many other participants as possible. A career development component for the foreign language class is seen as equally important. The steps used in the career development component are drawn from those commonly recommended in career counseling literature. Students are advised to choose a direction, brainstorm on careers in a variety of areas, sift out inappropriate careers, choose a potential career for a semester-long focus, conduct an information interview, deliver a speech on the chosen career, research potential employers, prepare and perform mock job interviews, and deliver a final speech. A companion activity is a business trip to a local multi-national firm. (MSE)
Descriptors—Communication (Thought Transfer), *Grammar, *Language Proficiency, Second Language Instruction, _Skill Development, Small Group Instruction, Teaching Methods, *Vocabulary Development The adoption of proficiency-based principles in second language teaching does not mean using a new method of instruction, but rather providing maximum opportunities for students to perform communicative linguistic tasks in a variety of contexts and with a given degree of accuracy. This definition has implications for the learning and teaching processes. Students need to internalize vocabulary in order to understand and access it effectively, and need to develop personalized vocabulary in order to talk about their own worlds. Grammar can be more effectively taught as a means of communication if it is integrated with functions and contexts. Students will gain better control over structures and retain them longer if they practice with small chunks of grammar. An effective way to select grammar is to examine the frequency of structures in authentic discourse. Opportunities for developing thinking skills and communication can be maximized by using pair and group work techniques. In beginning language instruction, students internalize grammar and vocabulary more quickly and easily if exposed to oral input prior to seeing written language. From the beginning, students should be taught strategies for listening, and should have exposure to authentic listening and reading materials. Sample French vocabulary and Spanish grammar lessons incorporating these principles are presented. (MSE) ED 318 225 FL 018 270 Educating for Diversity: Teaching Values, Cultures & Languages. American Jewish Committee, New York, N.Y. Pub Date—Feb 89 Note-23p. Available from—The American Jewish Committee, Institute of Human Relations, 165 East 56 Street, New York, NY 10022-2746 ($2.00; quantity dis count). Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Change Strategies, Citizenship Edu cation, Community Involvement, Cultural Pluralism, *Democratic Values, *Educational Change, Educational Needs, *Intergroup Relations, *Multicultural Education, Second Language Programs, Teacher Education, Teacher Role, Values Education Identifiers-American Jewish Committee, Diver sity (Groups) The report of the American Jewish Committee's Task Force on Education Policy focuses on the changes that are necessary to improve the American education system, and that go beyond the reforms suggested in the early 1980s. Based on the idea that educating the entire school population is the goal of the "second stage” of the reform movement, the report identifies four areas of educational change and improvement and proposes general and specific strategies for addressing these changes. The four areas include: (1) teaching young people about common core democratic values and encouraging their active participation in the democratic process; (2) strengthening pluralism and intergroup understanding in the classroom through multicultural education; (3) developing and implementing language programs in the classroom based on knowledge of how children of different linguistic backgrounds learn language and communication skills; and (4) using intergroup and community leadership skills to mobilize community support to help the schools adapt to these new educational changes. Programs currently addressing these four areas are described briefly, and guidelines for developing similar initiatives in other settings are suggested. Implications for teacher preparation are also discussed. Resource organizations, programs, and publications in all four areas are appended. (MSE) ED 318 226 FL 018 297 Stansfield, Charles W. Language Aptitude Reconsidered. ERIC Digest. ERIC Clearinghouse on Languages and Linguistics, Washington, D.C. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-EDO-FL-89-05 Pub Date—Dec 89 Contract-R188062010 Note4p. Pub Type - Information Analyses - ERIC Informa
ED 318 224 FL 018 254 Glisan, Eileen W. Teaching Grammar and Vocabulary for Profi ciency. Pub Date-[88] Note-16p.; In: Perspectives in Foreign Language Teaching. Proceedings of the Annual Conference on the Teaching of Foreign Languages and Literatures (12th, Youngstown, OH, October 21-22, 1988); see FL 018 244. Pub Type - Opinion Papers (120) — Speeches/ ) Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS.
tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Aptitude, * Aptitude Tests, *Cogni tive Processes, Research Needs, *Second Lan guage Learning, Standardized Tests, *Test Use Identifiers—*ERIC Digests Foreign language aptitude was the subject of much research in the 1950s and has been the subject of intermittent research for the last 30 years. Aptitude is measured by the amount of time it takes an individual to learn. Foreign language aptitude appears to differ from general aptitude or intelligence. One theory states that foreign language aptitude consists of four cognitive abilities: (1) phonetic coding, or the ability to segment and identify distinct sounds, form associations between the sounds and their symbols, and retain these associations; (2) grammatical sensitivity, or the ability to recognize the grammatical function of words or other linguistic structures in sentences; (3) rote learning ability in foreign language situations; and (4) inductive language learning ability, or the ability to infer the rules governing language use. Several tests of foreign language ability are in use today for a variety of purposes in government and education. Concerns about the age of currently used language aptitude tests and the need to incorporate new knowledge of aptitude into test design suggest a need for research, test development, and data collection and analysis. The concept of language aptitude may need to be expanded and refined. (MSE) ED 318 227 FL 018 342 Gornowich, Barbara Bernstein Nelson, Anthony Bridges to Academic Writing. Spons Agency-Department of Education, Washington, DC.; Illinois State Board of Education, Springfield. Pub Date-[89] Note-139p. Pub Type - Guides - Classroom - Learner (051) Guides - Classroom - Teacher (052) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Adult Education, Classroom Tech niques, Course Content, English (Second Language), English for Academic Purposes, Higher Education, Instructional Materials, Introductory Courses, *Limited English Speaking, Student Adjustment, Teaching Guides, *Writing Exercises, *Writing Instruction Identifiers-131 Project The materials comprise the curriculum for an introductory course in academic writing for limited English proficient adult or college students. The guide is intended for the upper end of a survival language skills course or the lowest end of an academic developmental writing sequence. The curriculum instructs students on academic life and assists them in adjustment to it. Unit topics include the first day of class; rules, requirements, and instructor expectations; classroom conduct; study habits; concentration; student services; and telecourses. Composition exercises progress from recognition to controlled writing and on to independent writing. Students begin by learning basic sentence patterns and move on to paragraphs. It is intended that the units be followed in sequence. Three modes of discourse (narrative, process, and examples) were chosen for their broad applicability to tasks encountered by students in early stages of academic work. Group work and peer editing have been found to be useful with the materials, and it is recommended that the materials be used in conjunction with grammar instruction. Brief annotated bibliographies list additional texts and other materials for both writing and grammar instruction. (MSE) ED 318 228 FL 018 390 What We Can't Say Can Hurt Us. A Call for Foreign Language Competence by the Year 2000. American Council on Education, Washington, DC. Div. of International Education. Pub Date— [89] Note—21p. Available from—Office of International Education, American Council on Education, One Dupont Circle, Washington, DC 20036 ($4.00; bulk rates available) Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Communicative Competence (Lan guages), *Educational Needs, *Educational Policy, Higher Education, Interdisciplinary Approach, International Relations, International Studies, International Trade, *Language Proficiency, Second Language Learning
The new call to action on foreign language competence is addressed to administrators and academic officers of higher education institutions. Based on recent reports on education, it is proposed that American colleges and universities are not succeeding in equipping students to live and communicate in an international world, and that the problem can not be solved by foreign language departments alone. Focus and coordination are called for from leadership at the highest levels to produce and attain goals for foreign language competence by the year 2000. Recommendations for educational commitment and action address specific aspects of these general areas: providing continuity in language learning throughout the educational process; stressing language competence as a vital educational outcome; and providing institutional initiatives that will facilitate the language learning process for students and faculty. Common myths about language learning are outlined. Appended materials include a summary of information from recent reports concerning the current status of international and foreign language competence; and a collection of comments by policymakers in government, business, and education on the need for international and language competence. (MSE) ED 318 229 FL 018 405 Wilkinson, Robert Trends in European English. Pub Date-[89] Note-20p.; Revised version of a paper presented at the European Business School (Oestrich-Winkel, West Germany, October 27, 1989). Pub Type- Reports Evaluative (142) Speeches/Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Diachronic Linguistics, *English, *English (Second Language), Foreign countries, Grammar, *Intercultural Communication, *International Relations, *Language Variation, Social Change Identifiers—*Europe It is proposed that a European variety of English without native speakers is emerging as a language of international communication in Europe. This is a consequence of many factors, including the strength of the American economy, the breadth and depth of American research in science and technology, the pervasive influence of American-style popular music, mass tourism, and foreign language policies pursued by European education authorities. The European version of English is functioning as a lingua franca for native speakers of other languages to communicate with each other, as a second, not foreign, language. The users of this new European variety will choose it over standard British English because of their varied needs, cultural diversity, differing ethnic identities, and the process of economic and social integration in the European Community. Characteristics of European English include diminished distinctions between adjectives and adverbs, absence of mass/count distinction (e.g., much/ many), enlargement of the range of existential “there" structures, absence of the inflections "-er" and “-est” (e.g., "more clear, most rich”), adjustments in the use of clausal and sentential connectives (e.g., "however, therefore"), shifts in use of the present perfect tense, and lexical changes due to absorption from other European languages or from technological advancement. (MSE)
tions underlying adult speech to other adults also shape adult speech to children. These include pedagogy, control, affection, social exchange, and information-giving. In each of these ares, baby talk is a coherent language style used with both children and adults, and it arises for identifiable, logical reasons. While use of an isolated baby talk feature may temporarily slow emergence of a specific linguistic construction, overall, as a speech register, it has never been shown to hamper linguistic growth. Research has addressed only the pedagogical function of baby talk. Every parent must evaluate the efficacy of baby talk, especially when it functions for control or as an expression of affection. Baby talk for social interaction does both foster language development and benefit the parent. (MSE) ED 318 231 FL 018 445 Wolfram, Walt Incorporating Dialect Study into the Language Arts Class. ERIC Digest. ERIC Clearinghouse on Languages and Linguistics, Washington, D.C. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-EDO-FL-89-10 Pub Date- Feb 90 Contract-R188062010 Note-4p. Pub Type-- Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors Class Activities, Classroom Tech niques, Curriculum Design, Dialect Studies, Elementary Secondary Education, *Language Arts, Pronunciation Instruction, Research Projects, Standard Spoken Usage, Student Projects, Vowels Identifiers-ERIC Digests Most educational programs focusing on dialect differences are constructed to move speakers toward the standard variety of English. However, dialect study as language study in its own right introduces dialects as resources for learning about language and culture, with potential for language arts education. Systematic introduction of dialect diversity in the language arts curriculum can be used to: (1) challenge popular myths about dialects; (2) offer a new perspective on the nature of language; and (3) develop critical thinking skills. Studying dialects does not threaten the sovereignty of Standard English, but instead offers an understanding of the reasons for learning this variety. Although the themes in a curriculum unit on dialects vary depending on level, topics should be included concerning the naturalness of American English dialects, dialect patterning and rule government, dialect levels, and dialect consequences. Learning about dialects is accomplished most efficiently through active learning supported by a variety of audio-visual aids, several of which are available commercially. A sample exercise about dialect patterning in Southern vowel pronunciation illustrates another kind of learning activity; the range of possible class projects is broad and varied. Appropriate levels for dialect study range from mid-elementary to upper secondary education. (MSE) ED 318 232 FL 018 446 Boulanger, Jean-Claude Gambier, Yves Bibliographie fondamentale et analytique de la terminologie, 1962-1984 (Fundamental and Analytic Bibliography of Terminology, 1962-1984). Publication J-3. Laval Univ., Quebec (Quebec). International Cen ter for Research on Bilingualism. Report No.-ISBN-2-89219-207-2 Pub Date—89 Note-109p. Language - French Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Annotated Bibliographies, Foreign Countries, *French, Information Sources, *Language Research, *Lexicology, Linguistic Theory, *Vocabulary This annotated, selected bibliography contains 123 citations of information sources and research in the emerging field of terminology. While the bibliography is written in French, not all items cited are in French. The main section of the bibliography is an alphabetical listing by author of citations containing basic bibliographic information, an annotation, descriptive indexing terms, and remarks when appropriate. A list of acronyms and abbreviations, indexes by subject, author, and title, and a list of
ED 318 230 FL 018 444 Baron, Naomi S. The Uses of Baby Talk. ERIC Digest. ERIC Clearinghouse on Languages and Linguistics, Washington, D.C. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-EDO-FL-89-08 Pub Date—Dec 89 Contract-R188062010 Note-4p. Pub Type-- Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Affection, *Age Differences, Atten tion Control, *Interpersonal Communication, Language Research, *Language Role, *Language Styles, Parent Child Relationship, Social Experi ence Identifiers—*Baby Talk, ERIC Digests Baby talk, also known as motherese or child-directed speech, refers to a set of speech modifications commonly found in the language adults use to address young children. The same functional motiva
journals cited are included. (MSE) ED 318 233 FL 018 448 Van Haalen, Teresa Efficacy of Word Processing as a Writing Tool for Bilingual Elementary School Students: A Pilot Study. Pub Date-[90] Note—23p.; Paper presented at the Annual Meet ing of the Southwestern Educational Research Association (1990). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingual Students, Cognitive Pro cesses, Comparative Analysis, Elementary Education, *Field Dependence Independence, Grade 4, Instructional Effectiveness, *Learning Strategies, Monolingualism, Revision (Written Composition), Spanish Speaking, *Word Processing, Writing (Composition), *Writing Instruction A study investigated the writing strategies used by bilingual and monolingual students. Specifically, the study looked at field dependence vs. independence, possible differences in strategies employed by the two groups when using a word processor, the effects of strategy on the types of revisions made, and the types of revisions and cognitive strategies generating the best written compositions. Subjects were eight fourth-grade mainstream students at similar achievement levels, four of whom were Spanish-English bilingual, and four who used no Spanish at all. Students had access to a word processor in the classroom, were familiar with computers, and had participated in typing instruction. In two sessions, subjects wrote assignments and made revisions. The students answered a questionnaire about the strategies used during the writing process, and the papers were examined for revision types. Finished compositions were externally evaluated. Results did not substantiate tendencies toward field dependence or independence based on bilingualism. When using the computer to compose, bilingual students used stronger (more effective, according to research) skills than did their monolingual counterparts, and used more process strategies. Bilinguals performed more revisions between drafts, usually through insertion or single word changes. Independent analysis favored the compositions of bilinguals by a significant margin. (MSE) ED 318 234 FL 018 449 Laforge, Lorne, Ed. Bulletin bibliographique sur la linguistique ap pliquee a l'informatique (Bibliographic Bulletin on Applied Linguistics and Information Science). Relai, Publication K-3. Laval Úniv., Quebec (Quebec). International Cen ter for Research on Bilingualism. Report No.-ISBN-2-89219-182-3 -Pub Date-87 Note-135p.; All citations set in small type. Language French Pub Type- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Annotated Bibliographies, * Applied Linguistics, Databases, Foreign countries, *Information Science, *Interdisciplinary Approach This annotated bibliography contains 150 citations of journal articles, conference and research reports, and other publications drawn from the BIBELO database concerning linguistics as applied to the field of information science or information science as applied to linguistics. The bulk of the bibliography consists of the bibliographic citations, which are alphabetically organized by author. Subject, descriptor, and document type indexes are also included. Annotations and descriptive indexing are in English or French, depending on the language of the document. (MSE) ED 318 235 FL 018 450 Hallman, Clemens L. Campbell, Anne E. Coordination of Foreign Language Teacher Train ing: Teaching Foreign Languages in the Elementary Schools. Final Report. Florida Univ., Gainesville. Spons Agency-Florida State Dept. of Education, Tallahassee. Pub Date-Nov 89 Grant-DOE-G-89031704; DOE-G-89032301 Note-71p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Curriculum Development, Elemen
tary Education, *FLES, Higher Education, Inservice Teacher Education, Institutes (Training Programs), *Language Teachers, Preservice Teacher Education, Second Language Instruction, State Universities, *Summer Programs, *Teacher Edu cation Curriculum Identifiers-Florida The development and results of a program designed to meet the inservice educational needs of teachers of foreign languages in the elementary schools (FLES) and to coordinate with a previously developed preservice program are described. The 2-week summer institute for inservice teachers was designed to correspond in content and emphasis with the 1-semester preservice program; this program was found to be inconvenient to inservice teachers, since many teachers were unable to take university courses during the school year. The program development process consisted of two functional-collaborative meetings of state college and university educators, district and state foreign language supervisors, and FLES teachers; one interactive planning meeting was held. Support materials were selected and developed to help design and teach the summer institutes. These included a preand post-test for participants, a textbook, selected readings, videotapes, and videotape support material. The summer institute was offered at a number of state universities in June 1989. Comparison of pre- and post-test scores showed dramatic teacher gains at all institutes. Appended materials include agendas and minutes of the planning meetings, the pre- and post-test and answer key, the videotape support materials, state materials about elementary foreign language programs, the summary of a survey of FLES programs, and an ERIC newsletter on foreign language program development. (MSE) ED 318 236 FL 018 451 Guidelines for Development of Program Plan, Bilingual/ESL Education Programs (Chapter 197, Laws of 1974 and Chapter 212, Laws of 1975 as Amended), Fiscal Year 1990. New Jersey State Dept. of Education, Trenton. Pub Date—89 Note-110p. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Bilingual Education Programs, Ele mentary Secondary Education, English (Second Language), Language Tests, *Program Descriptions, *Program Development, Records (Forms), Second Language Programs, Standardized Tests, State Standards, *Statewide Planning The guide is designed to assist school districts in designing and implementing programs to: (1) meet the needs of limited-English-proficient (LEP) students; and (2) be in compliance with state statutes and regulations. The guidelines are presented in seven sections, the first six corresponding to the sections of the program plan that must be submitted by each district: the program summary, identification and exit of eligible participants, program description, special services for LEP students, program implementation, and program evaluation. The seventh section contains appendixes, including the text of the state bilingual education act of 1974, the state administrative code for bilingual education, the state cut-scores for the standardized tests to be used for student assessment, full-time equivalency tables for staffing, the test codes for instruments with norm-referenced interpretation and needing follow-up, a chart of required testing for bilingual and English-as-a-Second-Language (ESL) students, a glossary, and an index of the countries of the world and languages spoken (for completion of required reporting). Forms for reporting on bilingual and/or ESL education programs are also included. (MSE)
method for re-teaching prepositions to students at all levels is based on three ideas: (1) prepositions are spatial; (2) they are frequently used metaphorically; and (3) the spatial character of the metaphors can be made clear by simple diagrams illustrating direction and/or relationship. Two exercises to be used with this approach are: (1) diagramming and re-diagramming texts; and (2) translating diagrams. The first exercise involves student diagramming of a text with the prepositions removed. The text is then traded with another student who worked on a different text, and the second student attempts to insert the appropriate prepositions. The class then diagrams the text together on a larger chart. In the second exercise, students diagram prepositions onto a triple-spaced text in the target language. They then translate the text into English. Followup exercises can introduce new verbs in which direction or relationship is a significant part of the meaning. This method creates the idea of a metaphor that can be visualized, rather than of a quirky and inconsistent system. (MSE) ED 318 238 FL 018 454 Berney, Tomi D. Alvarez, Rosalyn Bilingual Education and Career Awareness Pro gram. Project BECA, 1987-88. OREA Report. New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. Pub Date—Apr 89 Note34p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Attendance, *Bilingual Education Programs, Business Education, *Career Awareness, Curriculum Development, *English (Second Language), Extracurricular Activities, Federal Programs, Industrial Arts, Mathematics Instruction, *Native Language Instruction, *Parent Participation, Program Descriptions, Program Evaluation, School Counseling, Science Instruction, Secondary Education, Second Language Instruction, Social Studies, Staff Development, Urban Education Identifiers—Content Area Teaching, New York City Board of Education, *Project BECA NY Project BECA (the Bilingual Education and Career Awareness program) served 346 students at Adlai E. Stevenson High School in New York City in its second year of extension funding. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), content area subjects, bilingual industrial arts, and business education. The program also provided counseling, staff development, curriculum development, and extracurricular and parent involvement activities. Although students at all grade levels made significant gains in English language proficiency, only advanced students met the proposed ESL objective. The NLA objective was met. Science and business education objectives were met in both semesters, and the social studies objectives were met in the spring semester. Inadequate information was available on the industrial arts and suspension objectives. Attendance, staff development, and guidance and counseling objectives were met. Curriculum development and extracurricular activity objectives were only partially achieved, and mathematics and parental involvement objectives were not met. Recommendations for program improvement include assignment of a family assistant to the program, offering of the same vocational and career concentration courses offered to mainstream students, improved coordination of efforts, more comprehensive programming for overage students, and easier student access to nursery facilities. (MSE) ED 318 239 FL 018 455 Berney, Tomi D. Cerf, Charlotte Career Awareness Program in Bilingual Education. Project CARIBE, 1987-88. OREA Report. New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. Pub Date—Jun 89 Note-32p.; For a related document, see ED 303 050. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Attendance, Bilingual Education Programs, Business Education, *Career Awareness, Career Education, Computer Assisted Instruction, Cultural Awareness, Curriculum Development, Educational Attitudes, *English (Second Language), Federal Programs, High Schools, Industrial Arts, *Native Language In
ED 318 237 FL 018 452 Lindstromberg, Seth (Re)Teaching Prepositions. Pub Date-190] Note-12p. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classroom Techniques, Diagrams, Foreign countries, *Prepositions, Remedial Instruction, Second Language Instruction, Second Language Learning, Spatial Ability, Translation, Verbs, *Vocabulary Development Prepositions appear to be especially susceptible to misunderstanding by second language learners. Even upper-intermediate and advanced learners may have ingrained misconceptions. A proposed
nance, *Language Role, *Literacy Education, *Reading Instruction, *Writing Instruction Identifiers—*Diversity (Student) A discussion of the education of a population that is increasingly diverse, linguistically and culturally, this paper argues that non-mainstream students do not perform as well in school as predominantly white, middle-class, English-speaking mainstream students because they are not equitably served by the educational system. Some complexities of educational equity are explored and equity issues in literacy education of language minority students are analyzed from four perspectives: individual student differences; sociocultural factors; language issues; and curriculum and instruction. It is concluded that perceptions of students as individuals must be balanced with perceptions of them as members of social and cultural groups, and that the well-documented mismatch between home and school language use for non-mainstream students causes difficulties because school expectations are based on mainstream language patterns; it does not indicate a lack of interest in or preparation for school. Few educational programs tap and develop native language abilities among bilingual students, and non-European content is generally absent from curricula. Literacy education for language minority students generally relies on strategies designed for mainstream students but with more emphasis on correctness and basic skills. Suggestions for making literacy education more equitable are offered. (Author/MSE)
struction, Parent Participation, Program Descriptions, Program Evaluation, School Counseling, Second Language Instruction, *Spanish Speaking, Staff Development, Urban Education Identifiers-Content Area Teaching, New York City Board of Education, *Project CARIBE NY In its first year of extension funding, Project CARIBE (Career Awareness in Bilingual Education) served 376 Spanish-speaking students of limited English proficiency at Eastern District High School (Brooklyn) and Far Rockaway High School (Queens). The program consisted of English-asa-Second-Language (ESL) instruction, native language arts (NLA), content area courses taught bilingually, and bilingual guidance counseling. A resource and computer center was established and activities were conducted in academic counseling, career education, career-related enrichment, and parental involvement through parent advisory councils, cultural festivals, and workshops on topics of parent interest. Curriculum development activities were scheduled. The project met its ESL objective. Assessment of the NLA objective was not possible, and content area course objectives were not met. Attendance and staff development objectives were met, but due to inadequate data, assessment of cultural awareness, attitudes toward school, career awareness, and parental involvement was not possible. The suitability of the objectives will be reviewed. Program strengths include the resource room's availability to students, computer use, development of computer software, and parent activities. Recommendations include use of a different evaluation method for career awareness, attitudes, and staff development; use of computer software developed in the program for other populations; and use of the resource room as a model for other programs. (MSE) ED 318 240 FL 018 456 Berney, Tomi D. Rosenberg, Jan Summer Institute for Career Exploration (ICE), 1988. OREA Report. New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. Pub Date-Jun 89 Note-42p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Bilingual Education Programs, Ca reer Exploration, English (Second Language), Federal Programs, High Schools, *Immigrants, Internship Programs, *Limited English Speaking, Literacy Education, Parent Participation, Program Evaluation, School Counseling, Second Language Instruction, Social Services, Student Adjustment, Summer Programs, Urban Éducation Identifiers—New York City Board of Education In its fourth year, the English-as-a-Second-Language (ESL) component of the Summer Institute for Career Exploration (ICE) program was funded by the federal government's Emergency Immigrant Education Assistance program. Program goals were to help recent immigrants develop English language skills, introduce students to high school requirements and expectations, and familiarize them with the world of work. The program also helped parents develop English skills at parent literacy centers. About 1,250 students from 20 countries participated, including newly-arrived immigrants and limited-English-proficient (LEP) students already enrolled in high school bilingual or ESL programs. Thirty of 34 participating schools had an ESL component consisting of a classroom-based curriculum in July and a choice of a 2-week cultural program or 4-week internship in August. Students received credit if they took the Occupational Education examination administered to all participants and successfully completed the program. Few LEP students took the exam and a small proportion passed. Program weaknesses include tying the ESL curriculum to an occupational education course, isolating cultural experiences in a separate, optional unit, lengthy student preparation for the program, and inadequately trained teachers. Strengths include staff commitment and staff development resources. A variety of recommendations for improvement are made. (MSE) ED 318 241 FL 018 457 Berney, Tomi D. Friedman, Grace Ibanez Bilingual/E.S.L. Materials Development, Grades 1-8, 1987. OREA Report. New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. Pub Date—Jun 89
Note-18p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingual Instructional Materials, *Curriculum Development, Elementary Education, English (Second Language), Information Dissemination, Material Development, Program Descriptions, Program Evaluation, Second Lan guage Instruction, Urban Education Identifiers—New York City Board of Education New York City's program in Bilingual/E.S.L. Materials Development, Grade 1-8 was established to develop and/or update curricula and informational materials relevant to bilingual and English-as-a-Second-Language instruction. Curriculum development teams worked on independent activities. The project had 10 proposed curriculum initiatives, but the teams attempted 14 individual projects. One project was completed by the end of the funding cycle, two were completed after the funding period, one was dropped to avoid duplication of efforts, several were very close to completion, and the remaining projects were drafted with a projected 1988 completion date. Recommendations for program improvement include selection of more projects that focus on updating rather than developing curricula, concentration on fewer projects using more fulltime staff, appointment of a review panel to guide and advise project staff, requiring dissemination of products by all projects, use of word processing to speed publication, and additional printing resources for more timely production. (MSE) ED 318 242 FL 018 458 Berney, Tomi D. Sjostrom, Barbara R. New York City Bilingual Technical Assistance Center (BETAC), 1987-88. OREA Report. New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. Pub Date—Jun 89 Note—16p.; For the 1986-87 report, see ED 298 787. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Education, *Bilingual Education Programs, Elementary Secondary Education, *English (Second Language), *Inservice Teacher Education, Limited English Speaking, Program Evaluation, Program Implementation, School Districts, Second Language Instruction, *Staff Development, Technical Assistance Identifiers–Bilingual Education Technical Assist ance Center NY The New York City Bilingual Education Technical Assistance Center provided technical assistance and training to members of the instructional and administrative staffs working with limited-English-proficient (LEP) students throughout the city's 32 community school districts and the division of high schools. Specifically, in 1987-88 the program successfully: (1) provided technical assistance to schools with large numbers of LEP students; (2) planned and implemented citywide conferences for LEP students' parents speaking Chinese, Greek, Spanish, and Russian; (3) provided technical assistance to improve identification and placement of LEP students in bilingual education and English-as-a-Second-Language (ESL) programs; (4) provided technical assistance to bilingual/ESL programs to improve delivery of instructional services; (5) provided assistance to improve program evaluation; (6) planned and implemented the citywide Spanish spelling bee; (7) sponsored a statewide institute for supervisors and administrators on LEP student needs; and (8) conducted a citywide needs assessment and staff development project in mathematics and science for district personnel working with LEP students. Recommendations include exploring ways of addressing participants' requests for future workshops and developing a separate evaluation form for the parent conferences. (MSE) ED 318 243 FL 018 459 Lucas, Tamara Schechter, Sandra R. Literacy Education and Diversity: Toward Equity in the Teaching of Reading and Writing. Pub Date—Mar 90 Note-29p.; Paper presented at the Annual Meet ing of the Teachers of English to Speakers of Other Languages (24th, San Francisco, CA, March 6-10, 1990). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Educational Attitudes, *Educational Strategies, *Equal Education, Language Mainte
ED 318 244 FL 018 460 Wicke, Mariele Wicke, Ranier E. German Round the Corner: Die Whyte Avenue in Edmonton. Alberta Dept. of Education, Edmonton. Curriculum Branch. Pub Date—88 Note-69p.; Photographs will not reproduce well. Language-German Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Class Activities, *Cultural Aware ness, *FLES, Foreign countries, German, Grade 5, Grade 6, Intermediate Grades, *Interviews, *Native Speakers, Photographs, Second Language Instruction, Second Language Learning Identifiers—*Canada (Alberta) This compilation of interviews and photographs is the result of a German class project entitled Whyte Avenue. The project was carried out by fifth and sixth grade students who were attending an after-school German course in Edmonton, Alberta. The course introduced students to the German language and culture by exposing them to native German speakers living in the Edmonton area. The students interviewed local German merchants, including a butcher, an importer, a pharmacist, and a minister. The interview questions and answers and black and white photographs of the persons and locations involved are included. (VWL) ED 318 245 FL 018 461 Language Census Report for California Public Schools, 1989. California State Dept. of Education, Sacramento. Office of Program Evaluation and Research. Report No.-ISBN-0-8011-0843-8 Pub Date—89 Note—30p. Available from—Bureau of Publications, Sales Unit, California State Department of Education, P.O. Box 271, Sacramento, CA 95802-0271. Pub Type— Numerical/Quantitative Data (110) Legal/Legislative/Regulatory Materials (090) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Bilingual Education Programs, Bi lingual Teacher Aides, * Bilingual Teachers, Cambodian, Census Figures, Chinese, *Enrollment Trends, Geographic Distribution, *Limited English Speaking, Maps, Public Schools, Spanish, State Surveys, Tagalog, Trend Analysis, Uncom monly Taught Languages, Vietnamese Identifiers—*California Data on California public school enrollments and staff relating to minority languages are presented in tabular and map distribution form, with some summary narrative. Tables include: (1) trends in number of limited-English-proficient (LEP) students by county since from 1985-89; (2) number of LEP students by county and grade, 1989; (3) LEP students as a percentage of total enrollment, 1981-85; (4) number of fluent English-proficient students (FEP)
by county and grade, 1989; (5) number of LEP students by county and language; (6) trends in number of LEP students by language, 1985-89; (7) number of LEP students by grade and language, 1989; (8) number of LEP and FEP students by language, 1989; (9) number of LEP students in bilingual instructional programs, 1989; (10) number of schools using state-approved oral language assessment instruments for initial LEP identification, 1989; (11) number of LEP students and redesignated LEP students, 1981-89; (12) number of bilingual staff members by county and classification, 1989; and (13) number of bilingual staff members by language and classification. Maps show concentrations of LEP students in general, by district, 1989, and by primary language (Spanish, Vietnamese, Cantonese, Cambodian, and Pilipino). Sections of the education code relating to the language census are appended. (MSE) ED 318 246 FL 018 462 Pufahl, Ingrid Tense Variation in Indirect Speech. Pub Date—Dec 89 Note-13p.; Paper presented at the Annual Meet ing of the Linguistic Society of America (Wash ington, DC, December 27-30, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—English, *Language Patterns, Lan guage Research, *Language Styles, Linguistic Theory, *News Reporting, Speech Habits, *Television, *Tenses (Grammar), *Verbs Identifiers—*Indirect Speech A study of the extent to which the sequenceof-tenses rule (STR) is used in television news reporting in the United States is presented. The study examines which tenses are shifted most frequently and explains the uses and functions of tense variation. It is argued that STR is not always a semantically and pragmatically unmarked form as proposed by prescriptive grammars. Rather, in almost all cases in which it may be optional, reporters shift tenses to distance themselves from quoted speakers or quoted speech contents. By the same token, tenses are not shifted when reporters agree with the original speaker. However, if negative evaluation is marked by other devices, lack of tense shift is used to signal that the original speaker is still committed to the validity of his proposition, suggesting that the news content is still valid. A special case is simple past in the original speech, which is hardly ever backshifted, and in which case other devices mark evaluation. This suggests that the tense backshift rule is being replaced by the tense concord rule and that retention of simple past is typical of colloquial style, which networks try to use in their broadcasting. (Author/MSE) ED 318 247 FL 018 463 Charrow, Veda R. Crandall, JoAnn Legal Language: What Is It and What Can We Do about It? Pub Date—[90] Note-27p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Consumer Protection, Diachronic Linguistics, Dialects, *Language Patterns, Language Research, *Language Role, *Language Styles, *Lawyers, Linguistic Theory, Technical Writing Identifiers—*Legal Language, *Simplification (Language) Legal language is discussed in the context of concern about the comprehensibility of consumer documents and the trend toward simplification of the language used in these documents. Specific features of legal language and its functions within the legal community and society are identified. As a primary tool of the legal profession, legal language is viewed as carrying a substantial social and linguistic burden. In addition, it is seen as serving separating, unifying, and prestige functions. It is proposed that these two factors explain why attempts at simplification are likely to be resisted. Legal language appears to have some features of a changing, living dialect, and while traditional scholars have focused only on legal vocabulary, research has demonstrated an evolution of legal terms through litigation and appeal that is analogous to the historical development of ordinary English. Recent research suggests that there is more to legal language than lexicon. Some of the attempts to simplify legal language and some research studies on the comprehension of non-legal language are ex
amined for the insights they provide into linguistic barriers to comprehension of legal language. Areas of research are identified. (Author/MSE) ED 318 248 FL 018 464 Crandall, JoAnn Charrow, Veda R. Linguistic Aspects of Legal Language. Pub Date-[90] Note-23p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors Consumer Protection, Federal Regu lation, *Language Patterns, Language Research, *Language Role, *Language Styles, *Lawyers, Linguistic Theory, *Technical Writing Identifiers—*Legal Language, *Simplification (Language) Efforts to simplify language used in consumer documents come from the consumer movement and a public disillusioned with big business and government. Even before President Carter's 1978 executive order mandating simplification in government regulations, some agencies were revising regulations for clarity. However, these efforts were based on too little knowledge of language complexity. The little existing research on legal language suggests that, more than by a specialized vocabulary, it is characterized by overly complex sentences, the overuse of passives, whiz-deletion and unclear pronoun reference, archaic and misplaced prepositional phrases, and its own set of articles and demonstrative pronouns. The historical development of legal language is unique, paralleling but independent of the development of the rest of English. Legal language is both the medium of communication and the primary tool of the legal profession, and is powerful because it carries the force of law. Some of the vagueness and ambiguity of legal language is intentional, reflecting compromise and capitulation to the complexity of issues. Some of these problems persist in the rewriting of regulations. In addition, precedent, often linked to language usage, is central to common law. Attempts to simplify legal language have been through readability formulas and editing, but resistance and inherent language complexity make change difficult. (MSE) ED 318 249 FL 018 465 Fischer-Wylie, Shelley M. Torres, Judith Stern Losing Entitlement: Does Grade Make a Differ ence. Pub Date—Apr 90 Note-32p.; Paper presented at the Annual Meet ing of the American Education Research Associa tion (Boston, MA, April 16-20, 1990). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Bilingual Education, Elementary Secondary Education, *English (Second Language), High School Graduates, *Language Proficiency, *Limited English Speaking, Longitudinal Studies, Second Language Instruction, Time Factors (Learning) Identifiers—*Educational Entitlements, Language Assessment Battery, *New York (New York) A study examined how long it took 23,044 K-12 limited-English-proficient (LEP) students to lose their legally mandated entitlement to bilingual and English-as-a-Second-Language (ESL) classes. All students had been in an English-language school for one year or less as of spring 1982 and all were followed until spring 1986. Three groups roughly corresponding to elementary, middle, and high school grade cohorts were examined. Results show that although most new-entrant LEP students will lose entitlement after 4 years, students in lower grades are more likely to exceed the 20th percentile on the Language Assessment Battery (LAB) and do so more quickly than students in upper grades. At the high school level, nearly two-thirds leave school while still entitled. In light of the results and a recent New York State Education Department recommendation that the entitlement cutoff point be raised to the 40th percentile on the LAB, it is recommended that administrators (1) consider developing accelerated programs or programs articulated with jobs or postsecondary education, for those students still entitled; (2) consider developing programs for students who will score low despite length of service; and (3) monitor academic progress of formerly entitled students and provide services when necessary. (MSE)
A Semantic Characterization of Referentially De pendent Noun Phrases. Pub Date—Dec 89 Note-13p.; Paper presented at the Annual Meet ing of the Linguistic Society of America (Wash ington, DC, December 27-30, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Language Research, Linguistic The ory, Models, *Nouns, *Phrase Structure, Pro nouns, *Semantics, *Sentence Structure Identifiers—*Referents (Linguistics) Many syntactic and semantic studies have focused on the distribution of closed-class lexical noun phrases (NPs) such as "her, herself, and each other.” Recent work has demonstrated that many other NPs are also referentially dependent. A model-theoretic semantic analysis of a number of such referentially dependent NPs is presented. These NPs are interpreted as functions that map two-place relations onto predicates that are true or false of sets of individuals. The analysis allows NPs to be classified according to their degree of dependency as specified by four semantic conditions on higher-order functions. Furthermore, distinctions made by these semantic conditions correlate with differences in syntactic distribution. It is also shown that properties associated with bound variable pronouns generalize to the full class of referentially dependent NPs. For example, referentially dependent NPs do not have a bound reading in weak crossover contexts. However, unlike pronouns, these higher-order NPs appear to discriminate between crossover environments at surface structure and logical form. (MSE) ED 318 251 FL 018 467 Hannahs, S. J. High Vowel Variation in Quebec French. Pub Date—Dec 89 Note-12p.; Revised version of a paper presented at the Annual Meeting of the Linguistic Society of America (Washington, DC, December 27-30, 1989). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Foreign countries, *French, Lan guage Research, *Language Variation, Linguistic Theory, Morphology (Languages), Phonology, *Regional Dialects, Suprasegmentals, *Vowels Identifiers—*French (Canadian), *Quebec An analysis of high vowel variation in Quebec French shows that the phenomenon can generally be accounted for in terms of stress and syllabic closure. However, it is also proposed that by positing underlying lax high vowels in the language, a more insightful analysis is achieved, suggesting that a process of high vowel tensing is occurring instead. This accounts for several facts that would otherwise appear to be highly implausible, e.g., laxed vowels in stressed closed syllables and lax vowels in open syllables in reduplicated forms. More generally, it is shown that in derivational affixation there is no independent motivation for morphological levels in French, and that an affixation process resembling level ordering is explicable in terms of extrametricality. In support of extrametricality, evidence from the differing behavior of two forms of the same suffix is presented, suggesting that this difference is phonological, not morphological. The discussion has implications for the question of levels in lexical phonology, with the evidence suggesting that French may have only one lexical level. Further research examining inflectional affixation and compounding is recommended to resolve the question more definitively. (MSE) ED 318 252 FL 018 471 Reck, Deborah L. The HER Project: Homebound English for Refu gee Women. Teacher's Manual and Student Book of Illustrations. Tacoma Community House, WA. Pub Date—82 Note—435p. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC18 Plus Postage. Descriptors-Adult Education, Cambodians, Class room Techniques, Cultural Traits, Curriculum Guides, Daily Living Skills, *English (Second Language), Grammar, *Home Instruction, Illiteracy, * Land Settlement, Laotians, Lesson Plans, *Refugees, Second Language Instruction, Self Evaluation (Individuals), Teacher Evaluation,
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struction include: “A World Without Walls” (Lorraine A. Strasheim); “Practical Aspects of Individualizing Foreign Language Instruction” (Howard B. Altman); “Teaching Foreign Language Through Literature” (Jeanne Varney Pleasants); “Individualization of Foreign Language Instruction" (Howard B. Altman); “Foreign Languages in the Elementary School and Bi-lingual Education" (Theodore Andersson); “The Georgia FLES-TV Program" (Yvonne de Wright); “Metaphor, Black Discourse Style, and Cultural Reality" (Grace Sims Holt); “The Third Dimension of Bi-lingual Education" (Robert Rebert); “Who's to Say: Controversies over What Linguists Can and Can Not Say About Nonstandard Dialects" (Walt Wolfram); and “Summary of the Conference: Practical Applications" (Lorraine A. Strasheim). (MSE)
Vietnamese People, Visual Aids, Vocabulary Development, Volunteer Training, *Womens Education The Homebound English for Refugee Women project was designed to address the daily communication needs of homebound refugee women illiterate in their native languages. The curriculum presented here is for use by volunteers with little or no formal teacher training. The teacher's manual consists of two main parts: (1) suggestions to the volunteer concerning planning and conducting English-as-a-Second-Language (ESL) instruction with this population, and (2) materials for a series of 23 lessons. The part containing information for the volunteer teacher includes explanations of ESL, the target population, the purpose and use of the book, how to begin, what grammar is, and how to teach vocabulary and structure. It also provides guidance on practicing new material, selecting and using visual aids and materials, reviewing, pronunciation, listening skills, evaluation, correcting errors, teacher successes and pitfalls, lesson structure, lesson expression and directions, and daily lesson plans. The lessons section contains instructional materials on introductions, giving and getting personal information, telephone emergencies, home environment, money, days of the week, time, colors, food, family, health, bus transportation, clothes, household items, safety, signs, weather, post office, bank, school, calendar, community resources, and recreation. Appended are cultural notes on Cambodian, Vietnamese, and Laotian cultures, a glossary of ESL terms, a teacher self-evaluation form, and a 24-item annotated bibliography. The document also includes a Student Book of Illustrations; this contains numerous black and white drawings corresponding to the lessons in the teacher's manual as well as several simple writing exercises. (MSE) ED 318 253 FL 018 502 Newell, Sanford, Ed. Dimension: Languages 68. Proceedings of the Southern Conference on Language Teaching (4th, New Orleans, LA, February 1968). Southern Conference on Language Teaching, Spar tanburg, SC. Pub Date—68 Note-99p. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC04 Plus Postage. Descriptors Conference Proceedings, Educational Psychology, *Language Teachers, Language Tests, Latin, * Learning Motivation, *Linguistics, Professional Associations, Second Language Instruction, *Teacher Motivation, *Testing Conference papers on aspects of motivation and language teaching include: "Motivate Who?" (Frederick D. Eddy); “Motivation and Language Learning the following: Psychological Aspects” (W. E. Lambert); “Discussion of Professor Lambert's Presentation" (Karl S. Pond); “Linguistics and Motivation" (Robert L. Politzer); “Discussion of Professor Politzer's Presentation” (Patricia O'Connor); “Discussion of Professor Politzer's Presentation” (Edward D. Allen); “Motivation, Language Learning, and the Profession” (Otis H. Green); “Motivation in Language Learning: The Teacher" (Stowell C. Goding); "Discussion of Professor Goding's Presentation" (George W. Ayer); “Discussion of Professor Goding's Presentation" Jacques Hardre); "Testing and Motivation” (Rebecca M. Valette); “Discussion of Professor Valette's Presentation” (Anne Slack); and “Motivation for the Study of Latin” (John F. Latimer). By-laws of the Southern Conference on Language Teaching are also included. (MSE) ED 318 254 FL 018 506 Wilkins, George W., Jr., Ed. Dimension: Languages 71. A World without Walls. Proceedings of the Southern Conference on Language Teaching (7th, Atlanta, GA, October 1971). Southern Conference on Language Teaching, Spar tanburg, SC. Pub Date—71 Note-94p. Pub Type- Collected Works - Proceedings (021) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Bilingual Education, Black Dia lects, Classroom Techniques, Conference Proceedings, Educational Television, Elementary Secondary Education, *FLES, *Individualized Instruction, Linguistic Theory, *Literature Appreciation, Metaphors, *Nonstandard Dialects, Second Language Instruction Presentations on aspects of foreign language in
ED 318 255 FL 018 508 Savignon, Sandra J. Language Teachers and Bilingual Education: Are We Helping or Hurting? Pub Date-21 Oct 77 Note-15p.; In: Dimension: Languages 77. Pro ceedings of the Southern Conference on Language Teaching (Orlando, FL, October 1977). Pub Type— Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors—*Bilingual Education, *Bilingualism, Cultural Pluralism, *Educational Objectives, Interdisciplinary Approach, *Interprofessional Relationship, *Language Teachers, Second Language Instruction, *Teacher Role In this document a discussion of the relationship between foreign language education and bilingual education addresses four questions. In response to the first, “Has foreign language education been supportive of bilingual education?", the proposed answer is that it has not, despite attempts to link the two to justify the existence of foreign language programs. Nonetheless, it is proposed that the survival of both foreign language and bilingual education depends on the encouragement of diversity. The answer to the second question, “Do foreign language teachers consider that they are preparing bilinguals?”, is that this is not usually the case because bilingualism is thought of as unattainable. It is suggested that bilingualism should be considered a process rather than a goal. The third question, “How many language teachers consider themselves to be bilingual or bicultural?”, is seen as answerable only by individual teachers. Teachers are encouraged to examine how many occasions for interaction in the foreign language they teach they have found in recent years, or how native-speaking language teachers can maintain their differences from the dominant American culture. Finally, in answer to “Is bilingual education affecting foreign language education?”, it is concluded that only time will tell how beneficial the relationship is. (MSE) ED 318 256 FL 018 509 Kalivoda, Theodore B. Study Abroad for Language Majors and Teachers. Pub Date—77 Note-10p.; In: Dimension: Languages 77. Pro ceedings of the Southern Conference on Lan guage Teaching (Orlando, FL, October 1977). Pub Type- Opinion Papers (120) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Curriculum Design, Higher Educa tion, *Language Fluency, *Language Teachers, *Majors (Students), Oral Language, Program Effectiveness, Second Language Instruction, *Second Language Learning, *Study Abroad Study abroad is not a frill of the foreign language major's curriculum, but rather a component that is crucial to the linguistic preparation of a successful language teacher. During the study abroad experience, the student can obtain the ability to use the language freely and spontaneously, thus helping create an atmosphere of excitement and challenge, a climate frequently missing in foreign language classrooms. Study abroad as it has been traditionally defined for undergraduate foreign language majors and for current teachers on the graduate level must be radically restructured toward an intensive and disciplined language experience. The study abroad experience should be a rigorous program of structured field work in which students spend more time actively using the language with native speakers, than attending passively-oriented, classes and should dramatically facilitate the development of oral language fluency. However, direct government
subsidy is needed to facilitate foreign residence as a regular component of language teacher training. The language teaching profession must pursue this financial assistance as a priority in improving foreign language instruction in America. (MSE) ED 318 257 FL 018 510 Bras, Monique Le programme “La francophonie": Une approche internationale et interdisciplinaire (The Francophony Program: An International and Interdisci plinary Approach). Pub Date—77 Note-15p.; In: Dimension: Languages 77. Pro ceedings of the Southern Conference on Lan guage Teaching (Orlando, FL, October 1977). Language-French Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Television, *French, Higher Education, *Individualized Instruction, Instructional Materials, *Interdisciplinary Approach, *International Cooperation, *Languages for Special Purposes, Material Development, Program Descriptions, Second Language Instruction, Videotape Recordings Identifiers—*North Carolina Central University The origins, development, and organization of a set of instructional materials entitled “La Francophonie" at North Carolina Central University are described. The project grew out of American students' disaffection for language learning in the mid 1960's and the narrow focus of much college-level instruction. The program consists of two components: a television course with 18 episodes, and an individualized and interdisciplinary course of instruction. The first part of the program is an effort to place French language instruction in an international context, presenting the language as a medium of communication for millions of people of different races, origins, and nationalities. The videotapes outline the geographic distribution and cultural uses of French and French-speaking peoples around the world and suggest the value of knowledge of the language in professional contexts. The second component is a 3-trimester instructional program in which the study of French is oriented toward francophone perspectives and tied closely to the student's major and future profession. The disciplines with which the program has been aligned include nursing, business, journalism, biology, and home economics. The general plan includes study of discipline-specific vocabulary, linguistic structures, and phonetics, presentation of reports, specialized reading, exercise in dialogue, progress testing, and a final exam. (MSE) ED 318 258 FL 018 511 Paine, Ruth The Past, Present, and Future of the Consortium and Foreign Language Instruction. Pub Date—77 Note-15p.; In: Dimension: Languages 77. Pro ceedings of the Southern Conference on Lan guage Teaching (Orlando, FL, October 1977). Pub Type— Reports - Evaluative (142) – Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price · MF0i/PC01 Plus Postage. Descriptors—*Consortia, Educational History, Higher Education, *Intercollegiate Cooperation, Long Range Planning, Second Language Instruction, Second Language Programs The proportion of active foreign language teachers working in cooperative or collaborative efforts is very small. Foreign languages have lagged behind other disciplines in this area. Consortia, or groups of postsecondary institutions agreeing to work together toward specific, long-range goals, date back to medieval times, but few have emerged over the course of educational history. Only since the 1960s has interinstitutional cooperation been widely undertaken, often for institutional survival. The consortium requires a different internal and external structure from that of member institutions, with loss of institutional sovereignty and conflict in member interests an early challenge. Advantages gained by the pooling of talents, resources, and facilities are substantial and can be applied in many administrative and academic areas. Encouragement of consortial grouping is growing around the country. In some consortia, languages are an important part of the group's activities. Individual institutions' strengths are developed and linked to provide full language services to all students; institutions coordinate efforts to attract funding for more advanced teaching
technology; others use their combined forces to keep language and area studies alive when they are threatened. Consortia can help the language profession exploit the available resources and end the unproductive autonomous mindset. (MSE) ED 318 259 FL 018 512 Deschenes, Martin 0. Waters, Harold A. African Literature: Selected Resources. Pub Date—77 Note—9p.; In: Dimension: Languages 77. Proceed ings of the Southern Conference on Language Teaching (Orlando, FL, October 1977). Pub Type - Reference Materials - Bibliographies (131) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*African Culture, * African History, * African Literature, Audiovisual Aids, *French, Information Sources, *Literary Criticism, *Literary History, Periodicals, Professional Associations, Publishing Industry, Textbooks This bibliography of resources for the teaching of African literature includes over 100 citations of books, textbooks, anthologies, plays, novels, short stories, and periodicals in French and English. Publishing house addresses, audiovisual aids, professional organizations, and a course list are also cited. The books are listed under the following headings: general works; focus on literary history and criticism, history and civilization; text books and anathologies; poetry; theater; novel; and tale and short story. Most books date from 1960 to 1977. (MSE) ED 318 260 FL 018 513 Funchess, Betty L. Chandler, Jane P. SOAP: The Continuing Drama of Supervision of Assistants Program. Pub Date—77 Note-10p.; In: Dimension: Languages 77. Pro ceedings of the Southern Conference on Lan guage Teaching (Orlando, FL, October 1977). Pub Type- Reports • Descriptive (141) Speeches/Meeting Papers (150) — Tests/Ques tionnaires (160) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Audiovisual Aids, *French, Higher Education, Introductory Courses, *Language Teachers, *Practicum Supervision, Preservice Teacher Education, Program Descriptions, Sec ond Language Instruction, *Teaching Assistants Identifiers—*Louisiana State University The Supervision of Assistants Program (SOAP) at Louisiana State University provides pre-teaching, ongoing, and post-teaching supervision for 20 teaching assistants assigned to 800-1000 undergraduate students of French at the beginning and intermediate levels. Almost all new teaching assistants are assigned a section of introductory French, observing a "model class” regularly, keeping regular but limited office hours, and attending their own classes. Supervision of teaching assistant activities includes information about test use, preparation for the first class meeting, discussion of teaching methods, micro-teaching assignments, and scheduling. Ongoing assistance concerning the course syllabus for each level, teaching assistant-supervisor meetings, and coordination of the use of audiovisual aids is offered through the semester. Evaluation of students, teaching assistants, and supervisors is also part of the program. Student evaluation is based on midterm and final examinations. Teaching assistants are evaluated by their supervisors, and if desired, by students. Evaluation by students is private. The supervisor is reviewed by his students and by the teaching assistants. The questions used in the evaluations are included. (MSE) ED 318 261 FL 018 514 Morain, Genelle, Ed. Dimension: Languages 79. Folklore as Culture: Linking Life to Language. Proceedings of the Pre-Conference Workshop at the Southern Conference on Language Teaching (15th, Atlanta, Georgia, 1979). Southern Conference on Language Teaching, At lanta, Ga. Pub Date-80 Note-114p. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC05 Plus Postage. Descriptors—Bibliographies, *Body Language, , * Classroom Techniques, Conference Proceedings, *Folk Culture, Foreign countries, French, German, Instructional Materials, *Latin American Culture, Media Selection, *Nonverbal Communi cation, Research Methodology, Second Language
Instruction, Second Language Learning Identifiers—*Brazil, *France, Germany, Latin America, United States Papers from a workshop on folklore in second language teaching include: “Folklore in the Classroom: Lifting the Lid on the Magic Coffer” (Genelle Morain); “An American Folklore Quiz” (Genelle Morain); “Who's Afraid of Dr. Faust?” (Gerhard H. Weiss); "German Folklore Bibliography for Teachers” (Gerhard H. Weiss); “Latin American Folklore: Research Strategies and Instructional Selection" (Frederick L. Jenks); "Hispanic Folklore: A Partial Bibliography" (David Christian Hasty); "Croyances et Traditions en France" (Jacqueline C. Elliott); “French Folklore Bibliography" (Jacqueline C. Elliott); "French Without Words: Explanation and Application of French Culture-Coded Silent Communication” (Bobbie McKeller); "Gestures: The Brazilian Experience" (Roslyn R. Sprayberry); and "Kinesics Bibliography" (Roslyn R. Sprayberry). A list of conference sponsors and patrons is also included. (MSE) ED 318 262 FL 018 515 Marinelli, Patti From Text to Context: Spontaneous Group Role Playing. Pub Date—83 Note—19p.; In: Dimension: Languages 83. Pro ceedings of the Southern Conference on Lan guage Teaching (19th, 1983). Language English; Spanish Pub Type— Guides - Classroom - Teacher (052) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Class Activities, Classroom Tech niques, *Group Activities, Interpersonal Communication, *Role Playing, Second Language Instruction, Spanish, *Spontaneous Behavior, *Visual Aids A familiar and effective way to provide classroom practice of foreign language skills in a meaningful context is role-playing. One variation, spontaneous group role-playing, offers a bridge between textbook dialogues and real-world dialogues. Especially appropriate for beginning and intermediate students, simultaneous group role-playing is a simulation of real-life activities in which students participate in large groups without rehearsal. This activity is intended as the culminating activity for a unit of study that has included drill and practice of specific vocabulary and structural items. Within the inherently loose structure that allows for creativity and improvisation, the activity also contains controls that direct students to speak about familiar topics, using known grammatical structures. These controls are provided by role cards that briefly outline the group situation, the individual role, and the conversations that students must initiate. The teacher-designed cards can be adapted to almost any textbook and accommodate varying levels of proficiency. After some initial surprise, students generally find such activities both engaging and challenging. A series of cards are presented and procedures for their use are explained. Suggestions for creation of cards are made. (MSE)
provement; and teachers who are undertrained, particularly in language skills. The institute addressed all three issues. Two hours were devoted daily to understanding the middle school student, in sessions conducted by a middle school specialist. The foreign language education component consisted of reading and writing activities and demonstration teaching with critique. Local middle school students served as a class for the demonstrations. Decision-making about the type, complexity, and level of formal language training for the participating teachers was somewhat problematic, and cultural topics and conversational activities in this segment were dealt with in a more elementary fashion than was originally planned. Optional French and Spanish feature films and guest lectures were provided. Participants evaluated nine institute components, revealing some program strengths and weaknesses. (MSE) ED 318 264 FL 018 517 Melton, Judith M. Journal-Writing in the Foreign Language Class room. Pub Date—83 Note-11p.; In: Dimension: Languages 83. Pro ceedings of the Southern Conference on Language Teaching (19th, 1983). Pub Type-Reports - Evaluative (142) - Guides Classroom - Teacher (052) - Speeches/Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—* Advanced Courses, Classroom Techniques, *Instructional Effectiveness, *Journal Writing, *Literary Criticism, Literature Appreciation, Revision (Written Composition), Second Language Instruction, Second Language Learning, *Writing Processes Bringing journals into upper-level foreign language classes painlessly involves students in the exploration of the second language and the writing process. The unstructured nature of journal writing allows for a free range of writing exercises that upgrade student language proficiency and help increase their control of grammar, structure, and style. Further, journals are flexible enough that they can be incorporated imaginatively into almost any language course, including literature-based courses, providing students with strong incentives for practicing the second language. At the end of a course of study, students can feel a sense of achievement in the journals, concrete souvenirs of passage through the stages of language learning. (MSE)
ED 318 263 FL 018 516 Ford, James F. Hassel, Jon B. Focus on Foreign Language in the Middle School: A Description of an NEH Summer Institute. Pub Date—83 Note-9p.; In: Dimension: Languages 83. Proceed ings of the Southern Conference on Language Teaching (19th, 1983). Pub Type- Reports - Descriptive (141) – Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Elementary Secondary Education, Federal Government, *Inservice Teacher Education, *Institutes (Training Programs), *Language Teachers, *Middle Schools, Program Descriptions, Public Agencies, Second Language Instruction, Second Language Programs, Summer Programs Identifiers—*National Endowment for the Human ities, University of Arkansas The origins, development, and results of a summer institute for middle school foreign language teachers held at the University of Arkansas during summer 1983, and re-funded and extended for the next 2 years, are described. The project originated from several needs in middle school foreign language instruction: the challenges in teaching to the middle school age group; the lack of articulation or exchange of information on program design or im
ED 318 265 FL 018 518 Hill, David P. Spanish Intensive Courses: The South Carolina Experience. Pub Date-83 Note—9p.; In: Dimension: Languages 83. Proceed ings of the Southern Conference on Language Teaching (19th, 1983). Pub Type- Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Articulation (Education), *Compe- tency Based Education, Course Organization, Higher Education, *Intensive Language Courses, Program Descriptions, Program Development, Program Effectiveness, Second Language Instruction, *Spanish, Student Attitudes, Student Evalu ation, Student Motivation, Team Teaching Identifiers—*University of South Carolina The Spanish Intensive Courses sequence at the University of South Carolina, first offered in fall 1982, has become well received and highly visible in the university. The sequence has grown to three courses in fall 1983, all exceeding minimum enrollment requirements despite selective admission criteria. The success of the sequence has inspired the planning of German and French intensive sequences. The source of success appears to be proficiency-based instruction. The program originated from the desire for language testing reflecting student language ability more accurately than traditional grade and course-completion records. The initial 1-semester, team-taught Spanish course was designed to address this need. Upon approval, the course was publicized widely. General course structure and the division of responsibilities in the team teaching is important to the success of these courses. Each course has four instructors: one senior and one junior faculty member and two nativespeaking graduate assistants. The first course awards seven credit hours, which fulfills the college's language requirements. Two subsequent
courses award six hours each. Materials include a traditional grammar book and workbook and a local Spanish-language newspaper. Language-related activities outside class provide speaking opportunities. The program has reversed a department enrollment decline and improved department status. Followup courses are needed. Additional program development is foreseen. (MSE)
ED 318 266 FL 018 519 Obergfell, Sandra C. The Survey with a Focus: Developing Critical and Creative Thinking Skills. Pub Date—83 Note—7p.; In: Dimension: Languages 83. Proceed ings of the Southern Conference on Language Teaching (19th, 1983). Pub Type - Reports - Evaluative (142) - Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Brain Hemisphere Functions, Cre ative Thinking, *Critical Thinking, French, Higher Education, Holistic Approach, *Introductory Courses, *Liberal Arts, *Literature Appreciation, Piagetian Theory, Second Language Instruction, Skill Development A modified, chronologically-based approach to the foreign language literature survey course integrates traditional elements of chronological organization with critical and concrete analysis of literary texts to increase the significance of the material to the liberal arts education. Research in higher education and research on left-right brain hemisphere activity support the presentation of literature in such a fashion, with progression from concrete to abstract and from critical to creative thinking. The application of the principles of the three-stage learning cycle (exploration and discovery of the material; concept introduction; and concept application and repetition) to a specific literary excerpt ("L'Esprit des Lois”) illustrates the holistic involvement of the learner in the text. Such a logical organization of the survey course would appear to be requisite to developing critical thinking skills if the student is not to wander in the domain of abstractions without properly understanding the relationship of the part to the whole. Through this mixture of chronological survey, generalizations concerning literary works and movements in their sociocultural setting, and close textual analysis, a meld of European and American philosophies results. (MSE) ED 318 267 FL 018 520 Brown, Diane S. Creative Testing in French Literature Courses. Pub Date—83 Note—7p.; In: Dimension: Languages 83. Proceed ings of the Southern Conference on Language Teaching (19th, 1983). Pub Type Reports . Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, French, *French Literature, *Literary Criticism, *Literature Appreciation, *Reading Comprehension, Second Language Instruction, Second Language Learning, Test Format, *Testing Four methods of measuring students' comprehension of French literature are discussed. The first method involves traditional comparison of themes or characters. Themes may concern war, women, or love, for example. Characters may be compared from the same or a different era or genre. The second approach uses the association of the material being studied with quotations from other sources, either by the same author or a different one. A comparison of quotations of French and non-French authors helps to demonstrate the universality of the French material and demonstrates the possibility of integrating two academic disciplines. A third method evolves from the extension of the coupling of two text types, and results in the organization of and active participation by the student in the concepts to be learned. Students must seek out an excerpt from a text and apply it in a different context. The fourth method involves self-projection by the student into another personality and/or time period. Specific examples of texts used with these approaches are presented for illustration. (MSE) ED 318 268 FL 018 521 Jackson, Shirley M. Getting Started: The Foreign Language Teacher and Computer-Assisted Instruction. Pub Date—83 Note-7p.; In: Dimension: Languages 83. Proceed
ings of the Southern Conference on Language Teaching (19th, 1983). Pub TypeGuides - Classroom - Teacher (052) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors Classroom Techniques, *Computer Assisted Instruction, Computer Assisted Testing, *Computer Literacy, Departments, Higher Education, *Inservice Teacher Education, *Instructional Effectiveness, *Language Teachers, Program Descriptions, Recordkeeping, Second Language Instruction Identifiers—*University of the District of Columbia Foreign language teachers should become familiar and comfortable with computers. Learning about computers and their applications to the foreign language instructional process will provide teachers with the information needed to examine issues related to the new technology and stimulate discussion of its implementation in the school. All educators should be aware of the advantages and disadvantages of computer-assisted instruction (CAI). Many computer literacy courses give teachers general knowledge of how computers work, familiarity with terminology, an idea of significant events in the history of computers, and the ability to read and write simple programs. While programming knowledge is not essential to the teacher, it is helpful. CAI is of obvious use in testing and record-keeping, but can also aid in conducting tutorials, freeing valuable teacher time. In 1982, The University of the District of Columbia foreign language department established a computer committee and began a CAI training course for faculty. The course eliminated all but the essentials of a computer literacy course, in order to stimulate faculty use of computers. Responses to a committee-member designed questionnaire indicated faculty concerns about computer use. The real value of the computer to the foreign language learner lies in the use made of it by the teacher. (MSE) ED 318 269 FL 018 522 Novak, Sigfrid S. And Others Volunteer Community Language Bank. Pub Date—83 Note7p.; In: Dimension: Languages 83. Proceed ings of the Southern Conference on Language Teaching (19th, 1983). Pub Type- Reports - Descriptive (141) — Guides - Non-Classroom (055)-Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Community Services, International Trade, *Interpreters, Language Role, Needs Assessment, *Privacy, Program Descriptions, *Second Languages, *Telephone Communications Systems, Tourism, *Voluntary Agencies Identifiers—*Language Banks, *Louisiana (Lake Charles) Lake Charles, Louisiana established a language bank capable of providing interpreters for 20 foreign languages. All participants are volunteers who offer to help free of charge in case of emergencies arising because of the considerable numbers of foreign visitors in the area. Smooth operation of the language bank depends on the following: (1) an organizational and administrative committee; (2) volunteers who know English as well as one or more foreign languages and offer their free services; (3) a comprehensive file of volunteer information and languages and a file enumerating services, without volunteer information; and (4) any community agency to act as a 24-hour clearinghouse. It is extremely important to assure volunteer privacy. In establishing a language bank, information on need should be gathered from police departments, hospitals, tourist bureaus, the chamber of commerce, local school board, and other sources. Local news media can help gather data and recruit volunteers. Information disseminated about the program should be simple and clear, and a laminated handout sheet is very useful. Circulation should be as wide as possible. An informal initial meeting for volunteers, staff, and organizers and periodic meetings for exchange of experience and support should be scheduled. Benefits in Lake Charles include increased community self-awareness and goodwill. (MSE)
Teaching (19th, 1983). Pub Type - Reports • Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO1 Plus Postage. Descriptors—College Faculty, *Cultural Activities, *Cultural Pluralism, Elementary Secondary Education, Higher Education, Interprofessional Relationship, *Language Teachers, Second Language Instruction, Second Language Learning, Teacher Role Identifiers—Calcasieu Parish School System LA, McNeese State University LA An annual foreign language festival established by McNeese State University and the Calcasieu Parish School System (Louisiana) was designed to motivate students, inform them of employment opportunities, help them understand their own and other heritages, and illustrate the international and intercultural opportunities and challenges of the modern world. International Cultural Experience Day (ICE) is held in conjunction with a regional annual international week offering recreational, educational, promotional, industrial, cultural, and culinary activities. A spirit of camaraderie and solidarity has developed among the college and school language teachers involved. Planning has been incorporated into the recently-formed foreign language teachers' association. The event brings together students and teachers from different educational levels and groups from the community. Young and older guest speakers address the ICE Day audience on the university campus, focusing on language-related issues. Entertainment consists of game demonstrations, group singing, a scavenger hunt organized by language, international exhibits, and international food offered at the cafeteria. The event has become important in promoting foreign language and culture study. (MSE) ED 318 271 FL 018 525 Louisiana School Administrators' Handbook: Edu cating the Non/Limited English Proficient Stu dent. Bulletin No. 1851. Louisiana State Dept. of Education, Baton Rouge. Bilingual Education/ESL Section. Pub Date—[90] Note—177p.; Appendices contain numerous repro duction problems. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Administrator Guides, *Bilingual Ed ucation, Court Litigation, Disabilities, Elementary Secondary Education, English (Second Language), Federal Legislation, Financial Support, Grading, Identification, Language Proficiency, Language Tests, Legal Responsibility, *Limited English Speaking, Oral Language, Parent Attitudes, Parent Participation, Parent School Relationship, *Program Development, School Districts, State Legislation, *State Standards, Student Evaluation, Student Placement, Student Rights, Teacher Certification, Teacher Student Ratio, Testing Programs Identifiers—*Louisiana This handbook is a reference for Louisiana school administrators for planning and implementing instructional programs for limited-English-proficient (LEP) students complying with federal and state laws. Sections address specific aspects of the following issues: the legal responsibilities of school districts, based on court decisions; rights of LEP students under federal law; the handicapped LEP student; Louisiana guidelines for including LEP students in the pupil progression plan; funding; sources of assistance; identifying LEP students; assessment; parent refusal of services; placement; instructional programs; grading; pupil-teacher ratio; parental involvement; school-parent communication; and bilingual and ESL specialist certification. Appended materials include: a summary of relevant federal statutes; a 32-item bibliography; descriptions of six oral language proficiency tests to be used with this population; a guide to planning a 4-year program for secondary students of English as a Second Language (ESL), based on the system used in the Jefferson Parish public schools; a guide to planning an instructional program for LEP students, pre-K through grade 12, designed by the Texas State Agency; and 22 sample forms, translated into Vietnamese, Spanish, and French. (MSE) ED 318 272 FL 800 002 Frost, Susan Frazier, Connie Rock Valley College Private Sector Partnerships for English Literacy. Final Report.
ED 318 270 FL 018 523 Marshall, Gene And Others International Cultural Experience Day: A Festival for Foreign Language Students. Pub Date—83 Note_9p.; In: Dimension: Languages 83. Proceed ings of the Southern Conference on Language
Rock Valley Coll., Rockford, Ill. Spons Agency-Department of Education, Washington, DC.; Illinois State Board of Education, Springfield. Pub Date—30 Jun 88 Note-31p.; For related document, see FL 800 083. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*English (Second Language), Grants, *Inplant Programs, *Labor Education, Language Teachers, *Literacy Education, Program Descriptions, School Business Relationship, Teacher Ed ucation Identifiers—*Rock Valley College IL, *Workplace Literacy From August 12, 1987 to June 30, 1988, Rock Valley College, in cooperation with the Rockford Area Literacy Council and the college's English Language Study Center, administered a state grant entitled “Private Sector Partnerships for English Literacy." The goal of this project was to recruit and provide tutoring and classes for students of English second language literacy in their workplaces. The college-agency partnership functioned well, with each partner meeting its stated objectives. During the year, the project trained nine teachers of English as a Second Language (ESL), six of whom are actively teaching in the workplace. The project partners negotiated with management in 14 companies, tested the entire work force in 2 of the companies, and provided classes for 106 ESL students in 7 companies. All tuition, classroom space, textbooks, and in some cases, work release time were funded by the private sector for 86 of the ESL students. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
ED 318 273 FL 800 017 Namde, Joyce Winchel Hellman, Linda Pima County Adult Education Program's ESL Literacy Project, 1985-86. Final Report. Pima County Adult Education, Tucson, AZ. Pub Date—86 Note-35p. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Education, Curriculum Devel opment, *English (Second Language), Instruc- tional Materials, Language Experience Approach, *Literacy Education, Program Descriptions, Pro- gram Effectiveness, *Reading Skills, Second Lan- guage Programs, Teacher Student Ratio, Writing Skills Identifiers—*Pima County Adult Education AZ The Pima County Adult Education project undertook a demonstration project to provide English-as-a-Second Language (ESL) instruction to students with little or few reading skills. The project's objectives were to: enroll at least 20 students; provide 3 hours of literacy instruction weekly for at least 12 weeks in each of 2 sessions; document participants' entry and exit skills on a reading test and writing sample; develop and implement an appropriate curriculum; develop and/or acquire appropriate instructional materials; and disseminate information about program success. While the project did not meet the enrollment objective and retention was not high, the students who came to class regularly demonstrated substantial progress. Students with writing difficulties showed progress in abilities to form, identify, and use the English alphabet. Those students with low reading skills concentrated on word recognition and sight-sound correspondence. The Language Experience Approach was used in reading and writing instruction. Because some students withdrew from the class without notice, formal assessment of exit skill levels was difficult. Based on the experience of this project, it is recommended that reading classes should be held at the same time as regular ESL classes, that a low teacher-student ratio should be maintained, and that classes should be no longer than 1 hour if held before or after regular ESL classes. An annotated ESL literacy bibliography and Language Experience Approach sample assignment are provided. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Minority Languages Affairs (ED), Washington, DC. Pub Date-89 Contract-300-86-0029 Note-12p. Pub Type- Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Literacy, Children, Daily Liv ing Skills, Educational Strategies, *English (Second Language), Grammar, Language Experience Approach, *Language Proficiency, *Limited English Speaking, *Literacy, Phonics, Teaching Methods, *Whole Language Approach A review of selected research studies and practices on the teaching of literacy to limited English proficient (LEP) students suggests that there is considerable variation in the way literacy is defined. Several methods currently being used to develop LEP students’ literacy skills are reviewed. Many LEP students continue to be taught reading skills through phonics rather than the whole language or language experience approaches. Initial research on grammar-based approaches indicates that they are not as effective as others. Striking similarities appear in the success of both adults and children being taught by the various approaches. Effective LEP adult literacy programs reflect learner needs, educational backgrounds, and abilities, almost invariably integrating a basic skills focus with instruction in life or survival skills needed for daily functioning. The following guiding principles for facilitating English literacy with LEP students were suggested by G. Wells (1987): (1) responsibility for selecting tasks, deciding on means for attaining goals, and evaluating outcomes; (2) language should be seen as a means for achieving other goals; (3) writing, reading, speaking, and listening should be seen as complementary processes; and (4) an important place should be accorded to the sharing of personal and literary stories at all stages. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 275 FL 800 036 Ringel, Harry Smith, Jeanne H. English as a Second Language: Language Experi ence Approach. Instructional Guide and ESL Reader. Nationalities Service Center, Philadelphia, PA. Spons Agency-Department of Education, Wash ington, DC Pub Date—89 Note-118p. Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Adult Education, Classroom Tech niques, *English (Second Language, Hispanic Americans, Instructional Materials, *Language Experience Approach, Language Teachers, *Literacy Education, Reading Materials, Second Language Instruction, Student Developed Materials, Teacher Education Identifiers-Southeast Asians This guide to the instruction of English as a Second Language (ESL) using the Language Experience Approach (LEA) consists of two parts: an instructional guide, to be used as a tool for training instructors to use the LEA approach, and a collection of 30 lessons using stories produced by students and student groups using LEA in ESL classes. The instructional guide describes the LEA process and differences between LEA instruction carried out with native English speakers and LEA used in combination with ESL instruction. The overall learning objectives of the LEA approach are outlined, and its use in groups and in the classroom is discussed. A description of the LEA/ESL method includes sections on story starting techniques, asking questions, the stories themselves, and follow-up exercises. Some additional information sources and instructional resources are suggested. The ESL reader is divided into Southeast Asian stories and Hispanic stories, and within these groups, into beginning, intermediate, and advanced level lessons. A brief introductory section provides suggestions for classroom use of the stories, including a variety of preliminary and post-reading exercises. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 276 FL 800 042 Kuy, Kathy Thomas, Bob Handbook for Volunteer ESL Literacy Teachers. International Inst. of Boston, MA. Spons Agency-Department of Education, Wash ington, DC.; Massachusetts State Dept. of Education, Boston. Bureau of Student, Community and Adult Services.
Pub Date—85 Note-121p. Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Adult Students, Behavioral Objec- tives, *Classroom Techniques, *English (Second Language), Heterogeneous Grouping, Illiteracy, Instructional Materials, Language Teachers, Learning Readiness, Lesson Plans, *Literacy Education, *Reading Instruction, Second Language Instruction, Self Evaluation (Individuals), Student Evaluation, Teacher Evaluation, Teaching Guides, Teaching Methods, Volunteers, *Volunteer Training, *Writing Instruction This guide assumes a basic familiarity with some principles, techniques, activities, materials, and lesson planning strategies for teaching English as a Second Language (ESL) to adults. The approaches, techniques, ideas, resources, and information in the guide are designed to provide guidance for the teaching of literacy to adult students. After an introductory section, chapters address the following: (1) general goals and specific performance objectives for literacy students; (2) general principles and specific approaches to literacy teaching; (3) literacy teaching methods, including pre-reading and pre-writing activities, phonics and sight word techniques, and reading and writing techniques; (4) curriculum content for three levels of instruction; (5) lesson planning, including a lesson plan form and three sample lesson plans, one at each instructional level; (6) development and selection of instructional materials, including a brief bibliography of instructional and reference materials; (7) assessment of student progress, with a sample literacy assessment test and a discussion of ongoing evaluation; (8) suggestions for teaching mixed literate/illiterate classes; and questions to be asked in teacher self-evaluation. Appended materials include reproducible alphabet and number charts, sample worksheets, and a list of 29 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 277 FL 800 043 Goodwin, Sarah Hall Guide to Peace Corps Literacy Packet (Litpak). Peace Corps, Washington, DC. Information Collec tion and Exchange Div. Pub Date-Sep 86 Note-109p. Pub Type Guides - Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Adult Education, Classroom Tech niques, *Curriculum Development, Curriculum Guides, Instructional Materials, *Language Experience Approach, Language Teachers, *Literacy Education, *Native Language Instruction, Reference Materials, Teaching Methods, Voluntary Agencies, *Volunteer Training Identifiers—*Freire (Paulo), Peace Corps The guide introduces literacy education volunteers to the contents and use of the Peace Corps' prepared information packet on native language literacy education (Litpak). Part 1, a guide to the packet, contains two chapters. The first chapter, an introduction to Litpak, outlines the materials' purpose, typical situations in which Peace Corps volunteers get involved in literacy work, methods and approaches for using Litpak contents, and ways of supplementing the handbook. The second chapter of this part looks at special issues in literacy: the role and adequacy of literacy in different situations; alternatives to literacy; literacy in multilingual situations; and choosing a teaching approach and methods for different situations. The second section of the guide addresses the use of various teaching methods. The first chapter of this section discusses the formulation of a situation-specific literacy curriculum. The second and third chapters focus on curricula for two methods: the language experience approach and a modified Freirean approach. For each of the approaches, the guide outlines goals and objectives, learning activities, and sample lesson plans. For the Freire curriculum, specific reading objectives, linguistic content, and semantic content are included. Appended materials include sample lessons from students' texts in the specific literacy and the modified Freire curricula. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
ED 318 274 FL 800 034 Simich-Dudgeon, Carmen English Literacy Development: Approaches and Strategies that Work with Limited English Profi cient Children and Adults. National Clearinghouse for Bilingual Education, Silver Spring, MD. Spons Agency-Office of Bilingual Education and
ED 318 278 FL 800 044 Sam-Kpakra, Robert H. And Others Rural Press for Village Post-Literacy Literature. Peace Corps, Washington, DC. Information Collec tion and Exchange Div. Pub Date-Aug 87
Note-23p. Pub Type - Reports - Evaluative (142) - Collected Works - General (020) EDRS Price - MF01/PĆO1 Plus Postage. Descriptors-African Languages, Case Studies, *Communication (Thought Transfer), English (Second Language), Foreign countries, *Information Dissemination, *Literacy, Multilingual Materials, *Newspapers, *Reprography, *Rural Areas, Social Development, Uncommonly Taught Languages Identifiers—* Africa, Liberia, Looma, Niger Three articles concerning the development of the rural press in Africa as a means of communicating and promoting literacy are included in this collection of reprints. “The Rural Press, Effective Rural Communication Medium" by Robert H. SamKpakra describes this medium of communication by and for people living in areas with little or no access to urban means of communication. The article discusses the basic principles of the rural press, the rationale for its development, step-by-step directions for using a silk-screen duplicator to produce a rural news bulletin, and suggestions for local management of the rural press. "Grassroot Communication at Village Level,” by Charles T. Hein and Keith K. Kanyogonya, outlines the construction and operation of a silk-screen duplicator as used in Nigerian local newspaper production. “Case Study: Mimeographed Bilingual Village Newspaper," by Margaret D. Miller chronicles the history and operation of a rural Liberian newspaper produced in Looma, an African language, and eventually also partly in English. Details of solicitation of articles, layout and content, distribution, and finance are provided. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
ment, *News Writing, *Readability, *Reading Materials, Writing (Composition), Writing Exercises, Writing for Publication This guide to writing material that will be read by new readers focuses on making the material read. able, relevant, and effective. The first section of the guide gives an overview of this process, and addresses the following aspects of writing for new readers: (1) determining the audience and its interests; (2) elements of effective written communication; (3) choosing appropriate subjects; (4) forms of writing (including folk tales or biographies as alternatives to expository writing); (5) use of illustrations; and (6) using a controlled vocabulary. The second section of the guide provides more specific suggestions for readable writing, including: choosing a subject; gathering and evaluating material; seeing words as tools for a specific purpose; structuring sentences and paragraphs; making the reading interesting; writing an outline; giving the writing unity, coherence, and emphasis; and structuring the text. Exercises for writing practice are provided. The third section of the guide discusses news writing, including what makes news, the structure of a news report, the use of language in the “news style,” and preparing news copy. Suggestions for avoiding common errors are made, and writing exercises are also provided. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
ond Language), Inplant Programs, Interviews, *Labor Education, *Literacy Education, *Oral History, Personal Narratives, Second Language Instruction, Spanish Speaking, Student Projects, Unions, *Writing Exercises A class project undertaken in an English-as-a-Second-Language class is described and presented. Students participating in the project were union employees in a Manhattan electronics factory, and most were native Spanish speakers. The project's objective was to produce an illustrated book and tapes to document work and union experience in the factory, using the oral history process, and to, simultaneously develop student literacy skills and foster reflection and criticism about factory conditions. The resulting publication, entitled "The Life of I.E.H. People in Local 259,” consists of a series of personal histories of workers and interviews of the chief shop steward, quality assurance control director, and two long-time company workers. Some photographs are included, but may not reproduce well. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
ED 318 279 FL 800 045 Reder, Stephen M. And Others Expanding the Culture of Literacy. Northwest Regional Educational Lab., Portland, Oreg. Pub Date—20 Sep 85 Note-14p.; Prepared for "The American Ticket," KCET, Los Angeles, CA. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Education, *Adult Literacy, *Coping, *Cultural Context, *Educational Attitudes, Educational History, Educational Needs, *Illiteracy, Immigrants, Individual Differences, *Literacy, Outreach Programs, Religion To properly assess the problem of adult literacy in the United States and to develop successful intervention programs, it is critical to view literacy not just as a technical proficiency but as a culturally shaped set of practices engaged in by individuals and groups, literate and illiterate. A successful literacy campaign must incorporate outreach and training strategies reaching into communities of illiterate individuals and meeting their daily needs. Historically, the cultural patterning of literacy practices has been extremely diverse. Immigrants have brought their diverse practices to a highly literacy-oriented culture. It is important to distinguish among three dimensions of literacy practices (technical skills, functional knowledge, and social meaning) to develop adult education programs that build on existing skills and knowledge and that enhance or create positive attitudes toward learning the technical skills. Individual differences in attitudes toward social meanings of literacy can profoundly influence individual choices concerning literacy learning and use. Educational planning and intervention should consider not only technical reading and writing skill levels but also the functions of literacy in a community. By integrating the coping strategies of non-literate individuals, taking account of attitudes, and exploiting literacy assistance networks, literacy training can be made more effective and more widely accessible. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 280 FL 800 046 Van Horne, Marion Writing for New Readers: Selections from a Writ ers' Manual. Peace Corps, Washington, DC. Information Collec tion and Exchange Div. Pub Date Aug 87 Note-37p. Pub TypeGuides - Classroom - Teacher (052) EDRS Price · MF01/PCO2 Plus Postage. Descriptors-Adult Students, * Audience Aware ness, *Literacy Education, Material Develop
ED 318 281 FL 800 051 Holt, Grace D. Parenting Curriculum for Language Minority Par ents. California State Univ., Sacramento. Cross-Cultural Resource Center. Spons Agency-Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. Pub Date—88 Note-392p. Pub Type- Guides - Classroom - Learner (051) — Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Acculturation, Child Health, Citi zenship Education, *Daily Living Skills, English (Second Language), Family (Sociological Unit), Illustrations, Immigrants, Instructional Materials, Language Skills, Lesson Plans, Library Services, Limited English Speaking, *Literacy Education, Nutrition, *Parent Education, Parent School Relationship, Safety, School Registration, Second Language Instruction, Skill Development, Teaching Guides, Visual Aids, Workbooks The curriculum consists of a workbook for language minority parents learning English as a Second Language and parenting skills, and a teaching activities guide for instructors. The guide, developed for both literate and non-literate adults, serves three purposes: (1) as a visual aid for the classroom, with pictures introducing English in situations relevant to parenting; (2) as a record for parents participating in the parenting class, for individual practice between classes; and (3) a guide for the teacher for further work in the parents' primary languages, addressing problems and concerns in parenting. Ideas for primary language instruction are included in the individual lesson plans for each unit, contained in the teaching guide. Curriculum unit topics include: education (school organization, registration, at school, parent-teacher communication, visiting your child's school, student evaluation); parenting (family, sharing feelings, developmental stages, helpful hints for parents, working within schedules, using the public library); nutrition (food groups, common foods in the United States, making wise food choices); math (cardinal and ordinal numbers, money, addition, subtraction, multiplication, division); health (children's health problems, forms of medicine, taking your child's temperature, dental health); safety (traffic and home); and citizenship (interview and naturalization). (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 282 FL 800 069 Colon, Maria, Comp. And Others Oral History Project: Advanced ESL Class, Local 259 U.A.W. 1985-86. Pub Date (18 Jun 86] Note—56p.; Best copy available. Pub Type Reports - Descriptive (141) - Col lected Works - General (020) EDRS Price - MF01 Plus Postage. PC Not Avail. able from EDRS. Descriptors—Electronics Industry, *English (Sec
ED 318 283 FL 800 078 VESL Resources. A Guide to Instructional Materi. als for Vocational English as a Second Language. Los Angeles Community Coll. District, CA. Office of Occupational and Technical Education. Pub Date—88 Note-153p. Pub Type- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Adult Education, *Basic Skills, Com puter Assisted Instruction, Computer Literacy, *Instructional Materials, Limited English Speaking, *Literacy Education, Technical Writing, *Vocational English (Second Language) The bibliography is designed for learning center instructors at the Los Angeles Community College District who are involved in vocational education for limited-English-proficient (LEP) adults. The bibliography emphasizes vocational English-as-aSecond-Language (VESL) materials that develop occupation-related language skills. In addition to VESL materials, the bibliography includes specially designed texts and other materials prepared to help LEP students understand vocational content. All items are designed for classroom use. The first section contains annotated citations of general VESL textbooks. Five subsequent sections contain simple bibliographic citations of selections in basic skills (mathematics and reading and writing), computer literacy, general technology, general VESL, and technical writing. The final and largest section contains citations relating to specific occupations: agriculture/horticulture, automotive services, building maintenance, business professions (accounting, business management, office and clerical, and word and data processing), construction/carpentry, cosmetology, drafting, electrical trades, electronics, food service, graphic arts, health science, machine and tool shop, plastics, refrigeration/air conditioning/heating, textiles, and welding. Three appendixes include sources for items cited in the bibliography, sources for computer-assisted instruction, and an index to the specific language groups addressed in the items cited. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 284 FL 800 083 Frazier, Connie Freer, Carol English as a Second Language Workplace Pro gram: An ISBE 353 Special Project Grant 1989. Final Project Report, July 1, 1988-June 30, 1989. Rock Valley Coll., Rockford, Ill. Spons Agency Department of Education, Washington, DC.; Illinois State Board of Education, Springfield. Pub Date-Jul 89 Note—64p.; For a related document, see FL 800 002. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Adult Education, English (Second Language), Grants, Higher Education, Immigrants, *Inplant Programs, *Labor Education, *Literacy Education, Program Descriptions, Program Evaluation, *Second Language Programs, Student Recruitment, Tutorial Programs Identifiers-310 Project, *Rock Valley College IL, *Workplace Literacy From August 1988 to June 1989, Rock Valley college, in cooperation with a local literacy council Page 11
gaining access to language training through existing programs. Women in particular are targeted. The training is provided through community agencies. This paper reports on a 1987 study which looked at selected, representative projects to see if the projects met their own as well as SLTP objectives. The report contains the following: (1) background information on the SLTP and the work of the Teachers of English as a Second Language (TESL) with the program; (2) an outline of the main conceptual framework in which the SLTP has been consid. ered in this report; (3) excerpts from the “Terms and Conditions," or general guidelines, set for the SLTP; (4) an explanation of terms and concepts used; (5) à discussion of SLTP project components (needs assessment, goal-setting, learner types served, proposal preparation, outreach, staffing, learner needs assessment, native language literacy, evaluation, scheduling, project format, methods and materials, funding uses, and volunteer use); and (6) resource lists, including adult ESL literacy courses, beginning adult ESL courses, workbooks and other materials for beginning adult ESL and literacy, teacher guidance materials on ESL and literacy, and ESL and literacy organization contacts. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
and the English Language Study Center, administered a project whose goal was to recruit, provide tutoring to, and provide English-as-a-Second-Language classes to employees at their place of employment. The project functioned well, with each partner carrying out the stated objectives. During the year, the program negotiated with the management of 13 companies, tested 96 employees, and produced 78 enrollments in two Illinois counties. All tuition, classroom space, and texts and materials were provided by the business sector. Five additional employees participated in workplace immigrant amnesty programs through a state legalization impact assistance grant. This report outlines the project's specific objectives, describes the situation of each participating company, makes general observations of interest to others administering workplace programs, and draws conclusions about the nature and value of such efforts. A variety of assessment, administrative, and instructional materials from the program are appended. Four instructional units are included in these materials. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 285 FL 800 096 Nash, Andrea And Others Talking Shop: A Curriculum Sourcebook for Par ticipatory Adult ESL. Massachusetts Univ., Boston. Spons Agency-Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. Pub Date—89 Grant-G008635277 Note-84p. Available from Bilingual/ESL Graduate Studies, University of Massachusetts, Harbor Campus, Boston, MA 02125 ($3.00). Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Adult Education, Curriculum De velopment, *English (Second Language), *Family Programs, Immigrants, Language Teachers, *Learning Experience, Mothers, Parent Child Relationship, Personal Narratives, Resource Materials, Second Language Programs, Student Participation Identifiers—*Family Literacy This collection of stories about adult second language learning includes five teachers' anecdotal accounts of experiences using the participatory process. In these accounts, the teachers describe a variety of tools and processes used in the classroom to draw out issues that can be transformed into thought-provoking discussions and language lessons. The contents are intended to stimulate other teachers to reflect on their own teaching process and explore new possibilities. The experiences are presented in four categories: getting things started; immigrant experiences; mothers and their children; and redefining learning and teaching. The appended bibliography includes: (1) reference materials for participatory curriculum development; and (2) classroom resources in the form of lesson-planning books, grammar texts, workbooks, game books, readings in prose, readings in poetry, and song, anthologies of student writing, and photograph collections. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 286 FL 800 097 Burnaby, Barbara Parameters for Projects under the Settlement Language Training Program. TESL Canada Federation, Toronto (Ontario). Spons Agency-Employment and Immigration Canada, Ottawa (Ontario). Settlement Branch. Pub Date Feb 89 Note-49p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Education, Course Content, *English (Second Language), Financial Support, Foreign Countries, *Immigrants, Instructional Materials, *Land Settlement, *Literacy Education, Needs Assessment, Outreach Programs, Professional Associations, *Program Design, Program Effectiveness, Proposal Writing, Second Language Programs, Teaching Guides, Teaching Methods, Volunteers, Womens Education Identifiers—*Settlement Language Training Pro gram (Canada) Canada's Settlement Language Training Program (SLTP) began in 1986 to provide language training support for immigrants and refugees not bound for the labor force and likely to experience difficulties
guages of wider communication; and the role of language in trade, religion, and government administration. Subsequent chapters on language and education, teacher supply, curricula and testing, and literacy and school enrollment rates look at the situation in each of the five nations. Comparisons with other regional countries (Indonesia, the Philippines, Malaysia, Thailand, Singapore, and Brunei) reveal that proportionally, the recently independent countries of Melanesia lag well behind their Asian neighbors in efforts to achieve universal primary education. The report points out the timeliness of the UNESCO Asia-Pacific Programme of Education for All launched in November 1986 and stresses the need for more Pacific nations to become members of UNESCO to benefit from its education programs. Numerous statistical tables are included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 289 FL 800 101 Minicz, Elizabeth A. Watson And Others Determining Reading Levels for Nonnative Speak ers of English: A Study To Explore the possibility of Correlations between Nonnative Literacy (ESL) and Adult Basic Education (ABE) Read ing Tests. Final Report. William Rainey Harper Coll., Palatine, Ill. Pub Date—28 Jul 89 Note—117p.; Appendix 9 and parts 2, 3 and 4 (bud get, project application, and interim report) are not included in ERIC copy. Pub Type-Reports - Descriptive (141) - Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Adult Basic Education, Compara tive Analysis, Correlation, Employer Attitudes, *English (Second Language), Language Skills, Language Tests, *Literacy, *Reading Compre hension, *Reading Tests, *Test Use Identifiers-Illinois Recent workplace literacy initiatives for limited-English-proficient (LEP) employees in Illinois have resulted in employer interest in the measurement of adult English-as-a-Second-Language (ESL) achievement, particularly in the area of reading comprehension. Employers are requesting that evidence of a language minority employee's reading ability be reported in grade level equivalents similar to those used to report the skill levels of native speakers. The study reported here investigated the following: (1) whether there is any correlation between commonly-used ESL tests of reading comprehension and adult basic education norm-referenced tests; (2) which tests are more highly correlated; and (3) whether any adult ESL reading comprehension test can be used to predict performance on adult basic education tests. Some specific correlations were found. In addition, commonalities in the populations of LEP nonnative speakers and undereducated native speakers were noted. Further research with larger samples is recommended. Appended materials include forms, data, and correspondence related to the study. (Author/MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
ED 318 287 FL 800 098 Literacy/Alphabetisation, Volume 13, Numbers 1-4. Movement for Canadian Literacy, Toronto (On tario). Pub Date—90 Note-176p. Journal Cit-Literacy Alphabetisation; v13 n1 Spr 1988 n2-3 Spr, Fail 1989 n4 Win 1990 Language English; French Pub Type - Collected Works - Serials (022) EDRS Price - MF01/PC08 Plus Postage. Descriptors-Adult Education, Classroom Techniques, Cognitive Style, Cultural Pluralism, *English, Foreign countries, *French, Indigenous Populations, Language Research, Literacy Education, *Native Language Instruction, Needs Assessment, Networks, Professional Associations, Program Descriptions, Student Participation, Writing Instruction Identifiers—*Canada Volume 13 of the journal of the Movement for Canadian Literacy is presented. The volume consists of 4 issues containing articles on the following literacy education topics: (1) putting literacy on the Canadian public agenda; (2) efforts to animate learner participation; (3) building networks for literacy workers; (4) literacy research activity; (5) the needs assessment; (6) native Canadian languages and the promotion of adult literacy; (7) francophone and anglophone literacy in Canada; (8) first language literacy and multiculturalism; (9) discovering learning preferences; (10) extending writing competence for adult learners; and (11) development of good practice guidelines in literacy education. Accounts of literacy education programs across the provinces, news briefs, and notices of new resources appear in some issues. All articles in issues 2 through 4 are presented in both English and French; articles in issue 1 are in English only. (MSE)
ED 318 288 FL 800 099 Tryon, D. T. Illiteracy in Melanesia: A Preliminary Report. Occasional Paper Number 2. Australian Advisory Council of Languages and Multicultural Education, Canberra. Pub Date—88 Note—61p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Comparative Analysis, Cultural Plu ralism, Curriculum Design, Educational Attainment, Elementary Secondary Education, Enrollment Rate, Foreign countries, Illiteracy, *Language Role, *Literacy Education, Multilingualism, Official Languages, Regional Characteristics, Religion, *Social Influences, Sociolinguistics, Teacher Supply and Demand, Testing Identifiers— Melanesia A study of illiteracy in Melanesia (Papua New Guinea, Solomon Islands, Vanatu, New Caledonia, and Fiji) brings together current statistics and projections on illiteracy and schooling and interprets them in light of sociocultural and sociolinguistic factors. An introductory section describes Melanesia's sociolinguistic background and linguistic diversity; Polynesia's linguistic unity; multilingualism and lan
ED 318 290 FL 800 102 Centrella, Nancy And Others English as a Second Language: Helping Employees To Learn. An Informational Manual for Nursing Homes. Massachusetts Long Term Care Foundation, Ded ham. Pub Date—Jun 88 Note-83p. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Adult Literacy, Course Content, Health Personnel, Labor Education, *Literacy Education, Needs Assessment, Nursing Homes, Program Development, Program Implementation, State Standards, Student Characteristics, Unions, Vocabulary Identifiers—*Massachusetts The need for and development of a program in English as a Second Language (ESL) and functional English literacy for nursing home workers are outlined, and suggestions are offered for others desiring to start such a program. Anecdotal information and a needs assessment, in combination with Massachusetts state standards for nursing home workers, led to the design of an instructional program for employees of two nursing homes, one unionized. Characteristics of the 34 participating students, pro
gram rationale, and what has been learned from the experience are described briefly, and the remainder of the guide outlines the process, design, and content of a comparable program. Information is included on choosing an instructional provider, recruiting and assessing students, selecting teachers and coaches, and trouble shooting for attitudinal, racial, and cultural problems that may arise. The last section provides a sample ESL lesson, an extensive nursing home vocabulary list, and a list of adult literacy, workplace education, and long term care resources. (MŠE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 291 FL 800 103 Legalization: Phase Two Requirements and Guide lines for Courses of Study Recognized by the Attorney General. Immigration and Naturalization Service, Washing ton, DC. Office of Outreach. Pub Date—12 Jul 89 Note-57p. Pub Type - Reference Materials (130) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Adult Education, Citizenship Edu cation, Civics, English (Second Language), *Federal Regulation, *Immigrants, *Literacy Education, *Required Courses, Standardized Tests, Testing, Test Items, United States History Identifiers—*Immigration Reform and Control Act 1986 Information concerning the federal regulations governing the basic citizenship skills requirement for immigrant legalization, as amended, is presented. Materials include: (1) a sample memorandum to educational service providers relaying information concerning the requirement; (2) revised requirements and guidelines for courses of study recognized by the Attorney General, including definitions of terms relevant to the legislation, Immigration and Naturalization Service requirements for course content and design, a brief description of the required Federal Citizenship text series, and program guidelines and functional guidelines for recognized courses; (3) a description of the English-civics tests available to legalized aliens; (4) a revised list of 100 standardized United States history and government questions and answers; (5) a list of 20 sample sentences used in the English literacy test; (6) a list of alternatives for aliens “satisfactorily pursuing” a recognized program of English and civics study; and (7) form I-803, a petition for the Attorney General's recognition to provide a course of study for Phase II legalization. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 292 FL 800 104 Collins, Sheila And Others The Workplace Education Program of the Central Labor Council and the Consortium for Worker Education. Evaluation Report. Summary of Activities between October 1, 1988 and June 30, 1989. Technical Report #3. City Univ. of New York, N.Y. Center for Advanced Study in Education. Pub Date—[90] Note-317p.; Appendixes 2-4 present various legi bility problems. Pub Type - Reports Evaluative (142) Tests/Questionnaires (160) EDRS Price - MF01/PC13 Plus Postage. Descriptors—Case Studies, Employment Patterns, *Labor Education, *Literacy Education, Occupational Mobility, Program Development, Program Effectiveness, *Program Evaluation, Self Concept, Student Attitudes, Surveys, Unions Identifiers—*Workplace Literacy This report on the second year of the Workplace Education Program evaluates 16 programs run by 15 labor unions during the 9-month period between October 1, 1988 and June 30, 1989. The assessment was designed (1) to collect a program-wide database for program documentation; (2) to examine program impact on students' basic literacy skills, on student attitudes toward and self-confidence in learning, on employment patterns, and on student interest in issues beyond the classroom and workplace; (3) to provide qualitative and quantitative documentation of union progress in designing and implementing program assessment tools; and (4) to make recommendations for further program development. The report consists of four sections containing the following information: (1) an overview of program data; (2) results of a survey of 1,023 students in 10 unions; (3) case studies of 6 programs, indicating their impact from the perspective
of teachers and administrators; and (4) profiles of individual students who have experienced success in the program in a variety of ways. Appended materials include the survey instrument, curriculum samples, an outside evaluation of one staff development program, samples of evaluation measures, excerpts from a student magazine, and questionnaire adaptations by individual programs. (Author/MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 293 FL 800 105 Reyes, Andy F. Workplace ESL Teachers Manual. Southeastern Massachusetts Univ., North Dart mouth. Arnold M. Dubin Labor Education Cen ter. Pub Date-89 Note-25p. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Check Lists, Class Activities, *Class room Techniques, Dialogs (Language), *Educational Environment, *English (Second Language), Games, Grammar, Lesson Plans, *Literacy Education, Notional Functional Syllabi, Role Playing, Second Language Instruction, Self Evaluation (Individuals), Teacher Evaluation, *Teacher Student Relationship, Teaching Guides, Teaching Methods Identifiers—Total Physical Response, *Workplace Literacy The manual is intended for teachers in workplace English-as-a-Second-Language (ESL) programs, and contains ideas and techniques that both experienced and less experienced teachers in a wide variety of workplace ESL classes might find helpful. Sections address the following topics: (1) helpful hints for creating a successful educational environment and experience; (2) the realities of the workplace ESL teaching situation; (3) guiding principles for working with low-level literate or non-literate students; (4) innovative approaches to second language teaching, including the Total Physical Response method, jazz chants, dialogues and role plays, and the functional/notional approach; (5) ice-breakers, including a strip story, tongue twisters, and a cloze exercise; and (6) appropriate grammar lessons in ESL literacy instruction at two levels beginner to low intermediate and high intermediate to advanced. A teacher self-observation checklist and a brief list of suggested readings on workplace ESL instruction conclude the manual. (MSE) (Adjunct ERIC Clearinghous on Literacy Education)
versity. Southeastern Massachusetts Univ., North Dart mouth. Arnold M. Dubin Labor Education Cen ter. Pub Date—87 Note-193p. Pub Type - Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail- able from EDRS. Descriptors—*Civil Liberties, Course Content, *Daily Living Skills, *English (Second Language), *Job Skills, *Labor Education, *Literacy Education, Second Language Programs, Unions, Vocabulary Development, Vocational Adjust ment Identifiers—*Workplace Literacy Texts for three units of a workplace Englishas-a-Second-Language (ESL) literacy program are included. The first unit addresses language skills for social and personal identification, including lessons on introductions, social language, family, filling out forms, schedules and timelines, and expressing feelings. The second unit focuses on aspects of working, including expressing facts and feelings about work, coping with forms and applications, specifying skills, asking for clarification of information, discussing time clocks and paychecks, and explaining problems. These texts consist of vocabulary development activities, drills, and readings about other immigrants, with comprehension exercises. The third unit deals with belonging to a union and individual rights on the job, and includes information and comprehension exercises concerning unions, union administration, contracts, and protection of individual rights. The text is in English, with occasional examples using Spanish. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 296 FL 800 109 Verplaetse, Lorrie English in the Garment Shops. Southeastern Massachusetts Univ., North Dart mouth. Arnold M. Dubin Labor Education Cen ter. Pub Date—[90] Note-55p. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Civil Liberties, Compensation (Re muneration), Daily Living Skills, Employer Employee Relationship, *Employment, *English (Second Language), *Fashion Industry, Information Seeking, Instructional Materials, Labor Education, Limited English Speaking, *Literacy Education, Second Language Instruction, Self Expression, Supervisors, Telephone Usage Instruction, Unions, Vocabulary Development, *Vocational English (Second Language), Work Environment This text for limited-English-speaking workers in the garment industry consits of illustrated vocabulary words, grammar lessons, narratives or brief readings, and exercises on employment-related topics. The first section focuses on shop talk, including job-specific vocabulary, simple expressions and explanations, social language, seeking and giving information orally or on forms, job titles and duties, daily schedules and expressions of time, individuals in the immediate work space, the plant, expressing opinions or describing problems, and telephone skills. The second section addresses workers' rights and unions. Topics in this section include identifying problems and describing them to the floorlady, filling out and filing workman's compensation reports, describing working conditions and problems to a supervisor, asserting oneself on compensation issues, expressing needs and problems to the union steward, describing health problems, understanding and expressing basic union and civil rights, understanding union struggles for rights, and making changes using union grievance and other procedures. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 297 FL 800 112 Romero, Fred Literacy in the Hispanic Community (A White Paper). Pub Date— (Jan 87] Note—18p. Pub Type - Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Needs, *Educational Policy, Educational Technology, Hispanic
ED 318 294 FL 800 106 Benchmarks and Student Learning Profile for the Workplace ESL Program of the Labor Education Center at Southeastern Massachusetts Univer sity. Southeastern Massachusetts Univ., North Dart mouth. Arnold M. Dubin Labor Education Cen ter. Pub Date—[90] Note-11p. Pub Type- Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Check Lists, *English (Second Lan guage), *Evaluation Criteria, *Language Skills, Language Tests, *Literacy Education, *Profiles, Second Language Programs, *Student Evaluation Identifiers—*Workplace Literacy The student learning profile consists of a cover sheet for including basic student information and checklists that focus on language and job-related skills. The cover sheet contains spaces for pre- and post-test scores, student expressed learning goals, and the proposed teaching and learning plan. The checklists, one for each of three instructional levels (beginner, intermediate, and advanced), list specific skills in the following areas: personal and social identification and everyday life; functioning on the job; union and workplace rights; health and safety; and English language use. Some items on the checklists are specified as being evaluated in the student's native language. The lists are intended as a means for recording individual student progress, or "benchmarks,” toward mastery. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
ED 318 295 FL 800 107 Balliro, Lenore Workplace ESL Curriculum from the Labor Educa tion Center, Southeastern Massachusetts Uni
English language use, and difficulties, goals, and personal interests. Each student responds in turn to each question, and responses are recorded. Themes are then extracted from the responses and prioritized by the group. A planning form is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Americans, *Illiteracy, *Literacy Education, Outreach Programs, Program Design, Program Im plementation Identifiers—United States, *Workplace Literacy A discussion of the literacy education needs of the Hispanic community in the United States provides a profile of the Hispanic population and offers a plan of action for educational programming. At 7 million, the illiterate Hispanic population comprises one-third of functionally illiterate Americans. This subgroup is diverse, with as much as half of the Hispanic workforce being workplace illiterate. Immigrant influx and dropout rates increase this number steadily. This level of illiteracy is costly in both social and economic terms, and an effective literacy program could save nearly $4 billion annually. The current literacy education system is disorganized, and Hispanics may be underrepresented. An additional 10% of functionally illiterate Hispanics, unemployed and discouraged, should be targeted for literacy programs in the next 5 years. Effective literacy courses must be structured to assign lessons matching student competency and experience. Training must be a public-private, employer-employee partnership, preferably delivered at the workplace. The proposed Hispanic Literacy Program initiative focuses on literacy for work, emphasizes the use of instructional technology, and provides for phased implementation. The program includes a high-visibility campaign, national training conference, revolving loan fund, analysis and dissemination of literacy training information, and a legislative initiative involving community-based organizations and national groups. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 298 FL 800 113 Huss, Susan The Education Requirement of the U.S. Immigra tion Reform and Control Act of 1986: A Case Study of Ineffective Language Planning. Pub Date [89] Note—37p. Pub Type - Reports - Evaluative (142) - Opinion Papers (120) EDRS Price - MF01/PC02 Plus Postage. Descriptors-English (Second Language), *Federal Legislation, Federal Regulation, Language Planning, Language Proficiency, Literacy Education, Policy Formation, *Public Policy, *Undocu mented Immigrants Identifiers—*Immigration Reform and Control Act 1986 An analysis of the Immigration Reform and Control Act of 1986 (IRCA), which requires basic English language proficiency and knowledge of United States history and civics of illegal aliens seeking permanent residency status, suggests that the Act is an example of poor language planning. The analysis has three components. First, the legalization requirements in Title II, are discussed and the education requirement is explained in the context of IRCA's legislative history. A profile of the typical undocumented resident in the United States who is affected by IRCA is then presented, and the effect of the education requirement on institutions that offer English and citizenship courses for foreign-born residents is examined. Finally, the IRCA education requirement is discussed within the context of language planning, and it is argued that while the IRCA education requirement appears to be an attempt at language acquisition planning, it is nothing but a token measure in the legalization process enacted because the cost of deporting millions of illegal aliens is prohibitive. Further, the enforcement of the requirement is interpreted as a statement of the United States mainstream society belief that English must be upheld as a symbol of a core American culture. An 18-item bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
able from EDRS. Descriptors-Adult Education, *Civil Liberties, *Compensation (Remuneration), *English (Second Language), Equal Opportunities (Jobs), Health, Instructional Materials, Labor Education, *Literacy Education, *Safety, *Unions Identifiers—Workplace Literacy This workbook accompanies a videotape (available from the same source) developed as part of a workplace English-as-a-Second-Language (ESL) literacy project. The project was an effort to integrate workplace rights and union issues into a literacy curriculum, and is intended primarily for intermediate to advanced ESL students. The curriculum consists of five units: (1) safety and health, (2) workers' compensation, (3) discrimination, (4) unions, and (5) workplace rights. In each unit, workplace issues are represented in the form of two or three short skits, each presenting a specific issue. The skits are transcribed in the workbook and accompanied by preparatory exercises, structured language activities, and guided questions that encourage students to move from the descriptive to an interpretive level. Because students may need additional facts to inform their responses at the interpretive level, a fact sheet for each unit is appended. An attempt is made to integrate listening, speaking, reading, and writing based on but not limited to the context of the issue. An introductory section in the workbook provides suggestions for use and adaptation of both the videotape and workbook. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 300 FL 800 118 Spener, David Suggested Structure for Meetings of Home-Based ESL Classes for Native Speakers of Spanish. Pub Date—90 Note-12p. Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Class Activities, Classroom Tech niques, Dialog Journals, *English (Second Language), *Home Study, Journal Writing, *Literacy Education, Second Language Instruction, Second Language Learning, *Spanish Speaking, Student Centered Curriculum, Student Participation, , *Volunteers This guide for volunteer teachers of English as a Second Language to Spanish speakers in a home-based program outlines a suggested format for class time and activities. The guide describes how teachers can organize their class periods to promote learner-centeredness and participation in the English learning process. The structure, designed to help organize time, consists of: an opening song, chant, or poem (5 minutes); silent reflection or relaxation (1 minute); check-in (15-20 minutes), a bilingual, round-robin activity for sharing experiences; inquietudes (15-20 minutes), in which students' unresolved questions about English are addressed; planned language activities (60-80 minutes), organized according to student interests, needs, and relationships but having specific language-learning objectives; a group evaluation discussion (5-10 minutes), a time set aside to assess the class session and find ways to improve the quality of future class meetings, and dialog journal writing (10-15 minutes). Suggestions for adapting each of these time segments to suit class needs are included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
ED 318 302 FL 800 124 Isserlis, Janet ESL Literacy: What's Working, Why and How-Family Literacy. Pub Date—90 Note—17p.; Paper presented at the Annual Meet ing of the Teachers of English to Speakers of Other Languages (24th, San Francisco, CA, March 6-10, 1990). Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English (Second Language), *Fam- ily Programs, Instructional Materials, *Intergenerational Programs, *Literacy Education, *Program Design, Program Effectiveness, Second Language Instruction Experiences with family and intergenerational programs in English Second Language (ESL) literacy are reviewed, and factors that contribute to their success are discussed. It is suggested that as the notion of literacy expands, conceptual boundaries of the population of learners must expand also. While there is much to be learned from existing program models and procedures, each program must be linked to its own setting and learners. Intergenerational learning necessitates collaboration across formerly separate domains. Practitioners are urged to study a variety of programs and determine the need for adaptation or reworking to transfer to another setting, examining options thoroughly and choosing carefully and with an eye to the best use of available resources. Proactive rather than reactive program planning is emphasized. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 303 FL 800 128 Hermanson, Marie, Ed. And Others English as a Second Language (ESL) Tutor Train ing Guide. A Set of Five Modules for Use in Training Volunteer ESL Tutors. Oregon State Dept. of Education, Salem. Office of Community Coll. Services.; Portland Community Coll., Oreg. Spons Agency Department of Education, Washington, DC. Pub Date—Sep 88 Note—111p.; Accompanying cassette tapes are available from Oregon State Board of Education, Office of Community College Services, 700 Pringle Parkway, SE, Salem, OR 97310-0290. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC05 Plus Postage. Descriptors—Discussion (Teaching Technique), *English (Second Language), Language Experience Approach, Language Teachers, Learning Modules, *Literacy Education, Second Language Instruction, Teacher Education Curriculum, *Tu tors, *Volunteer Training, Workshops Identifiers—310 Project, *Freire (Paulo), *Total Physical Response This guide offers specific instructions and classroom materials for conducting workshops to train volunteer tutors of English as a Second Language (ESL). The guide contains five modules addressing different aspects and techniques of ESL instruction. Each module contains a preparation checklist for the trainer, objectives and precise procedures for conducting the module, and handouts. The handouts contain charts and narrative information about conducting a class, interacting with students, and organizing course content. The first module covers getting to know the students. The second addresses conversation skills, and includes instructions for using the Freirean discussion technique and materials for discussing interactions on a bus. The third module is on pronunciation, and provides a dialogue and minimal pair exercises for classroom use. The fourth module describes the Total Physical Response method of language instruction, with ideas for class activities. The fifth module outlines the language experience approach for teaching literacy, and includes a vocabulary and phrase list. An accompanying audio cassette can be obtained from the Oregon State Department of Education. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 318 304 FL 800 130
ED 318 299 FL 800 116 Balliro, Lenore WorkBook for WorkPlays: You and Your Rights on the Job. Southeastern Massachusetts Univ., North Dart mouth. Arnold M. Dubin Labor Education Cen ter. Pub Date-88 Note-125p. Available from-Labor Education Center, South eastern Massachusetts University, North Dart mouth, MA 02747 (price varies). Pub Type - Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail
ED 318 301 FL 800 119 Spener, David Setting an Agenda for Study in Home-Based ESL Classes with Native Speakers of Spanish. Pub Date-[90] Note-7p. Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*English (Second Language), *Group Discussion, *Home Study, *Literacy Education, Second Language Instruction, Spanish Speaking, Student Educational Objectives, Teaching Methods, Volunteers A method for volunteer teachers to help students set learning objectives in a home-based Englishas-a-Second-Language program for native Spanish-speakers is presented. The philosophy is that in this kind of learning program, real-life language situations are most appropriate for language study and mastery, and that those situations are best chosen by the students themselves. The method involves asking questions of the group as a whole concerning
IDRA Family English Literacy Initiative. Intercultural Development Research Association, San Antonio, Tex. Pub Date—Oct 88 Note-12p. Pub Type- Reports - Descriptive (141) — Col lected Works - Serials (022) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Adult Literacy, Bilingualism, Coop erative Programs, Educational Television, Employment Potential, *Family Involvement, Federal Government, Limited English Speaking, *Literacy Education, Occupational Mobility, Program Descriptions, Public Agencies, Spanish Speaking Identifiers-Department of Education, Department of Labor, Texas (San Antonio) Five articles from this newsletter of the Intercultural Development Research Association (IDRA) describe IDRA programs that are part of the organization's family literacy efforts. “The Family English Literacy Project: Promoting Adult Literacy in San Antonio” outlines a program to provide English language literacy for 125 parents of children in bilingual education programs, develop 20 literacy lessons for local television, develop and maintain a student hotline for individual assistance on instruction and assignments, and disseminate public service announcements promoting adult literacy. “IDRA Weekly Cable Program Nominated as Outstanding Community Service Show" describes a 30-minute bilingual television program of education and information in Spanish and English. “Employability Demonstration Component Funded to Family English Literacy Project” tells of a joint effort by the Departments of Labor and Education to prepare participants to enter job training with higher English skill levels, and to ensure acquisition of job skills in occupational areas with upward mobility. "Effective Literacy Instruction Model Designed by IDRA Works in Rural and Urban Districts as Project SCALE” explains the replication of a literacy program for limited-English-proficient adults combining traditional and nontraditional instructional methods. "Communicating with Parents via Television" describes techniques used to promote parent involvement through television programming. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Arts” (Jewel Plummer Cobb); "Faculty Community Service: Contribution and Consequence" (John Unrue). An appendix lists the conference agenda. Most papers have references. (DB) ED 318 308 HE 023 296 MacDougall, Mary Ann Corcoran, Miriam D. The Anxiety of Chinese Students. Pub Date—Oct 89 Note-21p.; Paper presented at the Annual Meet ing of the American Evaluation Association Meeting (San Francisco, CA, October 19-21, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF0i/PC01 Plus Postage. Descriptors—Anxiety, Cross Cultural Studies, *Cultural Differences, *Foreign Students, Higher Education, Sex Differences, Student Character istics, *Test Anxiety Identifiers—Taiwan, Trait Anxiety In order to better understand and counsel Chinese students in the United States, the trait anxiety and test anxiety of 67 Chinese graduate students in education attending two universities in Taiwan were measured. Normative assessments for the total group showed that the sample fell within the normal range of U.S. students as defined in Test Manuals. T-test analyses yielded no statistically significant differences on scales or subscales between male and female subjects. Rankings of Trait Anxiety and Test Anxiety items found the item, “I feel confident and relaxed while taking a test", rated highest and the item, “During exams I get so nervous that I forget Ι facts I really know,” rated the lowest. Results underscored the importance that cross cultural studies have in effectively counseling and understanding foreign students in the United States. A Chinese translation of the questionnaire is appended. Contains 21 references. (DB)
States by the U.S. Merit Systems Protection Board. Merit Systems Protection Board, Washington, D.C. Pub Date—6 Jun 88 Note—46p. Available from—U.S. Merit Systems Protection Board, 1120 Vermont Ave., N.W., Washington, DC 20419. Pub Type- Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—College Graduates, College Students, Deans, *Employment Opportunities, *Federal Government, Higher Education, *Personnel Needs, Quality of Working Life, *Recruitment, *Student Attitudes This report summarizes the findings from a survey of selected college and university deans and placement officials on student attitudes towards the federal government as an employer. The United States Merit Systems Protection Board surveyed 72 schools highly rated in seven college curriculums. The seven curriculums were selected because they are significant recruitment sources for the most populous occupations in the federal government which are typically filled by college graduates. Curriculums included were engineering, computer science, law, nursing, accounting, liberal arts, and public administration. Results suggest that the government is not perceived as an "employer of choice" by many graduates of some of the country's most highly rated academic institutions. A perception existed that federal jobs pay less than comparable jobs in the private sector. Even among those graduates who have a positive view of the government as an employer, many are perplexed by the “civil service hiring labyrinth” and find little active encouragement on the part of most federal agencies. Recommendations conclude the report. An appendix lists institutions responding to the survey. (JDD) ED 318 307 HE 023 295 Wingfield, Clyde J., Ed. Faculty Responsibility in Contemporary Society. Proceedings of the American Association of State Colleges and Universities La Sapienza Confer ence (Rome, Italy, June, 1989). American Association of State Colleges and Univer sities, Washington, D.C. Report No.-ISBN-0-880044-118-6 Pub Date—90 Note-148p.; Only the U.S. papers from this Amer ican Association of State Colleges and Universities and the University of Rome-American-Italian binational conference on higher education are included. Available from-American Association of State Colleges and Universities, One Dupont Circle/Suite 700, Washington, DC 20036-1192 ($17.50). Pub Type-Collected Works - Proceedings (021) Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*College Administration, College Faculty, *Comparative Education, Foreign Countries, Higher Education, School Community Relationship, Social Structure, *Teacher Role Identifiers—*Italy The 10 U.S. papers included in this collection discuss the organization, governance, problems, values, and faculty role of higher education in institutions of higher education in the United States. Major differences are identified in the introduction (Clyde Wingfield), including tendencies for American universities to be more integrated into economic and political processes and for Italian universities to be more linked to the past with their professors maintaining a higher social status. Differences in funding patterns and administrative structure are also identified. The papers have the following titles and authors: "Challenges Met, Challenges Facing the Modern American University and its Faculty" (Clifton Conrad and Eugene Trani); “An Education for Every American Worker” (Joseph Murphy); “The Socioeconomics of the College Curriculum" (David Lavin); “Faculty Governance: Old Wine in New Bottles” (Carol Guardo); "Momentum, Not Miracles: The Need to Embrace Technology in the Classroom" (Peter Cayan); “Idealistic and Pragmatic Reasons for the Importance of Faculty Research and Scholarship" (Judith Sturnick); “Faculty as Boundary Spanners: Responsibilities External to the Campus" (William Monat); "Partnerships with Business Challenge Traditional College Roles” (Robert Scott); “The Faculty Role in Maintenance of Professions and Promotion of the
ED 318 305 HE 022 005 1988 Winners of the Cost Reduction Incentive Awards. National Association of Coll. and Univ. Business Officers, Washington, D.C. Pub Date—88 Note-48p. Available from National Association of College and University Business Officers, One Dupont Circle, Suite 500, Washington, DC 20036. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Cost Effectiveness, *Costs, Educa tional Facilities, *Educational Innovation, Higher Education, *Operating Expenses, Program Effec tiveness, *Program Implementation Identifiers—*Cost Reduction Incentive Awards Outstanding cost-reduction programs implemented at colleges and universities during calendar year 1987 are recognized. Each of the 54 award-winning ideas is described in a paragraph-length program summary. Although some aspects of programs may be unique to a particular institution, creative administrators are challenged to tailor the programs to meet the special requirements of their institutions. The programs include: treatment of hazardous wastes; facility management; negotiations for computer services; negotiations for carpet; work scheduling of employees; employee rehabilitation; use of mail services; automation to reduce personnel costs; computerized inventory and purchasing systems and timekeeping systems; cooperative programs; energy saving projects; fringe benefit packages for employees; and others. A list of all 1988 participants and a list of 1987 winners are included. (JDD) ED 318 306 HE 022 869 Attracting Quality Graduates to the Federal Gov ernment: A View of College Recruiting; A Report to the President and the Congress of the United
ED 318 309 HE 023 297 Porter, Joanell Occupational and Educational Outcomes of 1985-86 Bachelor's Degree Recipients. Survey Report. National Center for Education Statistics (ED), Washington, DC. Report No.-CS-89-327 Pub Date—Aug 89 Note-55p.; Data Series: DR-RCGS-1987-1.20. Pub Type- Numerical/Quantitative Data (110) Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Bachelors Degrees, *College Gradu ates, *Employment Level, *Employment Patterns, Higher Education, *Majors (Students), National Surveys, Salaries Identifiers—*Recent College Graduates Survey 1987 (NCES) The study analyzed responses received from Bachelor's Degree recipients to the 1987 Recent College Graduates Survey administered in June, 1987. Among many findings are the following: One year after graduation, approximately 86% of degree recipients were employed-75% full time (who earned $20,300 annually on average) and 11% part time. Of the 14% not working 57% were attending school. About 78% of employed respondents reported that their jobs were related to their major field of study in college. Business/management graduates had a higher rate of employment than other graduates. Graduates in biological sciences were employed at a lower rate (59%) than all other graduates but had the highest enrollment rate (61%) for additional schooling. Over 30% of all employed respondents felt that a degree was not necessary to obtain the jobs they held. Findings are presented in both narrative and tabular form for individual fields of study (business/management; education; engineering; health professions; public affairs/social services; biological sciences; mathematics, computer science, physical sciences; social sciences, humanities, and psychology). Appendixes provide further technical notes and definitions of terms. (DB) ED 318 310 HE 023 298 Adelman, Clifford, Ed. Signs & Traces: Model Indicators of College Student Learning in the Disciplines. Office of Educational Research and Improvement (ED), Washington, DC. Report No.-OR-89-538 Pub Date—Sep 89 Note-195p. Available from Superintendent of Documents,
U.S. Government Printing Office, Washington, DC 20402. Pub Type- Reports - Research (143) EDRS Price - MF01/PC08 Plus Postage. Descriptors—Biology, Chemistry, Computer Sci ence, Engineering, Evaluation Methods, Higher Education, Majors (Students), Models, *Outcomes of Education, Physics, *Student Evaluation, Undergraduate Study Identifiers—* Indicators This report examines possible national indicators for learning outcomes in the individual disciplines of higher education. It consists of versions of five project final reports, each underscoring a distinct approach to developing a model in the context of a specific discipline. Each model applies, however, to several similar disciplines. Stressed in all the models are creative approaches to student assessment which include both criterion-referenced and norm-referenced information. Papers have the following titles and authors: “Models for Developing Computer-Based Indicators of College Student Learning in Computer Science" (Jerilee Grandy); "A Model for Assessing Undergraduate Learning in Mechanical Engineering" (Jonathan Warren); “Model Indicators of Student Learning in Undergraduate Biology” (Gary Peterson and Patricia Hayward); "A Study of Indicators of College Student Learning in Physics” (James Terwilliger, J. Woods Halley, and Patricia Heller); “Model Indicators of Undergraduate Learning in Chemistry" (George Bodner). Papers are followed by references, and appendixes, which detail model recommendations and criteria. (DB)
and units of the State Education Department, this report shows trends in financial aid from state (New York), federal, institutional, and private sources for academic years 1985-86, 1986-87, and 1987-88. The first section provides an overview of all student aid funds on a statewide basis. It presents trends in total funds available to all students; examines trends in aid per student, using full-time equivalent students (FTE) as a measure of enrollment; and compares aid trends to changes in undergraduate expenses, other economic indicators and enrollment trends. The following section contains detailed tables showing funds and recipients for specific aid programs, with separate tables for pre- and post-baccalaureate students in each sector and at each type of institution within sectors. The appendices to the report contain a glossary of terms; a description of student aid data sources and data adjustments; and a list of institutions included in each sector and type category used in this report. Findings indicated that during this period total aid per FTE did not increase as rapidly as either tuition or total expenses in any sector except proprietary institutions. (DB)
ED 318 311 HE 023 299 Greene, Howard Minton, Robert Beyond the Ivy Wall: 10 Essential Steps to Gradu ate School Admission. Report No.-ISBN-0-316-32684-4 Pub Date—89 Note-198p. Available from Little, Brown and Company, 34 Beacon Street, Boston, MA 02108 ($12.50). Pub Type— Books (010) – Guides - Non-Class room (055) Document Not Available from EDRS. Descriptors—Career Choice, *College Admission, *College Choice, Decision Making, Eligibility, *Graduate Study, Higher Education, Student Financial Aid, Writing Skills This guide for students, who are considering graduate school, offers specific guidelines organized in the form of 10 "steps". The introductory chapter identifies three goals in graduate study: to qualify professionally, to improve career posture, and to provide the satisfaction that higher learning offers. A chapter is given, devoted to each of the following 10 steps: (1) identify yourself as a potential professional making sure you are suited by temperament and aptitude for a particular graduate program; (2) gain an understanding of graduate education and admission procedures; (3) explore graduate program opportunities and the variety of degree offerings; (4) determine your academic qualifications for graduate school; (5) prepare for crucial graduate tests; (6) strengthen your writing skills in preparation for submitting personal statements or essays in the application process; (7) get "real world” experience in a job or internship in the desired field; (8) market your strengths to admissions committees; (9) examine the many ways to finance graduate education; and (10) prepare applications carefully keeping records of all correspondence. A variety of suggestions and a checklist are provided for each of the 10 steps. Appendixes provide brief case histories and sample letters of recommendation. The bibliography cites 59 references. (DB)
Identifiers-Proposed Legislation, *Student Ath lete Right to Know Senate Bill 580, the Student Athlete Right-toKnow Act, requires institutions of higher education receiving Federal financial assistance to provide certain information concerning graduation rates of student-athletes. The report from the Committee on Labor and Human Resources recommends (by a 15-1 vote) to the full Senate that the Bill be passed as amended. It presents the amendment in full and information on the history of the legislation, background and need for the legislation, major provisions of the Bill, votes in committee, cost estimate, the regulatory impact statement, a section-by-section analysis, and a minority view. Justification for the Bill is seen in the poor graduation rate for most student athletes and the small probability that a given student athlete will go on to a professional athletic career. The Bill will require institutions of higher education to report the following: the number of students at the institution, the number of students receiving athletically related student aid, the average 4-year graduation rate for all students, the average 4-year graduation rate for students receiving athletically related student aid and the number and percentage of students receiving athletically related student aid who earned a bachelor's degree or its equivalent within 10 years of entering the school. The minority opposing opinion views the Bill as inappropriate for the Department of Education and excessively burdensome on both the reporting institutions and the Department. (DB) ED 318 313 HE 023 301 Carlson, Daniel Graduate Education and Faculty/Staff of the Small Religious College: How Well Does Nova University's Programs for Higher Education Meet the Need? Pub Date—Nov 89 Note-31p.; Ed.D. Practicum, Nova University. Pub Type - Dissertations/Theses - Practicum Pa pers (043) - Reports - Research (143) - Reports • Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Church Related Colleges, Degree Requirements, *External Degree Programs, *Graduate Study, Higher Education, Part Time Students, *Postsecondary Education as a Field of Study, *Student Attitudes Identifiers—*Nova University FL This study evaluated the appropriateness of the Program in Higher Education offered at Nova University (Florida) for persons employed in full-time staff positions in religious colleges and universities. Current students (N=28) and six graduates were surveyed and a 60% return rate was obtained. Analysis of survey results indicated: (1) very high levels of satisfaction among both students and graduates; (2) both groups reaffirmed the key elements of Nova's program including the field-based design, the lack of a residency requirement, and the emphasis upon practical application of learning; and (3) both groups were willing to recommend the program to colleagues and friends. This report describes the employment context of the religious college, the characteristic difficulties faced by staff members of such institutions in seeking graduate education, and some of the benefits offered through field-based study. Faculty of higher education institutions with religious affiliations are encouraged to investigate graduate studies at Nova and other such institutions which offer field-based and otherwise unconventional programs designed to meet a wide range of student needs. (DB) ED 318 314 HE 023 302 A Report on Student Financial Aid at De gree-Granting Postsecondary Institutions in New York State: 1985-86 to 1987-88. New York State Education Dept., Albany. Office of Postsecondary Policy Analysis. Pub Date—Oct 88 Note-155p. Pub Type - Numerical/Quantitative Data (110) Reports - Descriptive (141) EDRS Price - MF01/PCO7 Plus Postage. Descriptors—Enrollment Trends, Full Time Equiv alency, *Grants, Higher Education, Postsecondary Education, Private Colleges, Proprietary Schools, State Surveys, State Universities, *Student Costs, *Student Financial Aid, *Student Loan Programs, Trend Analysis Identifiers—*New York Based on data provided by postsecondary institutions, the Higher Education Services Corporation,
ED 318 315 HE 023 303 College and University Racial/Ethnic Distribution of Enrollment: New York State: Fall 1988. New York State Education Dept., Albany. Office of Postsecondary Policy Analysis. Pub Date—88 Note-33p. Pub Type - Numerical/Quantitative Data (110) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Alaska Natives, American Indians, Asian Americans, Black Students, College Students, *Enrollment, *Ethnic Distribution, Graduate Study, *Higher Education, Hispanic Americans, *Minority Groups, Private Schools, Proprietary Schools, *Racial Distribution, State Universities, Undergraduate Study, White Stu dents Identifiers—Higher Educaton Data System, *New York The 13 tables in this report contain data summaries obtained from the 1988-89 Higher Education Data System Survey concerned with racial and ethnic status in New York State colleges and universities as of fall, 1988. Definitions of the six racial/ethnic classifications precede the tables. The first six tables provide enrollment data by racial/ethnic category, level of student and sex for the following: institutions of higher education, public institutions, State University of New York institutions, City University of New York institutions, independent institutions, and proprietary institutions. The next table gives data on undergraduate enrollment by sector, level of institution, racial/ethnic category, attendance status and sex. The next five tables present data for undergraduate and graduate enrollment by selected subject areas and racial/ethnic category and level of student for the following: four-year or more institutions of higher education, State University of New York institutions of four years or more, Čity University of New York institutions of four years or more, independent and proprietary institutions of four years or more, and first-professional enrollment (full- and part-time). The last table provides percent distribution trends of enrollment institutions of higher education by racial/ethnic category, level of student and year. (DB) ED 318 316 HE 023 304 College and University Distribution of Employees by Racial/Ethnic Category and Gender. New York State. 1987-88. New York State Education Dept., Albany. Office of Postsecondary Policy Analysis. Pub Date-[May 89] Note-85p. Pub Type-- Numerical/Quantitative Data (110) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Alaska Natives, American Indians, Asian Americans, Blacks, *College Faculty, College Students, *Ethnic Groups, *Full Time Faculty Graduate Study, Higher Education, , Hispanic Americans, *Minority Groups, *Part Time Faculty, Private Schools, Proprietary Schools, State Universities, Two Year Colleges, Undergraduate Study, White Students Identifiers-Higher Education Data System, *New York The 39 tables in this report contain data concerned with characteristics of staff of institutions of higher education in New York 1987-88. Data were obtained from the Higher Education Data System. Definitions of the occupation categories used in the
ED 318 312 HE 023 300 Student Athlete Right-To-Know Act. Report To gether with Minority Views. One Hundred First Congress. First Session. Congress of the U.S., Washington, D.C. Senate Committee on Labor and Human Resources. Report No.-101-209 Pub Date—Nov 89 Note-12p. Pub Type-- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement*College Athletics, *College Graduates, *Disclosure, *Federal Legislation, *Federal Regulation, Higher Education, Recordkeeping, Reports, Stu dent Rights Page 12
report precede the tables. All tables present data by racial/ethnic category and the sector (State University of New York, Čity University of New York, independent institutions and proprietary institutions) and level (two-year or four-year). Tables present data separately for men, women, and total men and women for the following categories: full-time instructional faculty, full-time executive/managerial staff, full-time other professional staff, full-time support staff, full-time combined staff, part-time instructional faculty, part-time other professional staff, part-time support staff, part-time combined staff, full-time new hires-instructional faculty, full-time new hires-other professional and combined staff. (DB)
ED 318 317 HE 023 350 Andersen, Dale G. A Model for the Annual Review of Faculty Mem bers. Pub Date—[89] Note—18p.; Tables 1-3 have small, filled type. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Evaluation Methods, Faculty Devel opment, * Faculty Evaluation, Faculty Promotion, Faculty Publishing, Higher Education, *Models Identifiers—*Qualitative Measures, *Quantitative Measures A model for the systematic assessment of the performance of college faculty members developed from work at Washington State University and the University of Nevada is presented. Matrices for scoring performance, activities, and achievements in the areas of teaching, scholarly activities, and service are provided. An illustrative scoring protocol is shown which may be modified to conform to locally determined weightings for each of these three major categories of faculty performance. Also included are sample matrices and criteria for rating scales that provide both qualitative and quantitative measures for rating teaching performance, scholarly productivity, and service conributions. Contains 14 references and 4 tables. (Author/DB)
Governing Councils, *Governance, Higher Education, * Long Range Planning, Minority Groups, Postsecondary Education as a Field of Study, *Trend Analysis Identifiers—*MidAmerica Nazarene College KS, *Strategic Planning Three papers, written as part of a seminar on governance and management in higher education, analyze the current situation and potential for development of MidAmerica Nazarene College in Springfield, Missouri. The first paper, "Governance and Governance Processes at MidAmerica Nazarene College,” outlines the governance structure of the college and also explores the role of human motivational factors and both external factors (e.g., decline in number of traditional age students) and internal factors (e.g., communication problems centering on financial pressures) in college governance. Appendixes include the college mission statement and organizational charts. The second paper is titled “Strengths, Weaknesses, Opportunities, and Threats Analysis for MidAmerica Nazarene College". The first part provides an audit of: planning, research, and evaluation; enrollment, retention, and financial aid; primary degree programs; support programs; human resources; financial resources; and reporting and outcomes. The second part looks at opportunities and “threats" concerning demography, the social context, economic trends, technological advances, government trends, and value shifts. Appendixes provide statistical detail and trend analysis. The third paper, "Strategic Planning Scenarios for MidAmerica Nazarene College,” offers “alternative scenarios" for strategic planning and presents a “preferred” scenario and action plan which would shift the direction of the College to more minority education. Contains 13 references. (DB) ED 318 320 HE 023 353 Hayhoe, Ruth Chinese Higher Education and Commodity Social ism: The Problem of Political Education. Pub Date—1 Apr 89 Note_27p.; Paper presented at the Annual Meet ing of the Comparative and International Educa tion Society (Cambridge, MA, April 1, 1989). Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) Trends, Foreign Countries, *Free Enterprise System, Higher Education, Models, Political Attitudes, *Political So cialization, *Trend Analysis, Values Identifiers—*China This paper reviews trends in political education in China and examines implications of the new market emphasis on political education in institutions of higher education. Trends toward increased academic openness and cross fertilization among academic fields after the Cultural Revolution are identified. Reforms during this period are seen to have focused on guiding student energies along lines acceptable to party reform directions and not deviating essentially from traditional Confucian approaches. The more recent emphasis on money and market forces is considered in the context of its role in steering Chinese society. The model of J. Habermas in his critique of western capitalism is applied to the current situation in China, suggesting that the release of money as a steering mechanism is shaking up social and cultural patterns and leading to a sense of meaninglessness among university students. The effects of political education under commodity socialism are briefly considered from three different perspectives: (1) largely positive; (2) mixed; and (3) limited strictly to the economic realm. (DB)
ED 318 318 HE 023 351 Ford, Jerry Houston Baptist University Academic Advising Handbook: 1989-90. Houston Baptist Univ., TX. Pub Date-[Aug 89] Note—130p.; For 1986-87 edition, see ED 276 346. Document does not include the letter from the Dean of Smith College. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC06 Plus Postage. Descriptors—* Academic Advising, Church Re lated Colleges, *Educational Counseling, *Faculty Advisers, Higher Education, Student Educational Objectives Identifiers—*Houston Baptist University TX This 1989-90 edition of the Houston Baptist University (Texas) Academic Advising Handbook presents guidelines, resources, and university information pertinent to the advising function. Section 1 contains research data concerning academic advising as well as definitions of advising, and a discussion of rules and functions of academic advisors, behavioral objectives, and limitations of academic advising. Section 2 is a collection of various lists, resource materials, and articles covering such topics as responsibilities of the advisor and advisee, advisement strategies, student misbehavior, advising students with personal problems, study tips, low achieving students, time planning, and listening skills. The third section contains information pertaining to specific University departments and regulations including English placement guidelines, guidelines for advising international students, guidelines for advising music students, advising the student athlete, convocation policies, and evaluating advisors. A bibliography contains 57 references. The appendixes include advising tables for Christianity, English, History, Mathematics, and Natural Science and answers to common registration and grading questions. (DB)
the following highlights: (1) corporate contributions to education for 1988 is estimated at $2.1 billion; (2) preliminary data for 1989 and 1990 suggest continued growth of about 4% annually; (3) education received the largest share (37%) of the $1.65 billion given to all causes by the 356 surveyed companies with colleges and universities securing 64% of education dollars, and precollege education claiming 8.8% of the total; (4) contributions continued to decline from the prior year as a share of corporate earnings; (5) noncash gifts of company products and property fell, while cash contributions to education rose; (6) more than two-fifths of all contributions were made by corporate foundations; and (7) the top 25 contributors from manufacturing and nonmanufacturing sectors together provided more than two-thirds of the education support reported by all companies. Additional information includes regional differences, year-to-year changes, and variations by company size. (DB) ED 318 322 HE 023 378 Kahn, Peter H., Jr. Communication in an Era of Specialization. Pub Date—Oct 89 Note—20p.; Paper presented at the Annual Confer ence of the Association for Integrative Studies (Rohnert Park, CA, October 1989). Pub Type— Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-_*Behaviorism, *Communication (Thought Transfer), Higher Education, *Interdisciplinary Approach, *Interprofessional Relationship, *Social Sciences, Sociobiology, *Specialization Identifiers—Cognitive Sciences It is proposed that, contrary to traditional thinking, interdisciplinary communication can be enhanced, not limited, by specialization. A thorough understanding of common elements within any one discipline provides the bridge between disciplines. Two sets of examples of issues are examined. The first focuses on three disciplines in the social sciences (cognitive science, sociobiology, and behaviorism), and suggests that theories in these disciplines share common ground in terms of providing mechanistic explanations of human intelligence and human development, and critiques of the theories share common ground as they move to reinstate the primacy of such qualities as meaning, intentionality, consciousness, and free will. The second set of examples focuses on how issues pertaining to objectivity and subjectivity pervade such disciplines as philosophy, moral-development psychology, psychoanalysis, anthropology, sociology, and English literature. Again, common features of critiques are highlighted to illustrate how understandings within one discipline can help with understanding common problems and issues in others. The way in which specialization, and not simply a broad, liberal education, provides a powerful means for interdisciplinary communication is discussed. Includes 47 references. (MSE) ED 318 323 HE 023 379 Whiteley, John M. Yokota, Norma The Freshman Year Experience. Character Devel opment in the Freshman Year and over Four Years of Undergraduate Study. South Carolina Univ., Columbia. Center for the Study of the Freshman Year Experience. Pub Date-88 Note-44p. Pub Type Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors College Environment, *College Freshmen, College Students, Curriculum, *Developmental Stages, Higher Education, Intervention, *Personality Development, *Student Experience, *Undergraduate Students Identifiers—*Sierra Project The study reviews the impact of the freshman year and 4 years of undergraduate study on the formation of character and its progression from late adolescence to young adulthood. Much of the empirical data used is drawn from the Sierra Project, a study originating in the 1970s that addressed traditional obstacles in higher education in meeting its responsibility for character development through curriculum intervention and longitudinal research. The study's methodology and results are reported. Specific aspects of character development studied include changes in moral maturity, ego development, and principled thinking during the course of undergraduate study. The ways in which the context
ED 318 321 HE 023 354 Corporate Support of Education. Council for Aid to Education, New York, NY. Pub Date—Feb 90 Note-13p. Available from—Council for Aid to Education, 51 Madison Avenue, New York, NY 10010. Pub Type- Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Business Responsibility, *Corporate Support, Educational Finance, Elementary Secondary Education, Higher Education, National Surveys, *Private Financial Support, *School Business Relationship This report is based on data from the 16th annual (1988) Survey of Corporate Contributions and notes a slowing of growth in corporate support of education since 1985. Narrative, tables, and graphs provide detail and analysis of major trends including
ED 318 319 HE 023 352 Eaton, Donald R. Strategic Thinking about Institutional Direction. Pub Date—89 Note—92p.; Seminar paper, Nova University. Pub Type - Dissertations/Theses - Practicum Pa pers (043) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Church Related Colleges, *College
for promoting personal development can be changed are examined, and the elements of the Sierra Project curriculum considered central in this effort are outlined. Includes 35 references. (MSE)
Pub Date_89 Note—173p. Available from College and University Personnel Association, 1233 Twentieth St. NW., Suite 503, Washington, DC 20036 ($30.00 members; $45.00 non-members). Pub Type - Guides Non-Classroom (055) Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Administrator Role, *Collective Bargaining, College Administration, *College Faculty, College Presidents, Communication (Thought Transfer), Governing Boards, Higher Education, Information Needs, Interprofessional Relationship, Language Usage, Management Teams, *Negotiation Agreements, Negotiation Impasses, News Media, *School Personnel, Strikes, Trustees, *Unions Identifiers—*Noninstructional Staff The manual is a guide for management representatives engaged in collective bargaining in higher education. It focuses primarily on faculty bargaining, but also addresses the problems of non-faculty units. It is intended for administrators, including governing board members, faced with significant responsibility for bargaining but without prior experience or training in labor relations. The first chapter outlines the university's reaction to the initial union drive to organize faculty or staff. Chapter 2 focuses on the president and board, and deals with key decisions that must be made before beginning negotiations. Beginning with chapter 3, the focus shifts to the president and chief negotiator, and covers the details of the bargaining process, including: gathering data, the first faculty contract, scope of negotiations, managing the management team, managing time and communication in negotiations, dealing with the news media, managing language in negotiations, suggestions for seven standard contract articles, getting negotiations under way, managing trade-offs in negotiation, strike preparations, dealing with third parties, coming to closure in negotiations, ratifying a tentative agreement, and living with the union. Appended materials include suggestions for further reading and a glossary. (MSE)
ED 318 324 HE 023 380 Knefelkamp, L Lee “Ethics Shock.” Pub Date—Feb 90 Note-4p. Available from American Association for Higher Education, One Dupont Circle, Suite 600, Wash ington, D.C. 20036 ($3.50 prepaid). Journal Cit-AAHE Bulletin; v42 n6 p9-11 Feb 1990 Pub Type - Information Analyses (070) - Journal Articles (080) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Athletes, * Athletic Coaches, Book Reviews, *Change Strategies, *College Athletics, College Role, Educational Change, Educational Policy, Ethics, Higher Education, Intercollegiate Cooperation, Sex Discrimination, Student Responsibility, *Teacher Responsibility, Teacher Role Identifiers—Never Too Young to Die, Paterno by the Book, Personal Fouls, Rules of the Game Four books focusing on ethical issues in collegiate sports are reviewed: "Paterno by the Book," "Personal Fouls,” “Never Too Young to Die: The Death of Len Bias," and "Rules of the Game: Ethics in College Sport." The themes of academic standards, student responsibility, the coach's role and responsibilities, the need for reform in college athletics programs, sex discrimination, and racism are discussed briefly, and the extent to which the books address those problems is examined. Requirements for reform are outlined, including administrative insistence on ethical conduct in the athletic programs, board willingness to remove administrators and athletic directors who do not provide ethical oversight, acceptance of responsibility by all parts of the academic community, and facing racism and sexism and all their manifestations in college sports. (MSE) ED 318 325 HE 023 381 Chu, Donald The Character of American Higher Education and Intercollegiate Sport. Report No.-ISBN-0-88706-791-3 Pub Date-Dec 89 Note-252p. Available from State University of New York Press, State University Plaza, Albany, NY 12246 ($39.95 cloth; $12.95 paper-ISBN-0-88706 793-X). Pub Type- Opinion Papers (120) - Books (010) Document Not Available from EDRS. Descriptors—*College Athletics, *College Role, Educational Change, Ethics, Futures (of Society), Governance, Higher Education, Intercollegiate Cooperation, Racial Bias, Sex Bias, *Social Influences The discussion of the relationship between higher education and intercollegiate athletics looks at the closeness and formality of the connection as a peculiar characteristic of American institutions. After a brief overview of the current situation of intercollegiate athletics, five chapters chronicle the history and examine the issues of this relationship. The first traces its development, looking at the issues of control and finance in American higher education and the search for money, students, and athletic prestige. The second examines the rationalization of institutionalized athletics programs in terms of their benefits for students and for the institution. The third reviews the condition of higher education and athletics and particular current issues: racism, sexism, unethical behavior, and the control of athletics and athletes. Sports are then examined from the point of view of the functions they perform for higher education: contribution to the sense of community, student involvement, and the sense of success of the institution and the participants. Finally, reflections on the future of college and sports focus on the responsibility of the higher education community and the role of college leadership in its reform. A 28-page bibliography is provided. (MSE) ED 318 326 HE 023 382 Alderman, Taylor The Right Ball: A Primer for Management Negoti ators in Higher Education. College and Univ. Personnel Association, Washing ton, D.C. Report No.-ISBN-0-910402-83-3
Note-252p. Available from Peterson's Guides, 202 Carnegie Center, P.O. Box 2123, Princeton, NJ 08543 2123 ($36.95). Pub Type— Reference Materials - Directories/Cat alogs (132) Document Not Available from EDRS. Descriptors-Agencies, *Awards, Eligibility, *Fel lowships, *Grants, Higher Education, International Education, Internship Programs, *Student Financial Aid, *Study Abroad This directory features detailed descriptions of more than 600 fellowships, grants, scholarships, and paid internships for undergraduates, graduate students, and postdoctoral students as well as working professionals. An introductory essay offers advice on planning for international study. Information for each award includes: name and address (as well as telephone, fax, and telex/cable numbers) of the award granting agency; purpose of the award; amount and type of financial support; number of awards granted each year; eligibility requirements, restrictions, and duration of award; application deadline, procedure and notification date. Indexes organize the awards by sponsoring institution, field of study, and academic level. Appendixes list U.S. colleges and universities that offer awards only to their own students and those institutions that specifically exclude international use of their awards. (DB) ED 318 329 HE 023 385 Gamson, Zelda F. Higher Education and the Real World: The Story of CAEL. Report No.—ISBN-0-89341-587-1 Pub Date—89 Note—290p. Available from-Longwood Academic, Longwood Publishing Group, Wolfeboro, NH 03894-2069 ($14.95 paperback; ISBN-0-89341-586-3, $25.00 hardcover) Pub Type- Reports - Descriptive (141) - Books (010) Document Not Available from EDRS. Descriptors—*Adult Education, *Educational His tory, *Educational Methods, Educational Objectives, * Experiential Learning, *Higher Education, Nontraditional Education, *Organizational Change, Program Development, Social Change, Social Influences Identifiers-Cooperative Assessment of Experien tial Learning, Council for Adult and Experiential Learning, Council for Advancement of Experiential Learning The history of CAEL under its various names (Cooperative Assessment of Experiential Learning (1974-77), Council for the Advancement of Experiential Learning (1977-84), and Council for Adult and Experiential Learning (1985-present) is documented. Chapter One analyzes the context in which CAEL was founded, looking at nontraditional education in the 1960s. Chapter Two recounts the formation of the first CAEL project with the Educational Testing Service. Chapter Three turns to CAEL's first 3 years as an independent organization, the projects carried out with a grant from the W. K. Kellogg Foundation, and its development of a regional system. CAEL's third phase, described in Chapter Four, focuses on CAEL's maturing as an organization and its ambitions to create a national network of adult learner services which would transform the learning system. Chapter Five looks at the ways in which CAÉL defined its agenda, mobilized for action, developed an organizational structure, and engaged in efforts to change higher education. Over 150 references are included. Appendices list institutions participating in CAEL I projects, CAEL publications, biennial membership and assembly information, and institutions participating in the Institutional Development Program. (JDD)
ED 318 327 HE 023 383 Weimer, Maryellen Improving College Teaching: Strategies for Devel oping Instructional Effectiveness. The Jos sey-Bass Higher Education Series. Report No.-ISBN-1-55542-200-4 Pub Date—90 Note-232p. Available from Jossey-Bass Inc., 350 Sansome St., San Francisco, CA 94104 ($23.95). Pub Type- Guides - Non-Classroom (055) Books (010) tion, Higher Education, *Instructional Development, Instructional Effectiveness, *Instructional Improvement, Teacher Effectiveness, *Teaching Methods, Teaching Styles A practical approach is offered to incorporating desired instructional components into teaching styles of college faculty, in ways that increase their overall effectiveness. The first part of the book places the improvement process in a context, focusing on the impediments to improving college teaching, techniques for encouraging faculty involvement in improvement efforts, and a five-step improvement process. The second part explores activities that can be used in the improvement process and considers the role of instructional evaluation, activities designed to acquire information about the teaching process, the role of colleagues in mutual improvement activities, and the role of the institution's academic leaders. The final section presents an overview of institutional options, including improvement efforts centered on individuals, on committees, and on programs. Strengths and weaknesses associated with each option are identified. Eleven programs are profiled to show how general options can be made to fit the culture of the institution and its faculty. (JDD)
ED 318 328 HE 023 384 Financial Resources for International Study: A Definitive Guide to Organizations Offering Awards for Overseas Study. N.Y. Report No.-ISBN-0-87866-837-3 Pub Date—89
ED 318 330 HE 023 386 Schneider, Janet Carney, Ed. Porter-Shirley, Bunny, Ed. Peterson's Drug and Alcohol Programs and Poli cies at Four-Year Colleges. Report No.-ISBN-0-87866-731-8 Pub Date—89 Note-445p. Available from—Peterson's Guides, 202 Carnegie Center, P.O. Box 2123, Princeton, NJ 08543 2123 ($19.95). Pub Type- Reference Materials - Directories/Cat alogs (132) Document Not Available from EDRS.
pressed a substantial interest in higher education. Preliminary information includes a discussion of the various types of foundations, suggestions for using the guide, a listing of Founding Center cooperating collections network members, a higher education bibliography of about 100 items, and a bibliography of state and local foundation directories. Organized by state, entries typically include the following information: name, address, and phone number; establishment data; donor/s; financial data; purpose and activities; types of support; limitations; publications; application information; officers and trustees; staff data; and a listing of recent higher education grants. There are four indexes: the index to donors, officers, and trustees; the geographic index, the types of support index, and the foundation name index. (DB)
Descriptors—*Alcohol Abuse, *College Programs, Discipline, *Drug Abuse, Higher Education, Prevention, Services This book provides profiles of the drug and alcohol education/prevention programs, support groups and services, special staff, and disciplinary policies of over 900 four-year colleges. A foreword by Lamar Alexander, president of the University of Tennessee and former governor of Tennessee notes signs of lessening drug abuse. An introduction notes the usefulness of the book's information to such groups as prospective students, families, and professionals. The college profiles usually contain general information (such as degrees awarded and accreditation status); and drug and alcohol information (including educational programs, identification of problems, support services, disciplinary actions), and any additional information from the college. A contact person or office for each school is also identified. Appendixes include: Standards of the Network of Colleges and Universities Committed to the Elimination of Drug and Alcohol Abuse; FIPSE Grant Recipients; and Organizations Concerned with Drugs and Alcohol on Campus. (DB) ED 318 331 HE 023 387 Dilts, Susan W., Ed. And Others Peterson's Guide to Four-Year Colleges: 1990. Report No.-ISBN-0-87866-847-0 Pub Date—89 Note-2,697p. Available from-Peterson's Guides, 202 Carnegie Center, P.O. Box 2123, Princeton, NJ 085432123 ($15.95–softcover; ISBN-0-87866-848-9– hardcover) Pub Type— Reference Materials - Directories/Cat alogs (132) Document Not Available from EDRS. Descriptors—*College Admission, *College Choice, College Environment, College Freshmen, *Colleges, College Students, Eligibility, Enrollment, Higher Education, Majors (Students), Student Financial Aid, Tuition, Undergraduate Study, Universities This directory contains profiles of approximately 1,900 four-year accredited baccalaureate-degreegranting institutions in the United States, U.S. territories, and Canada. Introductory information covers the following topics: "What You Need to Know About College Admissions,” “Understanding Financial Aid," "Taking Standardized Tests," "The Freshman Year,” “Looking at Majors and Careers,” “For Parents Only,” “For Further Reference," and “How to Use the College Directories and Profiles”. Four directories to the profiles include a geographical table of vital statistics, an entrance difficulty directory, a cost ranges directory, and a majors directory. Institutional changes since the 1989 edition are separately identified. Profiles typically contain the following information: enrollment figures, costs, entrance difficulty, scores on admissions tests, general information, undergraduate profile, 1988 freshman data, enrollment patterns, freshman admissions, transfer admissions, graduation requirements, expenses, financial aid, special programs, housing, campus life/student services, athletics, majors, and a contact name or office. In addition to the profiles, two-page college descriptions with photographs are included for many of the institutions. Also provided is information on the Reserve Officers' Training Corps (ROTC) program, a listing of institutions which offer ROTC, an index, and a listing of available college videos. (DB)
ED 318 333 HE 023 391 Wells, John, Ed. And Others Peterson's Register of Higher Education. 1990. Third Edition. Report No.-ISBN-0-87866-948-5 Pub Date—89 Note-1,044p. Available from-Peterson's Guides, 202 Carnegie Center, P.O. Box 2123, Princeton, NJ 08543 2123 ($36.95). Pub Type— Reference Materials - Directories/Cat alogs (132) Document Not Available from EDRS. Descriptors—* Accreditation (Institutions), Agen cies, College Administration, Colleges, Enrollment, Higher Education, Tuition, Universities This reference book on accredited institutions of higher education in the United States provides profiles of over 3,500 colleges and universities. The Guide is organized into three major sections: institutional profiles (arranged alphabetically by institution name); appendixes; and indexes. An introduction presents criteria for inclusion, data collection facts, suggestions for using the profiles, and definitions of administrative officer categories. Summary statistics are also provided showing aggregate data from the profiles by institutional type, institutional control, campus setting, calendar system, total enrollment, and undergraduate tuition and fees. Profiles typically contain information on: name and location, congressional district, various identification numbers, type, degrees offered, year founded, calendar system, governance, student body, campus setting, enrollment, tuition and fees, accreditation, research facilities and affiliations (e.g., library and computer facilities); administrative officers; and major academic units and unit heads. Appendixes provide listings of: the names and addresses of all major government agencies, accrediting bodies, associations, and consortia concerned with higher education; and membership lists of five of the major associations. Indexes provide access to the more than 75,000 names of administrative and academic personnel listed in the profiles; institutions with specialized or professional accreditation grouped by field of specialization; and all institutions grouped by geographical location. (DB) ED 318 334 HE 023 392 Cochran, Leslie H. Administrative Commitment to Teaching: Practi cal, Research-Based Strategies To Strengthen College Teaching Effectiveness. Pub Date—89 Note-184p. Available from Publications Division, Step Up, Inc., 2 Spanish Street Court, Cape Girardeau, MO 63701 (1-9 copies, $15.95 each; 10 or more, $13.95 each). Pub Type- Guides · Non-Classroom (055) Books (010) - Tests/Questionnaires (160) Document Not Available from EDRS. Descriptors—*Change Strategies, College Admin istration, College Environment, College Instruction, College Role, Employment Practices, Faculty Development, Higher Education, Instructional Development, *Instructional Effectiveness, *Instructional Improvement, Leadership, Personnel Policy This discussion of the value given to teaching in higher education offers research-based insights on how institutions can make a stronger commitment to teaching. Recognizing that change initiatives must be planned and made on a number of fronts, examples and illustrations of how improvements may be made in a variety of areas are presented. The first chapter chronicles the history and role of the teaching profession in the higher education enter
prise. The second chapter discusses the factors detracting from teaching, including administrative attitudes, emphasis on publishing, and inadequate rewards. The integral nature of teaching is discussed in chapter 3. Chapter 4 introduces a survey of chief academic officers in 4-year degree-granting institutions concerning institutional commitment to and support of instructional effectiveness. Subsequent chapters report the study's results and offer ideas in the areas of campus environment and culture, employment policies and practices, strategic administrative action, specific instructional enhancement efforts, and instructional development activities. The final chapter outlines an agenda for leadership. A 30-item bibliography and the survey instrument are appended. (MS) ED 318 335 HE 023 393 Schuster, Jack H. And Others Enhancing Faculty Careers: Strategies for Devel opment and Renewal. Report No.-ISBN-1-55542-210-1 Pub Date—90 Note-346p. Available from-Jossey-Bass Publishers, 350 San some St., San Francisco, CA 94104 ($29.95). Pub Type - Collected Works - General (020) – Guides - Non-Classroom (055) - Books (010) Document Not Available from EDRS. Descriptors Career Counseling, Career Ladders, *College Faculty, Consortia, Early Retirement, Employment Practices, *Faculty College Relationship, *Faculty Development, Health Promotion, Higher Education, *Individual Development, Program Development, *Teaching (Occupation) Identifiers—Fairleigh Dickinson University NJ, Great Lakes Colleges Association, Loyola University of Chicago IL, University of Georgia, University of Nebraska Lincoln The collection of articles, intended as a guide to the improvement of faculty life for campus and department administrators, faculty leaders, and individuals administering faculty development programs, advocates a comprehensive conception of faculty members and academic careers. The first part outlines the conceptual and historical context for faculty development, presents a view of the developmental nature of academic careers, and reviews the extensive literature on faculty development concepts and programs. The second part discusses programs and strategies for professional, personal, and organizational renewal, including career preparation for prospective faculty, career consulting services for midcareer faculty, promoting faculty health and wellness, adapting employee assistance programs for academic settings, and designing options for early retirement. Part 3 depicts program strategies as developed successfully on four very different campuses: the University of Georgia, the University of Nebraska at Lincoln, Loyola University of Chicago, and Fairleigh Dickinson University. A consortial approach taken by the Great Lakes Colleges Association is also highlighted. The fourth part makes recommendations for approaches to faculty development grounded in the concept of enhancement. (MSE) ED 318 336 HE 023 395 Hansen, Janet S., Ed. College Savings Plans: Public Policy Choices. College Entrance Examination Board, New York, N.Y. Report No.-ISBN-0-87447-381-0 Pub Date-90 Note—85p. Available from—College Board Publications, Box 886, New York, NY 10101 ($7.95). Pub Type— Reports - Descriptive (141) — Books (010) — Collected Works - General (020) Document Not Available from EDRS. Descriptors-Federal Programs, *Government Role, Higher Education, Incentives, *Parent Financial Contribution, Parent Responsibility, *Paying for College, *Public Policy, State Programs, *Student Costs, Tuition Identifiers—*College Savings Plans, Savings Six articles discuss college savings plans. "Introduction and Overview" by Janet S. Hansen addresses the affordability of college, parental responsibility for college savings, incentives for saving, and the risks and rewards of planning for college expenses. "The Need for College Savings" (Sandy Baum) emphasizes the parents' role, describes circumstances that call for ways to encourage family savings, argues for education as an
ED 318 332 HE 023 389 Olson, Stan, Ed. Kovacs, Ruth, Ed. National Guide to Foundation Funding in Higher Education. Foundation Center, New York, N.Y. Report No.-ISBN-0-87954-290-X Pub Date—89 Note-692p. Available from The Foundation Center, 79 Fifth Ave./16th St., New York, NY 10003 ($127.00 prepaid). Pub Type— Reference Materials - Directories/Cat alogs (132) Document Not Available from EDRS. Descriptors—*Donors, *Grants, *Higher Educa tion, Philanthropic Foundations, Private Financial Support, Trusts (Financial) This guide includes entries for 2,905 foundations and is intended to aid grant-seekers looking for foundation support of higher education. The foundations included hold assets of $1 million or more or give at least $100,000 annually and have ex
investment, and explores families' abilities to finance college through savings. "Saving for College: The Investment Challenge" (A. Charlene Sullivan) looks at the future environment for college savings, national patterns, investment risks and returns, special college savings programs, and parental income, tax status, and investment choices. “How Families Are Saving for College: What Market Surveys Tell Us” (Natala K. Hart) reviews the process of establishing savings goals and providing incentives, and outlines the need for information in encouraging savings. "A Survey of College Prepayment and Savings Plans in the States” (Aims C. McGuinness, Jr. and Christine Paulson) reports on guaranteed tuition plans and college savings bond plans, and provides a state-by-state summary of prepayment and savings plans. "Government's Role in Supporting College Savings: Opportunities, Pitfalls, and Guidelines" (Haskell Rhett) examines where college savings plans should fall on the public policy/subsidy continuum. (MSE)
ED 318 337 HE 023 396 Hood, Albert B. Arceneaux, Cathann Key Resources on Student Services; A Guide to the Field and Its Literature. Report No.-ISBN-1-55542-230-6 Pub Date—90 Note-263p. Available from-Jossey-Bass Publishers, 350 San some St., San Francisco, CA 94104 ($32.95). Pub Type- Reference Materials - Bibliographies (131) - Information Analyses (070) – Books (010) Document Not Available from EDRS. Descriptors-Academic Advising, Annotated Bibli ographies, Career Counseling, *College Admission, College Environment, Counseling Services, Developmental Studies Programs, Educational History, Extracurricular Activities, Foreign Students, Higher Education, *Information Sources, Literature Reviews, *Program Administration, School Holding Power, Student Characteristics, Student Development, *Student Financial Aid, *Student Personnel Services, Student Recruitment, Student Unions, Trend Analysis Significant literature produced since 1980 on all aspects of student personnel services is reviewed and presented in annotated bibliography form. Over 600 citations are included, contained in separate sections on these topics: the emergence of student services practice and literature; growth of the student services profession; student characteristics and development; administrative roles, concerns, and practices; recruitment, admissions, and retention; student financial aid; residence life; academic advising and learning assistance programs; international student services; counseling centers; student activities and college unions; career development and placement services; and emerging trends and issues in practice and research. Within these topics, the bibliographic information is organized by subcategory. Author and subject indexes are appended. (MSE)
ED 318 339 HE 023 415 Frazier, Franklin The Stafford Student Loan Program. Testimony before the Subcommittee on Permanent Investigations, Committee on Governmental Affairs, United States Senate. General Accounting Office, Washington, D.C. Div. of Human Resources. Report No.-GAO-T-HRD-90-13 Pub Date-Feb 90 Note-20p. Pub Type - Reports - Descriptive (141) — Numeri, cal/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Federal Programs, Higher Educa tion, Income Contingent Loans, *Loan Repayment, Postsecondary Education, Proprietary Schools, *Student Financial Aid, *Student Loan Programs, *Trend Analysis Identifiers—Stafford Loan Program The Stafford Loan Program (formerly called the Guaranteed Student Loan Program) makes three kinds of student loans for postsecondary education: Stafford Loans, Supplemental Loans for Students (SLS), and Parents Loans for Undergraduate Students (PLUS). Stafford loans are low-interest loans based on financial need, while SLS and PLUS loans are not based on financial need. Each loan is insured by one of 55 state or nonprofit guaranty agencies. Guaranty agencies can collect an insurance premium on each loan; they reimburse lenders for 100% of defaulted claims; and they serve as lenders of last resort. The Department of Education administers the program; reinsures the guaranty agencies for 100% of defaulted loans, except in those cases where the agency's default rate exceeds 5%; and makes interest payments to lenders for Stafford loan borrowers while they are in school. Figures for growth in number of loans, increases in dollar amounts of loans, increases in number of defaults, increases in loans to students attending proprietary schools, and default rates of students attending proprietary schools are provided. The report also notes actions taken by the Congress and the Department of Education to reduce loan defaults, and lists 11 General Accounting Office reports concerning the program. (JDD) ED 318 340 HE 023 416 The Virginia Plan for Higher Education, 1989. Virginia State Council of Higher Education, Rich mond. Pub Date—[90] Note-371p. Available from State Council of Higher Education for Virginia, 101 N. Fourteenth St., Richmond, VA 23219. Pub Type-Reports - Descriptive (141) - Numeri cal/Quantitative Data (110) EDRS Price - MF01/PC15 Plus Postage. Descriptors–Degrees (Academic), Demography, *Educational Objectives, Enrollment, Faculty, Global Approach, *Higher Education, *Institutional Characteristics, *Master Plans, Private Colleges, School Support, State Aid, State Colleges, *Statewide Planning, Student Characteristics, Student Evaluation Identifiers- Virginia The Council of Higher Education, in this state-mandated biennial plan, sets four goals for Virginia's state-supported system of higher education to achieve: access, excellence, accountability, and placement among the best systems of higher education in the United States. The plan concentrates on the 84 degree-granting institutions that have been chartered or established by statute in the Commonwealth of Virginia. A statistical profile presents data on: enrollment by institution, full-time/part-time status, state of residence, gender, age, and minority group status; operating expense appropriations; degrees conferred; and number of faculty and faculty rank. Issue papers discuss current interests and concerns in Virginia higher education and offer a blueprint for the future. Issue papers address the topics of global education, goals of higher education, aging faculty, and student assessment. Institutional narratives are provided for 17 state-supported institutions, describing for each its history and development; purpose; extent of instructional, research, and public service activities; plans; results of student assessment activities, and a statistical profile. Briefer narratives are offered for 36 independent institutions. (JDD)
Tan, David L Strategic Planning in Higher Education: Varying Definitions, Key Characteristics, Benefits, Pit falls, and Good Approaches. Pub Date-1 Mar 90 Note-12p.; Paper presented at the Southwest Soci ety for College and University Planning (Tucson, AZ, March 1, 1990). Pub Type - Speeches/Meeting Papers (150) Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cooperative Planning, *Decision Making, Definitions, Educational Change, *Educational Planning, *Higher Education, *Institutional Administration, Institutional Environment, *Long Range Planning, Models, Systems Ap proach Identifiers—*Strategic Planning Planning in higher education has evolved as a response to changes in the environment, such as expanding enrollments, student unrest, economic recession, and pressures for financial accountability. Strategic planning has emerged as one way institutions can handle and overcome the adversities of the future. Definitions of strategic planning are presented. Strategic planning is characterized as an ongoing, pro-active, research-based, prioritized, situational process employing the systems approach, considering the external environment, promoting optimization and financial vitality, developing links to budgeting, and involving evaluation. Strategic planning is beneficial in that it can provide: a conceptual framework for decision making, a better intra-institutional understanding and cooperation among campus constituents, a means for institutions to cope with and survive the turbulent environment ahead, a means for rethinking institutional missions, a more comprehensive and pro-active approach to decision making, improvement in campus community morale, and improvement in institutional image. Six pitfalls in strategic planning, such as overemphasizing quantitative data and theories, and five good approaches, such as involving a good representation of the campus community in the planning process, are described. The paper concludes with a model of strategic planning and 13 references. (JDD) ED 318 342 HE 023 418 Bolen, Charles W. Visual and Performing Arts Program Review -State University System of Florida. State Univ. System of Florida, Tallahassee. Board of Regents. Pub Date-Feb 90 Note-196p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC08 Plus Postage. Descriptors—*Art Education, Art History, Dance, Higher Education, Institutional Evaluation, Music, *Program Evaluation, *State Universities, *Theater Arts, *Visual Arts Identifiers—*State University System of Florida This report presents the findings of an out-of-state consultant who conducted a state-wide review of the arts programs of the State University System of Florida by visiting each of the nine campuses and conferring with local consultants. The bulk of the report is composed of observations and recommendations for individual universities of the system. For each university, the departments of art, art education, art history, dance, music, theatre, and visual arts are analyzed, citing their strengths, their needs, and recommendations. A section of overall recommendations to the universities and the Board of Regents of the State University System of Florida concludes the report. Appendices contain a list of university coordinators, a list of university local consultants, dossier of the author/consultant, a schedule of site visits, and staff recommendations. (JDD)
ED 318 338 HE 023 411 Summary Report on Institutional Effectiveness. [Annual Report]. South Carolina Commission on Higher Education, Columbia. Pub Date—Jan 90 Note55p. Pub Type-- Reports - Evaluative (142) EDRS Price - MF01/PC03 Plus Postage. Descriptors—College Freshmen, College Gradu ates, Higher Education, Licensing Examinations (Professions), Prerequisites, *Program Effectiveness, Program Evaluation, Required Courses, *Self Evaluation (Groups), *State Colleges, State Universities Identifiers-South Carolina This is the first annual report documenting the results of the assessment of academic and administrative operations of South Carolina's 33 public colleges and universities. The report summarizes progress made by the institutions during the 1988-89 academic year, focusing on: performance of professional program graduates on licensing and certification examinations, reports of program changes that have occurred as a result of external program evaluations, and success of entering students in meeting college or university admissions prerequisites. Data concerning these three assessment areas are reported separately for each institution in summaries of one to three pages. (JDD)
ness in economic development efforts; appraised the economic development value of current and potential university programs, services, and resources; and provided suggestions on how the university can improve its contribution to regional economic development. Their recommendations are broadly grouped into the following areas: improve communication, promotion, and marketing of services; tailor more programs and services to meet the unique characteristics and changing needs of the region; provide opportunities for the region that would otherwise not exist; increase community consultation in the development of new programs and services; and expand community visibility and involvement of university administrators, faculty, staff, and students. Appendix A provides detailed data and discussion of survey findings on current and potential educational, public, and consulting services. Appendix B presents means and inferential statistics for the survey data, by county and by professional background. The report concludes with sample form letters used in the survey process and a list of 14 references. (JDD)
Groups, Faculty, Financial Support, Higher Education, Income, Libraries, Minority Groups, Outcomes of Education, *Postsecondary Education, Private Colleges, *Public Opinion, Sex Differences, State Colleges, *Student Financial Aid, Tuition Identifiers—*Michigan This statistical profile provides, through text and charts, an overview of the types of postsecondary institutions in Michigan (including public 4-year universities, independent colleges and universities, public community and junior colleges, and proprietary schools and other postsecondary education institutions) and their governance. Opinions of Michigan adults are reported concerning the importance of college education, the community college role in adult job training, responsibility for remedial education, reasons for choosing a community college rather than a public university, and so on. Enrollment data are offered for type of institution, full-time or part-time status, course of study, age, undergraduate versus graduate level, race/minority group, transfer students, and county of residence. Information on financial assistance covers tuition and fees, sources of support, and numbers of needy students. A section on outcomes presents data on degrees by institution and program area, proportion of degrees earned by females, and number of degrees earned by various ethnic groups. Statistics on state appropriations, total revenues, revenue trends, and expenditures are reported. Concerning staff, data are recorded for numbers of full-time faculty analyzed by race, tenure status, gender, and salary. Library data cover number of volumes, new volumes added, subscriptions, library attendance, and reference transactions. (JDD) ED 318 344 HE 023 420 Van Blerkom, Malcolm L. Class Attendance in Undergraduate Classes: Why and When Do Students Miss Classes? Pub Date—Apr 90 Note-10p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PĆ01 Plus Postage. Descriptors—* Attendance, * Attendance Patterns, Higher Education, Psychology, *Self Efficacy, State Universities, Theories, Trend Analysis, *Undergraduate Students The first part of this study examined class attendance of 959 students in 17 sections of undergraduate psychology classes. It was found that class attendance decreased from the beginning to the end of the semester. An investigation of 117 of the students found that attendance displayed moderate correlations with course grades. Students missed class most frequently because of the time needed to complete other course work, because the class was boring, because of illness, and because classes interfered with students' social life. Self-efficacy theory is proposed as an approach to explain attendance behavior. Includes eight references. (JDD) ED 318 345 HE 023 421 Childs, Sally A. And Others The Role of Lake Superior State University Promoting Economic Development in the Eastern Upper Peninsula: A Survey of Attitudes and Ideas of Key Officials and Business People. Lake Superior State Univ., Sault Sainte Marie, MI. Center for Social Research. Pub Date-89 Note-100p. Available from—Center for Social Research, Dept. of Social Sciences, Lake Superior State Univer sity, Sault Ste. Marie, MI 49783 ($3.00). Pub Type— Reports - Évaluative (142) — Numeri cal/Quantitative Data (110) EDRS Price - MF01/PC04 Plus Postage. Descriptors—College Programs, *Economic Devel opment, Higher Education, *Program Development, School Business Relationship, *School Community Relationship, *School Involvement, *State Universities Identifiers—*Lake Superior State University MI, Michigan (Eastern Upper Peninsula) The Lake Superior State University Economic Development Survey gathered information to guide the university in deciding how it might most effectively expand its involvement in economic development efforts in the Eastern Upper Peninsula of Michigan. Fifty key officials and business people assessed the university's past and potential helpful
ED 318 346 HE 023 422 Supplemental Student Loans: Who Are the Largest Lenders? Fact Sheet for Congressional Request ers. General Accounting Office, Washington, D.C. Div. of Human Resources. Report No.-GAO/HRD-90-72FS Pub Date Feb 90 Note—34p. Available from—U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20877 (first five copies free; additional copies $2.00 each; 25% discount on orders for 100 or more copies). Pub Type- Reports - Descriptive (141) – Numeri cal/Quantitative Data (110) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Banking, *Federal Programs, Finan cial Services, Higher Education, *Loan Repayment, Student Financial Aid, Student Loan Programs Identifiers—*Supplemental Loans for Students Pro gram The Supplemental Loans for Students (SLS) program provides market-rate loans to postsecondary students. This report presents information on SLS loan volume and default data for the 10 largest SLS lenders from nine guaranty agencies, for fiscal years 1987, 1988, and 1989. Data for both proprietary and nonproprietary schools and for both freshmen and nonfreshmen students are included. Findings show that the nine guaranty agencies’ 10 largest lenders loaned a cumulative total of about $2.5 billion-of the $4.8 billion in SLS loans made by all lenders-during the 3-year period. The lenders' loan defaults amounted to $250 million during fiscal years 1987 through 1989. The report also includes a list of nine related General Accounting Office products. (JDD)
has been a reasonably accurate predictor of program costs. Factors which contributed to the Department's revision of the fiscal year 1990 budget request are determined, and are attributed to: savings expected to accrue from legislative changes, increased cost model estimates based on revised economic indicators, increase in number of grant recipients, and lower estimated costs for financial aid administrators' discretion. Tables compare Pell grant cost model estimates, actual program costs, and final budget requests. (JDD) ED 318 348 HE 023 424 Jaeger, Richard M. Continuation Proposal to the Fund for the Improvement of Postsecondary Education (1988-89) for a Project To Enhance the Educational Research Awareness of Faculty in the Historically Black Institutions of the University of North Carolina. North Carolina Univ., Greensboro. Center for Edu cational Research and Evaluation. Spons Agency-Fund for the Improvement of Post secondary Education (ED), Washington, DC. Pub Date [Aug 88] Note—260p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC11 Plus Postage. Descriptors—*Black Colleges, *Educational Re search, *Faculty Development, Higher Education, *Mentors, Perception, Program Development, Program Evaluation, Research Needs, Research Opportunities, *Research Skills This report of the Project to Enhance the Educational Research Awareness of Faculty in the Historically Black Institutions of the University of North Carolina includes its first annual report of project activities, presenting information on the eight Educational Research Fellows, the mentorship program, a workshop on oral presentation of research findings, and participation in conferences, associations, and workshops. Also described are the project's evaluation activities, dissemination activities, and financial status. A continuation proposal is presented which calls for continuing the fundamental goals and purposes of the original proposal with modifications. An evaluation plan and budget are also proposed. Appendices contain letters of agreement and endorsement, curriculum vitae of project personnel, descriptions of Educational Research Fellows studies during 1987-88, mentorship training and monitoring materials, and evaluation charts. Papers presented at the annual meeting of the American Educational Research Association (New Orleans, Louisiana, April 1988) are reprinted, including: "Strategies for Stimulating Educational Research by the Faculties of Historically Black Universities" (Richard Jaeger); "An Open System Perspective on the Research Role of Historically Black Colleges and Universities" (Edwin Bell); "Perceptions of Needs for Research Support among Faculty in Historically Black Universities" (Cynthia Cole); “Developing Mentorship Relationships in Support of Faculty Research: Experience with Faculties of Historically Black Universities” (Marilyn Haring-Hidore); and "The Results of a Project to Increase the Educational Research Participation of the Faculty in the Historically Black Institutions of the University of North Carolina" (Rita O'Sullivan). (JDD) ED 318 349 HE 023 425 Congressional Scholarships for Science, Mathe matics, and Engineering Act. Report. Committee on Science, Space, and Technology, House of Representatives, 101st Congress, 1st Session. Congress of the U.S., Washington, DC. House Com mittee on Science, Space and Technology. Report No.-House-R-101-220 Pub Date—4 Aug 89 Note-29p. Pub Type-- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Disabilities, *Engineering Education, Federal Legislation, Federal Programs, Females, Higher Education, *Mathematics Education, *Merit Scholarships, Minority Groups, *Scholarship Funds, *Science Education, Student Devel opment, Talent, Undergraduate Study Identifiers-Congress 101st H.R. 996 is a bill to strengthen the science and technology base of the United States by providing opportunities for talented young people to pursue postsecondary education in science, mathematics, and engineering. The bill establishes a Congressio
ED 318 347 HE 023 423 Pell Grants: How the Department of Education Estimates Program Costs; Briefing Report to the Chairman, Subcommittee on Labor, Health and Human Services, and Education, Committee on Appropriations, U.S. Senate. General Accounting Office, Washington, D.C. Div. of Human Resources. Report No.-GAO/HRD-90-73BR Pub Date—Feb 90 Note43p. Available from—U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20877 (first five copies free; additional copies $2.00 each; 25% discount on orders for 100 or more copies). Pub Type-- Reports - Descriptive (141) - Numeri cal/Quantitative Data (110) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Cost Estimates, Federal Programs, Higher Education, Income Contingent Loans, Program Budgeting, *Program Costs, *Student Loan Programs, Trend Analysis Identifiers—*Pell Grant Program This report describes the Department of Education's process for estimating costs of the Pell grant program, which provides grants to financially needy students pursuing a postsecondary education. The Department uses a three-step process to develop its Pell grant budget estimate: a computer cost model incorporating over 30 economic indicators, a series of adjustments to reflect program changes that the model does not include, and budgetary adjustments. Historically, the Department's cost model estimate Page 13
nal Scholarship Program at the National Science Foundation to provide undergraduate 2-year and 4-year scholarships. Ultimately, the program seeks to increase participation by talented young people, including women, minorities, and individuals with disabilities, in careers in science and engineering and in teaching careers in science and mathematics in elementary and secondary schools. This report recommends an amended version of H.R. 996. The report reprints the proposed legislation; describes the nature of the scholarship program and funding authorization; provides a sectional analysis of the bill and a cost estimate; notes the bill's legislative history; and explains the views and the amendments of the House Committee on Science, Space, and Technology. (JDD) ED 318 350 HE 023 426 Gray, Pamela L. Buerkel-Rothfuss, Nancy L. Graduate Teaching Assistant (GTA) Training: The View from the Trenches. Pub Date—Nov 89 Note-40p.; Paper presented at the National Con ference on the Training and Employment of Teaching Assistants (2nd, Seattle, WA, November 15-18, 1989). For a related document, see HE 023 427. Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Evaluation, Graduate Students, Higher Education, Job Satisfaction, Self Evaluation (Individuals), *Student Attitudes, Supervision, *Teaching Assistants, Teaching Skills, *Training Two hundred seven graduate teaching assistants (GTAs) who had taught for a semester or longer and 322 who had not yet taught responded to a questionnaire concerning their perceptions of GTA training. The questionnaire assessed GTA perceptions and characteristics in seven areas: demographic characteristics and teaching responsibilites; training experiences; evaluations of training experiences; supervision or ongoing/follow-up training activities and evaluations of those follow-up activities; perceptions of their teaching ability and the degree to which training affected that ability; perceived needs as GTAs and the importance of various activities for meeting those needs; and overall satisfaction with their graduate teaching assistantships. Returning GTAs and new GTAs indicated that only about half of them had received or would receive any training for their assistantships. GTAs who had taught generally were satisfied with their assistantship responsibilities, felt that their department's preparation of GTAs to teach was much better than other departments, and rated themselves highly as teachers. Topics the GTAs wanted to have included in training programs were: balancing graduate school and teaching, giving and accepting criticism, handling upset students, classroom ethics, appropriateness of making exceptions to rules, saying "no" to students, and establishing authority. Contains over 100 references. (JDD) ED 318 351 HE 023 427 Buerkel-Rothfuss, Nancy L. Gray, Pamela L. Graduate Teaching Assistant (GTA) Training: The View from the Top. Pub Date-Nov 89 Note-37p.; For a related document, see HE 023 426. Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrator Attitudes, Demogra phy, Graduate Students, Graduate Study, Higher Education, National Surveys, *Teacher Attitudes, Teacher Evaluation, Teacher Responsibility, Teacher Supervision, *Teaching Assistants, Training, Training Methods The use and training of graduate teaching assistants (GTAs) in higher education was evaluated via questionnaires mailed nationwide to schools and departments offering graduate programs. Usable questionnaires were received from 164 of 323 graduate school deans and from 470 of 1,112 graduate school department chairs/heads. The graduate deans survey assessed demographic characteristics, the nature of campus-wide GTA training, evaluation of and satisfaction with GTA training, follow-up training and/or supervision and evaluations, GTA involvement in multi-section courses, types of GTA training desired, and evaluations of GTA teaching. The department chairs survey assessed departmental demographics, GTA selection, GTA teaching responsibilities, the nature of departmental training,
evaluation of and satisfaction with training, follow-up training/supervision, evaluation of and satisfaction with GTA teaching, perceptions about ideal training programs, and problems that interfere with training. Findings show that, despite the seeming lack of a rigorous training and teaching evaluation program for GTAs, and despite the low number of students attending training programs, respondents seemed committed to the value of training and satisfied with the effectiveness of training and GTA teaching. Includes approximately 90 references. (JDD) ED 318 352 HE 023 428 Balfour, Linda F. Statistical Abstract of Higher Education in North Carolina, 1989-90. Research Report 1-90. North Carolina Univ., Chapel Hill. General Admin istration. Pub Date-Apr 90 Note-262p. Available from University of North Carolina, General Administration, P.O. Box 2688, 910 Ra leigh Rd., Chapel Hill, NC 27515-2688. Pub Type-- Numerical/Quantitative Data (110) EDRS Price - MF01/PC11 Plus Postage. Descriptors—*College Admission, College Hous ing, *Degrees (Academic), *Enrollment, *Enrollment Trends, *Faculty, Graduate Study, Higher Education, Libraries, Student Costs, *Student Financial Aid, Transfer Students, Undergraduate Study Identifiers—*North Carolina This 23rd annual statistical abstract covers the breadth of higher education activities in North Carolina in their quantitative aspect, presenting both past and 1989-90 academic year information. In 83 tables and 14 figures, data are presented concerning: (1) current enrollment (by institution, residence status, sex, level of instruction, age, geographic origin, and racial composition); (2) enrollment trends, with general trends from 1900 to 1989, and 1979-1989 data on percentage change in enrollment by institution, residence status, level of instruction, and geographic origin; (3) undergraduate transfers from 1979-1989, with data for 1989 by type of institution and sex; (4) degrees conferred by field of study, institution, type of institution, level of degree, race, and sex; (5) academic rank, sex, and highest earned degree of full-time faculty; (6) library resources and operating expenditures; (6) costs to students, by institution and level of instruction; (7) admissions, including average Scholastic Aptitude Test scores of entering freshmen; high school class rank; and number of freshman, graduate, and first professional applications, acceptances, and enrollees; (8) student financial aid, covering employment, scholarships, grants, awards, and loans; and (9) student housing and (10) degrees conferred. Appendices include sources of data and definitions of terms. (JDD) ED 318 353 HE 023 429 Student Financial Aid Administration in Public Community Colleges and Universities; Report and Recommendations of the Postsecondary Ed ucation Planning Commission. Florida State Postsecondary Education Planning Commission, Tallahassee. Report No.-1 Pub Date—90 Note-99p. Pub Type-- Reports - Descriptive (141) – Opinion Papers (120) EDRS Price • MF01/PC04 Plus Postage. Descriptors-Higher Education, *Program Admin istration, *State Colleges, State Government, State Surveys, *Student Financial Aid, Student Personnel Services Identifiers_ Florida This report analyzes the administration of student financial aid programs in Florida's state universities and community colleges. The analysis was conducted by reviewing documents, receiving public testimony, conferring with state-level agencies and institutions, surveying directors of financial aid offices, and surveying students. An introductory chapter presents the legislative charge leading to the report and historical perspectives on Florida student financial aid. A chapter on state-level coordination of financial aid describes the work of the state Office of Student Financial Aid, Board of Regents, State Board of Community Colleges, Florida Council of Student Financial Aid Advisors, and Bureau for Career Development Services. A discussion of factors influencing financial aid administration focuses on sources and types of financial aid, student charac
teristics, institutional characteristics, and financial aid staff. A chapter on financial aid administration covers organizational structure and personnel, staff training, staff salary and compensation levels, automation of financial aid services, funding, and service to students. Twenty-two recommendations are presented concerning the role of state-level offices in the administration of student financial aid, institutional financial aid office staff, program administrative concerns, automation of financial aid offices, and service to students. Survey results are appended and 12 references are attached. (JDD) ED 318 354 HE 023 430 Douglas, Joel M., Ed. Power Relationships on the Unionized Campus. Proceedings, Annual Conference (17th, April 1989). City Univ. of New York, N.Y. Bernard Baruch Coll. National Center for the Study of Collective Bar gaining in Higher Education and the Professions. Report No.-ISBN-0-911259-26-0 Pub Date—Apr 89 Note-122p. Available from National Center for the Study of Collective Bargaining in Higher Education and the Professions, Baruch College, City University of New York, 17 Lexington Avenue, Box 322, New York, NY 10010 ($25.00). Pub Type-Collected Works - Proceedings (021) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Arbitration, *Collective Bargaining, College Administration, *College Governing Councils, *Compliance (Legal), Faculty, Faculty College Relationship, *Governance, Higher Education, Legal Responsibility, Nonprofessional Personnel, Power Structure, Tenure, *Unions Papers from the 17th Annual Conference present observations and analysis of how the power equation has, or has not, been altered by the introduction of faculty and support staff unionism. The first section on power relationships between professors and senates contains: “The Academic as Political Man or Woman" (Seymour Lipset); "Governance: Senates and Unions” (Caesar Naples); and “The Debate over Academic Unions and Faculty Governance” (Irwin Polishook). The second section focuses on new directions in collective bargaining and includes: "Universities and the New Unionism” (Charles Hechscher); “The Unionization of Clerical Workers in Colleges and Universities: A Status Report” (Richard Hurd); and "Clerical and Technical Unions: The Case of New York University" (Margarita Aguilar). The third section addresses legal aspects of collective bargaining and contains: "Collective Bargaining and the Law: The Annual Update” (John Wolf); “The Duty of Fair Representation" (Warren Pyle); "Steps for Complying with Agency Fee Requirements: A Practical Guide for Unions" (Ann Franke); and “Union Security in New York State's Public Sector" (Pauline Kinsella). Four papers on faculty safeguards comprise the final section: "Arbitration of Faculty Disputes" (Maurice Benewitz and Harry Neunder); "Professors without Tenure: The British Model” (Allen McTernan); “Professors without Tenure: The British Model-A Response from the American Colonies” (John Flynn); and “Employee Assistance Programs in Higher Education: The SUNY Experience" (Karen Grover Duffy). (JDD)
ED 318 355 HE 023 431 von Destinon, Mark Descubriendo el Sueno: Programming for Success. Pub Date-Mar 90 Note-17p.; Paper presented at the Annual Confer ence of the National Association of Student Personnel Administrators (72nd, New Orleans, LA, March 15, 1990). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF0i/PC01 Plus Postage. Descriptors—*Academic Achievement, *Aca demic Persistence, College Seniors, Higher Education, *Mexican American Education, *Mexican Americans, *Performance Factors, State Univer sities, Student Attitudes Identifiers-University of Arizona Twenty-one fourth-year college students of Mexican-American ancestry attending the University of Arizona were interviewed to determine the unique qualities contributing to the students' persistence. The study used empowerment as its organizing model and identified institutional factors contributing to student success and persistence. Institutional factors reviewed include academic preparation, use of available student services, student/instructor interaction, and academic experiences. Among the findings were the following: financial aid and its bureaucratic processes represented a threat to students; a communal approach to family finances was typical; students reported confusion about their career options after graduation; and, minority programs were important to women students, while male students used services available to all students. Includes 47 references. (JDD)
ED 318 356 HE 023 432 The Future of Tennessee: Higher Education 1987-1993. Tennessee Higher Education Commission, Nash ville. Pub Date-87 Note-65p. Pub Type- Reports - Descriptive (141) - Opinion Papers (120) EDRS Price - MF01/PC03 Plus Postage. Descriptors—College Desegregation, Educational Finance, *Educational Objectives, *Educational Policy, Educational Principles, Educational Quality, *Higher Education, Long Range Planning, *Master Plans, Mission Statements, Postsecondary Education, School Business Relationship, School Community Relationship, State Colleges, *Statewide Planning Identifiers—*Tennessee This master plan for higher education in Tennessee sketches a framework for the continued improvement of postsecondary institutions and emphasizes the critical links between higher education and other components of the state. A set of principles and achievement targets undergirding the master plan are outlined. Specific action is called for in several areas of undergraduate education, graduate education, teacher preparation, and the nonpublic sector of postsecondary education. Higher education is urged to intensify its commitment to enhance the quality of life through closer links with industry, social organizations, governmental agencies, and art and cultural outreach programs. Additional investments in higher education are recommended for faculty and staff, library resources, equipment, and facilities. Desegregation of students, faculty, and staff at each of the public colleges and universities is also a priority. The governance system must devise innovations to achieve excellence, through assessment, incentive funding, and licensure of quality programs. Appendices contain enrollment projections for each state-supported institution, job placement rates, graduation rates, desegregation objectives, and guidelines for the development of mission statements. (JDD) ED 318 357 HE 023 433 New Jersey College Basic Skills Placement Test ing, Fall 1989. New Jersey Basic Skills Council, Trenton. Pub Date—22 Jan 90 Note-87p. Available from—Basic Skills Assessment Program, New Jersey Dept. of Higher Education, 20 W. State St., CN 542, Trenton, NJ 08625. Reports - Research (143) — Tests/Questionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Achievement Tests, Algebra, *Basic Skills, College Freshmen, Computation, English (Second Language), Higher Education, Homework, Mathematics Skills, Remedial Instruction, *Remedial Programs, *Screening Tests, State Colleges, *Student Placement, Verbal Ability Identifiers—*New Jersey This report offers details of the results of basic skills testing of the entering freshman class in New Jersey's public colleges. Levels of proficiency in verbal skills, computation, and elementary algebra are estimated from performance on the New Jersey College Basic Skills Placement Test. For the 48,791 students tested in the fall of 1989, 24% appeared proficient in verbal skills, 41% appeared proficient in some verbal areas, and 35% lacked proficiency. In computation, 31% appeared proficient, 24% appeared proficient in some areas, and 45% lacked proficiency. In elementary algebra, 14% appeared proficient, 28% appeared proficient in some areas, and 58% lacked proficiency. Results are presented for different college sectors, for recent high-school graduates, and over a 10-year time period. Special factors are discussed, such as high-school homework as a factor in proficiency, students for whom
English is a second language, and outcomes of skills-deficient students who enroll in college remediation. Appendices contain a description of the test and sample questions, a list of participating independent and proprietary institutions, mean scaled scores from 1980-1989, and a description of the proficiency levels established as a guide for college placement procedures. (JDD) ED 318 358 HE 023 434 Age Group and Sex of Students, Fall 1988. Report No. 8-89. State Univ. of New York, Albany. Central Staff Of fice of Institutional Research. Pub Date—Aug 89 Note-644p.; The map and the chronological chart will not reproduce well due to small print. Available from—Central Staff Office of Institu tional Research, State Univ. of New York, Al bany, NY 12246. Pub Type- Numerical/Quantitative Data (110) Collected Works - Serials (022) EDRS Price - MF03/PC26 Plus Postage. Descriptors—* Age Groups, College Students, *En rollment, Enrollment Trends, Full Time Students, Graduate Study, Higher Education, Part Time Students, School Demography, *Sex, State Universities, *Student Characteristics, Undergradu ate Study Identifiers—*State University of New York This 15th annual report on characteristics of college students at the State University of New York (SUNY) describes students by age group, sex, level (undergraduate/graduate), and load(full-time/ part-time). The main body of the report is divided into five sections: (1) data for the entire SUNY system as well as each institution and institutional type; (2) headcount and percentage arrays of students by age group for each institution and institution type, with tables for undergraduates, graduates, and first-time students by load; (3) summarized historical trend data on all students from Fall 1982 through Fall 1988; (4) age and sex trend by level and load indexed to Fall 1982; and (5) change and percent of change in the age and sex trends by level and load from Fall 1983. The final section contains a map locating the institutions of SUNY, a chronology of establishment dates for institutions of SUNY, and a list of publications of the Central Staff Office of Institutional Research. (JDD) ED 318 359 HE 023 435 State University System of Florida Fact Book 1988-89. Annual Report 1989. State Univ. System of Florida, Tallahassee. Board of Regents. Report No.-BOR-90-4 Pub Date-[90] Note-229p. Available from—Florida Board of Regents, 325 W. Gaines St., Tallahassee, FL 32399-1950. Pub Type- Numerical/Quantitative Data (110) EDRS Price - MF01/PC10 Plus Postage. Descriptors-Access to Education, Age, *College Admission, *Degrees (Academic), *Enrollment, Enrollment Trends, Equal Education, Expenditures, Faculty, Higher Education, *Institutional Characteristics, School Demography, Sex, State Universities, *Student Characteristics, Student Costs, Teacher Characteristics Identifiers—*State University System of Florida Comparative 1988-1989 data about the State University System of Florida is provided in the form of tabular displays, charts, graphs, and a glossary of terms and abbreviations. A section on institutional characteristics presents data on campus size, headcounts, student age, out-of-state students, and part-time students. Admissions data covers Scholastic Aptitude Test scores, American College Test scores, Graduate Record Examination scores, high-school grade point averages, county of residence, and transfer student information. Enrollment data focuses on enrollment trends from 1978-79 through 1988-89, full-time equivalents, credit hour load; county, state, or nation of residence; sex; race; course load; and age. A section on degree programs offers statistics on academic degree programs approved; headcounts by discipline and level; headcounts by discipline, race, and sex; and degrees granted by discipline, institution, race, and sex. Additional statistics describe registration, tuition, room and board, and local fees; financial aid awards; and fee waivers. Data on appropriations and expenditures and contracts and grants activities are also presented. Personnel data address number of faculty by age, race, sex, rank, and tenure status.
Access and equity data outline 5-year equal opportunity/affirmative action goals. (ÍDD) ED 318 360 HE 023 436 Anderson, Richard E. Meyerson, Joel W. Financing Higher Education in a Global Economy. Spons Agency-National Center for Postsecondary Governance and Finance, Tempe, AZ. Report No.-ISBN-0-02-900965-0 Pub Date-Mar 90 Note-152p. Available from-Macmillan Publishing Co., 866 Third Ave., New York NY 10022 ($24.95). Pub Type- Books (010) - Collected Works - Pro ceedings (021) Document Not Available from EDRS. Descriptors—Credit (Finance), Educational Ad ministration, Educational Economics, *Educational Finance, Financial Policy, *Financial Problems, *Futures (of Society), *Global Approach, *Higher Education, Politics of Education, Public Policy, Research Projects, School Funds, Student Loan Programs, Teacher Salaries This book presents papers from a national symposium conducted by the Forum for College Financing, offering a perspective on how higher education institutions will finance their operations in the future and the challenges that lay ahead. A paper by Richard Anderson and Joe Meyerson, "A Changing National Environment,” introduces the other papers in the collection. “The Economy and Higher Education” by Anderson explores the macroeconomic trends that shape the United States economy and affect higher education, such as the trade deficit, the budget deficit, and low savings rates. In “Financing Research,” William Massy examines the financing of indirect costs under Office of Management and Budget Circular A-21, and the politicization of the research award process. “Funding Instruction,” by Frank Campanella, draws on the experiences of Boston College to discuss financing, inflation, and cost and productivity analyses of faculty salaries and equipment. “Using Debt Effectively,” by Robert Forrester, examines debt and other funding issues at three universities–Brown, Harvard, and Kentucky-representing different philosophies. "Taxable Financing,” by Arthur Kalita, considers factors to be considered in issuing taxable debt and offers case studies involving the domestic and international markets. In "Credit Analysis and Enhancement,” Daniel Heimowitz focuses on establishing credit risk and ratings. Douglas Wofford then presents “Mortgage-Backed Student Loans.” Anthony Knerr's paper concludes the book with "Financing Higher Education in a Global Economy,” which notes higher education's need to develop a more global orientation toward its economics and financing. Includes 52 references. (JDD)
ED 318 361 HE 023 437 Fuertes, Jairo And Others A Needs Assessment of Hispanic Students at a Predominantly White University. Research Re port #21-89. Maryland Univ., College Park. Counseling Center. Pub Date—[89] Note-17p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Students, Ethnic Groups, *Extracurricular Activities, Higher Education, *Hispanic Americans, *Identification (Psychology), Minority Groups, *Needs Assessment, Sex Differences, Special Needs Students, State Universities, Student Attitudes, *Student Needs, White Students Identifiers-University of Maryland College Park A self-report survey was mailed to 150 Hispanic students attending the University of Maryland (College Park) to assess the extent to which Hispanics become involved in activities and ethnic organizations, feel that they have special needs at the University, and identify with the University and the minority student office on campus. Results from 109 respondents showed that Hispanic males living off campus with their families had less time than Hispanic males living on campus to participate in activities at the University. Hispanics who participated in non-Hispanic groups, compared with those who did not, thought they had time for activities on campus and that Hispanics had no special needs at the University. Hispanic females, compared with Hispanic males, tended to feel that Hispanic students had special needs on campus.. A descriptive analysis of other item means revealed ambivalent race, Staten Island, NY 10301. Pub Type- Reports - Research (143) - Numeri
cal/Quantitative Data (110) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Academic Achievement, Academic Aspiration, * Academic Persistence, Age Differences, *College Freshmen, Employment, *Enrollment Trends, Family Income, Higher Education, Racial Differences, Remedial Instruction, Residential Patterns, *School Demography, Sex Differences, Student Attitudes, Student Characteristics Identifiers—*City University of New York Coll of Staten Island This report presents data on the 1988 freshman class of the College of Staten Island of the City University of New York, from the perspectives of profile, performance, and retention. Data are reported not only for the class as a whole and according to full-time and part-time sessions, but also by day, evening, weekend, and combined sessions. In addition, the population is viewed according to age, gender, race, ethnicity, and English-language background. Data are organized within the following categories: (1) demographics; (2) college preparedness, including high school averages, Freshmen Skills Assessment Program test scores, and trends over time; (3) aspirations, attitudes, and activities; (4) parental income; (5) employment and living arrangements; (6) enrollment trends; (7) grade point average after one and two college semesters; (8) enrollment in basic skills courses; and (9) first year persistence. (JDD)
feelings by Hispanics; specifically, they felt a part of the University yet wanted more support from the Office of Minority Student Education. (Author/ JDD) ED 318 362 HE 023 438 Jaeger, Richard M. Cole, Cynthia M. An Assessment of the Utility of Types of Educa tional Research Assistance: Perceptions of Faculty at the Historically Black Institutions of the University of North Carolina, Pub Date-Mar 87 Note-17p.; Paper presented at the Annual Meet ing of the North Carolina Association for Research in Education (March 5, 1987, Raleigh, North Carolina). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Black Colleges, *College Faculty, Demonstration Programs, *Educational Research, *Faculty Development, Higher Education, *Research Skills, Skill Development, *Teacher Attitudes Identifiers-University of North Carolina This study assessed the perceptions of faculty employed by the historically black institutions of the University of North Carolina, concerning the personal utility of activities to increase their educational research participation or to gain educational research skills and knowledge. The study was part of a pilot project to develop strategies to encourage and facilitate increased educational research participation of the faculty. Three-fourths of the 73 responding faculty recognized many personal and institutional benefits of participation in educational research. Research participation was recognized as being beneficial by larger percentages of junior faculty than by all responding faculty. Most activities offered by the pilot program, including having faculty design and conduct individual educational research projects, work with experienced educational researchers who act as research mentors, and engage in the activities of professional research associations, were identified as helpful or useful by a majority of faculty members; coursework offerings were not. (JDD) ED 318 363 HE 023 439 Gerrity, Deborah A. Sedlacek, William E. A Profile of Incoming Freshmen at the University of Maryland, College Park, 1989, Research Report #22-89. Maryland Univ., College Park. Counseling Center. Pub Date—[89] Note-23p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Aspiration, Career Devel opment, College Choice, *College Freshmen, Counseling Services, *Extracurricular Activities, Higher Education, *School Demography, State Universities, *Student Attitudes Identifiers—*University of Maryland College Park The University New Student Census was administered to 935 randomly selected students out of 3,388 incoming freshmen at the University of Maryland, College Park (UMCP). This report offers findings concerning the general characteristics of the freshmen, their reasons for choosing UMCP. The survey also gathered data on their academic orientation (including their academic development, school work attitudes, philosophy and objectives, expectations of college courses, reasons for wanting to complete college, and career goals) and their extracurricular pursuits, including leisure time, cultural pastimes, and religion. Selected findings include: half of the students stated that UMCP was their first choice; 33% chose UMCP because of either overall or departmental academic excellence; Scholastic Aptitude Test scores averaged 1,085 for all incoming freshmen; almost half of the students indicated an interest in educational/vocational counseling; and 10% were interested in emotional/social counseling. (JDD)
is identifying qualified students, and identifying their teachers who can assist them in making wise choices in planning their college careers. The Academic Bowl, an integral part of Oklahoma State University's public effort to encourage excellence in Oklahoma's secondary schools, has fostered an awareness of Oklahoma higher education and attracted a teacher cadre of exceptional talent and ability. A survey of 26 Academic Bowl teacher/coaches found that they have continuing opportunities for having long-term influence on their students-extremely capable students who generally leave the state to attend college or after college graduation. Statistics show the teaching areas of Academic Bowl teacher/coaches and number of years taught in school. Statistics also show the choice of college and choice of majors of Academic Bowl graduating seniors. (JDD) ED 318 367 HE 023 443 Kellman, Dawn Skelton, W. Keith 1987 Salaries: Society Membership Survey. American Inst. of Physics, New York, NY. Educa tion and Employment Statistics Div. Report No.-ISBN-0-88318-673-X Pub Date-90 Note—77p. Available from-Education and Employment Sta tistics Division, American Institute of Physics, 335 East 45th St., New York, NY 10017 (single copies free, multiple copies on request). Pub Type- Numerical/Quantitative Data (110) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Astronomy, Chemistry, Degrees (AC ademic), Demography, *Employment, Engineers, Geology, Geophysics, Higher Education, National Surveys, *Physics, *Salaries, *Scientific Personnel, *Scientists, Trend Analysis Nationwide data are provided on the 1987 salaries of members of each of the American Institute of Physics' 10 member societies. Of the approximately 13,600 society members who were mailed a questionnaire, 61% responded. Data are presented by: degree level, type of employer, gender, salaries for PhDs by geographic location, PhD salaries by employment sector and years from degree or academic rank, Masters-degree and Bachelors degree salaries by employment sector, salaries by degree level and principal work activity, and PhD salaries by gender. The demographic and employment information concerning the 1,480 responding members of the American Geophysical Union, which became a member society in 1986, is presented in a special section, in order to make the main body of data consistent with previous years. (JDD) ED 318 368 HE 023 444 Lincoln, Yvonna S. Advancing a Critical Agenda in Higher Education, Pub Date Nov 89 Note43p.; Paper prepared for the Symposium, "Culture and ideology in Higher Education: Advancing a Critical Agenda for the Study of Higher Education,” Association for the Study of Higher Education Annual Meeting (Atlanta, GA, No vember 2-5, 1989). Pub Type- Information Analyses (070) - Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Admission Criteria, Content Analy sis, Critical Theory, Critical Thinking, *Higher Education, Leadership, *Research Problems, *Social Science Research, Theory Practice Relation ship, Values Identifiers—*Constructivism A content analysis of the literature on leadership in colleges and universities and on selection, retention, and attrition of college students, especially minority students, was conducted. It is concluded that elegant questions about the structures and processes of higher education have been asked and answered, but provide little guidance in decision-making and little practical help in administration, leadership, or pedagogy. The philosophical position of critical social science suggests a whole range of questions which cannot be explored well within the bounds of conventional science, but which can be both asked and examined well utilizing critical theory. Considered are such issues as how the role of values directs and guides higher education research, what the role of moral discourse is in university life, and what the implications are when the university is considered as a moral entity. Contains approximately 175 references. (JDD) ED 318 369 HE 023 445
ED 318 365 HE 023 441 Richardson, Richard C., Jr. Serving More Diverse Students: A Contextual View. Minority Achievement: Counting on You. National Center for Postsecondary Governance and Finance, Tempe, AZ. Spons Agency-Education Commission of the States, Denver, CO. National Commission on Mi nority Achievement in Higher Education. Pub Date—Jun 89 Note-26p. Available from-Education Commission of the States Distribution Center, Suite 300, 1860 Lin coln St., Denver, CO 80295 (MP-89-1, $5.00). Pub Type- Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Access to Education, Case Studies, *College Students, Data Analysis, *Educational Policy, Educational Quality, *Enrollment Trends, Equal Education, *Ethnic Distribution, Graduation, Higher Education, Racial Distribution, Racial Factors, Social Influences, State Standards This paper examines the influence of race and ethnicity on who goes to college and who graduates, and discusses policy issues surrounding higher education access and outcomes. Based on case studies of 10 majority institutions in 8 states, the paper proposes a conceptual scheme for dealing with such issues as the appropriate balance between equality of educational opportunity and distributive justice, state goals with respect to this balance, the role of colleges and universities in state efforts to achieve such goals, estimation of progress toward attainment of these goals, and policy options to encourage all institutions to emphasize both quality and diversity. It also proposes a method for tracking higher education participation and achievement rates for states and for institutions. Finally, the paper reports the results of applying this method to data available from the United States Office of Education for the period 1980-84. Includes 12 references. (JDD) ED 318 366 HE 023 442 Segall, William E. Higher Education and the Honor Student: Attract ing the Best. Pub Date- [6 Oct 89] Note-6p. Pub Type - Reports - Research (143) — Reports Descriptive (141) – Numerical/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academically Gifted, College School Cooperation, Higher Education, High Schools, *Migration, Role Models, Student Mo bility Identifiers-Academic Bowl, *Oklahoma Oklahomans are looking to their colleges and universities as avenues through which the diversification of the state's economy and economic salvation can come about. The challenge to higher education
ED 318 364 HE 023 440 Nunez-Wormack, Elsa And Others Annual Report on Freshmen–1988–The College of Staten Island/CUNY. City Univ. of New York, Staten Island. Coll. of Staten Island. Pub Date—90 Note-35p. Available from Office of Freshman Programs, The College of Staten Island/CUNY, 715 Ocean Ter
Role of Science Graduate Programs in the Pacific Region" (Akira Miyake); “The Impact of Civil Government Policies on International Higher Education in the Pacific Region" (Don Williams); "Multicultural/International Policy and Higher Education: A Canadian Case Study" (David Whittaker); “Educating Leadership for the Pacific Century” (Philip J. Bossert); “Leadership in Pacific Region Higher Education: The Problem of Internationalization" (Brent W. Poppenhagen); “Educating Managers for the Multicultural Workforce" (Jean Renshaw); “The Failure of Education Reform in China and the Student Movement as Academic Revolution" (Richard Hartnett); “The Task of Modernizing China: Necessary Changes in Her Educational Ideology” (Harmut Schweitzer); “Adult Higher Education in China: What Role Should Community Colleges Play?" (Yiping Wan); “The Rinkyoshin and Higher Education: Some Tentative Thoughts" (Edward R. Beauchamp); “Will One Have to be Trained ’Nationally' First in Order to be Educated 'Internationally'?” (Akira Tachikawa); “Promises of, Barriers to, and Administrative Strategies for, the Use of Educational Technology in Global and International Education" (Nancy M. Borton); "Computer Communications for International Education: The Future of Teaching in the Planetary Classroom” (Andrew Feenberg); “Progress of Hmong Students in Wisconsin Schools: Implications for Teacher Education” (J. Gordon Nelson); "Management Training Abroad: Do Developing Countries Get Their Money's Worth?” (Jamie Wallin); “Changing Higher Education in Siberia: Soviet Pacific Hopes" (Dale Heckman). (GLR)
O'Leary, Neil Fenton, Ray Development of Teaching Skills: Faculty Ideas and University Policy. Pub Date-Feb 90 Note-57p.; Paper prepared for presentation at the Communication and Instruction Interest Group of the Western States Communication Association Convention (Sacramento, CA, February 17-20, 1990). For a related document, see ED 302 875. Pub Type— Reports - Descriptive (141) — Refer ence Materials - Bibliographies (131) Tests/Questionnaires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Classroom Communication, Commu nication Skills, Educational Policy, Elementary Secondary Education, *Evaluation Methods, *Faculty Development, Faculty Evaluation, Formative Evaluation, Higher Education, *Instructional Improvement, Skill Development, Teacher Attitudes, *Teacher Evaluation, *Teaching Skills Identifiers—Alaska Pacific University, * Anchor age School District AK The role of the personnel evaluation process in improving the performance of teachers as classroom communicators is explored by contrasting the personnel evaluation system of Alaska Pacific University (APU) with that of the Anchorage School District (Alaska). While the APU system offers little specification for formative evaluation activities, the Anchorage system provides a clearly specified cycle of instructional activities where supervisors and teachers discuss jointly developed goals, classroom activities, and performance relative to goals. APU and Anchorage teachers were surveyed concerning their reactions to the evaluation systems. It is concluded that: (1) a system for evaluation and goal-setting, involving regular contacts between supervisors and teachers, should be considered at APU; (2) peer evaluation and classroom visits focused on instructional improvement should be mandated; and (3) the evaluation process should focus on the achievement of personal goals and the improvement of instruction as well as documentation of research and service activities. A selected bibliography on the assessment of teaching and teachers cites 70 publications. Appendices contain sample teaching evaluation forms for use by students, peers and supervisors; philosophy and procedural guidelines for the Anchorage Teacher Appraisal System; and a form for faculty assessment of the evaluation process. (JDD) ED 318 370 HE 023 450 Whittaker, David, Ed. International Relations, National Policies and Higher Education in the Pacific Region. Proceedings of the 1989 Annual Conference of the Pacific Region Association for Higher Education (10th, La Jolla, California, August 16-18, 1989). California Univ., San Diego. Graduate School of International Relations and Pacific Studies.; Pa cific Region Association for Higher Education. Report No.-ISBN-0-88865-192-9 Pub Date-Feb 90 Note-253p. Available from David Whittaker, The University of British Columbia, Department of Educational Psychology, Faculty of Education, Vancouver, B.C., Canada V6T 1Z5. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC11 Plus Postage. Descriptors—*Educational Development, *Educa tional Environment, *Higher Education, *International Relations, International Trade, Leadership, Policy, Social Change, *Technologi cal Literacy Identifiers—Pacific Region The conference from which these proceedings is derived explored the issue of higher education in light of national political and social change, and the need for international competitiveness within the Pacific Region nations. The 17 papers are organized into seven topic sessions: (1) Policy Issues Influencing Higher Education in the Pacific Region, (2) Leadership Issues in Pacific Region Higher Education, (3) Educational Change in China, (4) Educational Changes in Japan, (5) Educational Technology in the Pacific Region, (6) Educational Change Related to Southeast Asia, and (7) Educational Changes in the Soviet Union. The keynote address and the presidential address are also included. Papers have the following titles and authors: “Second Thoughts on Higher Education and the Asia-Pacific Century” (Chung Won-shik); “The
ED 318 371 HE 023 451 Grubb, W. Norton The Causes and Consequences of Enrollments in Higher Education: Evidence from the National Longitudinal Study of the Class of 1972. Final Report. Institute for the Study of Family, Work, and Com munity, Berkeley, CA. Spons Agency-Department of Education, Wash ington, DC. Pub Date—Jun 89 Grant-G008610958 Note-147p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Adult Education, Adult Students, Compensation (Remuneration), Dropout Rate, *Economic Status, *Enrollment Trends, Expectation, Graduate Surveys, *Higher Education, *Outcomes of Education, Reentry Students Identifiers—*National Longitudinal Study High School Class 1972 An examination of the probability of enrolling in postsecondary education, the likelihood of completing various types of credentials, and the effects of these credentials on wage rates, earnings, and other adult outcomes was conducted using data derived from the National Longitudinal Study of the Class of 1972. The followup survey in 1986 suggested that while enrollment in postsecondary education has been stable, or in some cases increased, the probability of completing a B.A. degree declined. There was shown to be an increased tendency to drop out of postsecondary education, particularly among minority students. Finally, the study indicated that the rate at which adults are enrolling in higher education has apparently increased, but it was difficult to detect the benefits, either economic or non-economic, for this group. It is concluded that postsecondary education has failed to materialize the great promise of economic and other benefits historically assigned to getting advanced degrees, while higher education policy pretends that the postsecondary market works, with well-informed students facing a labor market that can absorb all its graduates. Includes supporting bibliography of 104 reference. (GLR)
Pub Type- Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MFÒ1/P001 Plus Postage. Descriptors—*College Students, Educational Change, *Educational Responsibility, Higher Education, *Psychological Testing, Social Action, *Social Change, Social Psychology, *Student Behavior, *Student Evaluation, Student Subcultures Higher education and its impact during times of societal changes is addressed within the context of studying student behavior and the institution's adaptation to new social issues. To help do this, an institution of higher education needs an assessment of the socio-psychological makeup of university students, their personalities, their longitudinal change and development during their university years, their value systems, and their subcultures, within the context of societal changes. The Omnibus Personality Inventory (OPI) results in a profile on 14 scales, all within the realm of normality, and is useful for psychologically describing individuals and subgroups in terms of attitudes, values, and interests particularly relevant to the socio-psychological and intellectual ego-functioning of university students. Six studies have used the OPI to analyze different youth subgroups involved in social changes of the past. Higher education is often the intermediary, the go-between, during times of social change when value systems are coming into question. How higher education addresses these issues can effect the future direction of social systems, society itself, and even internationalism. If higher education cannot encourage and accommodate innovation, this inability inevitably will lead to stagnant conditions on and off the campus. Contains 15 references. (GLR) ED 318 373 HE 023 455 Schlachter, Gail Ann Weber, R. David Financial Aid for Research, Study, Travel, and Other Activities Abroad, 1990-1991. Report No.-ISBN-0-918276-12-8 Pub Date—90 Note586p. Available from-Reference Service Press, San Car los Industrial Park, 1100 Industrial Rd., Suite 9, San Carlos, CA 94070 ($40.00). Pub Type- Reference Materials - Directories/Cat alogs (132) - Books (010) Document Not Available from EDRS. Descriptors-Fellowships, Financial Support, Grants, Higher Education, Internship Programs, *Research Opportunities, Scholarships, *Student Financial Aid, Student Loan Programs, *Study Abroad, *Travel Information is provided about more than 1,700 funding opportunities open to Americans interested in research, study, travel, professional, or other activities abroad. The directory is divided into three separate sections: a descriptive list of financial aid programs established to support research, study, travel, and other activities abroad; an annotated bibliography of directories listing general financial aid programs; and a set of five indexes. The programs described are sponsored by more than 550 government agencies, professional organizations, foundations, educational associations, corporations, research centers, libraries, and other public and private agencies. Entries cover all areas of the sciences, social sciences, and humanities, and are grouped into the following four chapters: high school/undergraduate students, graduate students, postdoctorates, and professionals/other individuals. Each of these chapters is further divided into four typeof-activity categories: study, research, travel, and other activities. Each program entry supplies program title, organization address and telephone number, purpose, eligibility, remuneration, duration, special features, limitations, number of awards, and application deadline. An annotated bibliography lists 60 key directories published in 1980 or later that describe United States programs supporting research, study, and travel, and that may, incidentally, support activities abroad. (JDD) ED 318 374 HE 023 456 Plante, Patricia R. Caret, Robert L. Myths and Realities of Academic Administration. American Council on Education, Washington, D.C. Report No.-ISBN-0-02-897335-6 Pub Date—90 Note-146p. Available from-Macmillan Publishing Company, 866 Third Avenue, New York, NY 10022 ($27.95). Pub Type Books (010) – Opinion Papers (120) Document Not Available from EDRS.
ED 318 372 HE 023 453 Whittaker, David Higher Education and Societal Change: The Van guard Personality Syndrome of University Stu dents. Pub Date—88 Note-12p.; Paper presented at the Pacific Region Association for Higher Education Conference (Seoul, Korea, 1988). Available from David Whittaker, The University of British Columbia, Faculty of Education, 2125 Main Mall, University Campus, Vancouver, British Columbia, Canada V6T 175.
Descriptors—*Administrators, *Beliefs, *College Administration, College Presidents, Deans, Decision Making, Higher Education, *Influences, Leadership, *Role Perception An attempt is made to demythologize certain aspects of academic administration that even knowledgeable and experienced academic administrators often ignore at the peril of effective leadership. Eight essays are presented which question these myths associated with upper level administration in universities. These myths tell us that administrators will (1) experience a honeymoon, (2) lead a hyperkinetic life, (3) inherit untouchables, (4) yearn for the classroom, (5) equivocate, (6) be torn by conflicting constituencies, (7) find a way, and (8) be lonely at the top. Each discussion is followed by a collection of views on the topic from practicing administrators. The definition of a myth, as used in this context, is given as a received idea containing some portion of truth-however small. It is noted that these myths for administrators are received ideas that are not much more than shared stories that attempt to impose some order and meaning on professional lives spent in a slightly anarchical academic world. (GLR) ED 318 375 HE 023 457 Bennett, John B., Ed. Figuli, David J., Ed. Enhancing Departmental Leadership: The Roles of the Chairperson. American Council on Education, Washington, D.C. Report No.--ISBN-0-02-897054-3 Pub Date—90 Note—230p. Available from-Macmillan Publishing Co., 866 Third Ave., New York, NY 10022 ($27.95). Pub Type-Books (010) — Collected Works - Gen eral (020) - Guides - Non-Classroom (055) Document Not Available from EDRS. Descriptors—Academic Deans, *Administrator Role, College Administration, College Planning, *Department Heads, Enrollment, Faculty Development, Faculty Evaluation, Faculty Recruitment, Females, Higher Education, Instructional Leadership, Interpersonal Communication, Legal Responsibility, Part Time Faculty, Program Development, Stress Management, Supervision A collection of essays is presented, primarily taken from a quarterly newsletter titled "The Department Advisor.” The essays include: “A Few Suggestions to New Department Chairs" (Artin Arslanian); “Chairing the Small Department” (Robert Wolverton); “Common and Uncommon Concerns: The Complex Role of the Community College Department Chair" (Myrna Goldenberg); “Communicating Effectively” (Kenneth Eble); “Chairperson and Dean: The Essential Partnership" (Charles Warren); “I Wanted To Be an Administrator; Now How Do I Cope with the Stress" (Jerry May and Robert McBeath); “Successful Proactive Recruiting Strategies" (William Hynes); "Women in Academic Departments: Uneasy Roles, Complex Relationships” (Lois Vander Waerdt); “Faculty Evaluation: The Roles of the Department Chair” (John Bennett); "Managing Part-Time Faculty” (George Biles and Howard Tuckman); “The Department Chair's Leadership Role in Supervising Nonfaculty Personnel" (Donald DeRosa and Quelda Wilson); “Chairpersons and Faculty Development” (Eble); "Tactics and Strategies for Faculty Development" (Wilbert McKeachie); “Teaching the Nontraditional Student” (Eileen Rice); “Chairs as Facilitators of Scholarly Writing” (Robert Boice); “Coping with Difficult Colleagues" (Boice); "Legal Liability: Reducing the Risk” (David Figuli); “Sex in the Department” (Mark Hurtubise); "Dealing with the Chemically Dependent Employee" (Figuli); "The Department Chair's Dilemma: Bad Apples in the Department" (Waerdt); “The Department Chair's Transforming Role in 'Strategic Academic Planning: How To Work in concert with the Faculty" (Robert Cope); “Five Indices of Program Vitality" (Thomas Emmet and John Bennett); "Positioning the Department for Survival and Growth: An Exercise" (John Minter); "Clarifying Priorities through Paired Choices" (Elwood Ehrle); "The Department Chair and Enrollment Management: Some Strategies” (Antoinette ladarola); and “Developing Community-Based Programs: A Perspective for Success" (P. Anthony Zeiss). (JDD) ED 318 376 HE 023 471 Dewal, O. S. Strategies for Improving Teaching and Learning in Universities of Africa. A Report on the International Workshop (Nairobi, Kenya, September 13-21, 1982).
Regional Coll. of Education, Ajmer (India). Pub Date—89 Note-26p. Pub Type-Collected Works - Proceedings (021)- Guides - Non-Classroom (055) - Reports - De scriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Developing Nations, Distance Education, #Educational Improvement, Faculty Development, Faculty Evaluation, Foreign Countries, *Higher Education, *Learning Strategies, Program Development, Research and Development Centers, *Teaching Methods, Universities Identifiers–Africa The objectives of the workshop were to discuss the need for staff development in African universities, explore various means to improve teaching and learning, prepare an outline to set up centers in universities to cater to the needs of staff development, and outline a basic approach for establishing a continental committee to coordinate and reinforce center activities. Four general sessions took place and were concerned with: evaluation of university/teaching/learning; role of distance teaching; curriculum for staff development; and institutionalization of staff development programs. This document concludes with a background paper for the workshop, titled "Toward Improving Teaching Learning Strategy" which outlines four components of a teaching strategy (planning, presenting, involving the students, and evaluating students) and four components of learning (attending to the teacher, assimilating, storing, and recalling). Includes eight references. (JDD) ED 318 377 HE 023 472 Adelman, Clifford Cultural Literacies in the College Curriculum: The Records of a Generation. Department of Education, Washington, DC. Pub Date-[89] Note-32p. Pub Type- Reports - Research (143) – Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Cross Cultural Studies, Cultural Awareness, *Cultural Education, Curriculum, *Diffusion (Communication), Higher Education, Program Content, *Role of Education, Student Characteristics Identifiers—National Longitudinal Study High School Class 1972 The paper explores the role of higher education in the diffusion of cultural information. The paper analyzes the postsecondary curricular experience using data from the National Longitudinal Study for the Class of 1972 (NLS/72). Four stores of information are identified as the "primary" cultural store and secondary stores corresponding to demographic, cultural-interest, and specialist subgroups and these streams of information are represented by course clusters in: (1) minority and women's studies, (2) popular culture/media, (3) non-western culture and society, and (4) western culture and society. The paper also examines the nature of the institutions in which formal cultural studies are pursued and the demography of students who tend to engage in formal study in one or more of the cultural literacy clusters. Findings show that one out of five Bachelor's degree recipients in the NLS/72 had no postsecondary exposure to western cultural/social information at all. The lowest participation rates occurred among majors in engineering and applied sciences. Given the NLS/72 generation's limited exposure to its own culture and its even more limited exposure to secondary cultural literacies, it is concluded that this generation seems unsuited to participate in the diversity of world culture and economy. Includes 22 references. (JDD) ED 318 378 HE 023 473 Dinham, Sarah M. The Essence of Teacher Thinking and Planning in Professional Schools' "Apprentice" Settings. Pub Date—90 Note-28p.; ; Presentation at the Annual Meeting of the American Educational Research Associa tion (Boston, MA, April 16-20, 1990). Pub Type— Reports - Research (143) — Guides Non-Classroom (055) - Speeches/Meeting PaEDRS Price - MF01/PC02 Plus Postage. Descriptors—* Apprenticeships, Architecture, As signments, Building Design, Experiential Learning, Higher Education, Instructional Effectiveness, *Student Projects, *Teaching
Methods, Urban Environment This qualitative study explored college teaching in an "apprenticeship" setting, specifically the architectural design studio. The study examined studio teachers' efforts to design effective project assignments and to help students move successfully through those assignments. Two design teachers were interviewed and observed as their students worked for 10 weeks on an urban design problem. The study's findings addressed both project design and teaching strategies. The study found that a good project assignment serves multiple purposes; rests in a theoretical frame that can be generalized to other problems; builds on and meshes with the existing curriculum while providing new opportunities as well; is prototypic; employs the studio product as a learning technique itself; and uses project presentations not only to communicate results but as a way for thinking through the design process. Strategies for helping students learn from project assignments include making arrangements so students can engage and pursue the task, influencing how students think about the problem, diagnosing students' progress and shaping their problem, structuring the project requirements, simultaneously opening its opportunities and focusing students' thinking, and improvising. (Author/JDD) ED 318 379 HE 023 474 Williamson, John Higher Education in Australia: The Emergence of "Development” as a Central Activity. Pub Date—90 Note-13p.; Paper prsented at the Annual Meeting of the American Educational Research Associa tion (Boston, MA, April 16-20, 1990). Pub Type- Reports . Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Educational Change, Educational History, Educational Policy, Foreign countries, Fund Raising, *Government Role, Higher Education, *Private Financial Support, Public Policy, School Business Relationship, *School Funds, *School Support Identifiers–Australia The paper describes the Australian higher education system prior to 1987 and the changes brought about by the proposals in the white paper, "Higher Education: A Policy Statement," authored by John Dawkins, the Australian Minister of Employment, Education and Training, and issued in 1988. The emergence of “development” is then discussed as a major institutional initiative in seeking nongovernmental financial assistance for higher education institutions. Three initiatives adopted in response to governmental policy are outlined. They are: (1) the move to create a new position in the institutions with the title of Director of Development; (2) the move to form partnerships between higher education institutions' teaching and research activities and the industrial/commercial sector; and (3) the move to seek external funding or sponsorship for departments or academic positions, typically seen in the endowment of professorial positions. Includes seven references. (JDD) ED 318 380 HE 023 475 Houston, Samuel R. And Others Salary Discrimination in Higher Education: Se lected Multivariate Analyses. Pub Date-Apr 90 Note-30p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Correlation, Higher Education, * Judgment Analysis Technique, *Multiple Regression Analysis, *Multivariate Analysis, Research Methodology, *Salary Wage Differentials, Social Discrimination, Validity Salary data were gathered for 1985-86 from 463 faculty at the University of Northern Colorado. Discrimination variables studied included gender, race, and age, and university characteristic variables were rank, degree and tenure status, time in rank, and academic discipline. Multivariate procedures employed included multiple linear regression (MLR), partial canonical analysis (PCA), and judgment analysis (JAN) for double-cross validation purposes. PCÀ was found to be a promising tool for the researcher in the area of salary discrimination, as it was more revealing and sensitive than MLR in Page 14
terms of suggesting areas for further investigation of possible gender, race, and age discrimination. It was found additionally that JAN procedures provide the ability to cross-validate the MLR procedures, and that MLR procedures, using partialled discrimination variables as the dependent variables, can be used as an alternative to the PCA approach. Results suggested that discrimination is less pervasive than in a prior 3-year study at the University. Includes 20 references. (JDD)
Education, Outcomes of Education, Program Effectiveness, *Remedial Programs, *School Orientation, Student Adjustment, Student Development, *Summer Programs, Transfer Students, *Transitional Programs The study sought to determine the effects of a summer bridge program on the academic, personal, and social development of underrepresented and low-income students during their first year at the University of California, Los Angeles. The 1988 cohort of students enrolled in the Freshman Summer Program/Transfer Summer Program (FSP/TSP) were tracked through their first two quarters, collecting both attitudinal and academic data. FSP/TSP is a 6-week program with a curricular component involving either an intensive mathematics course or English composition/general education course. Data from 265 students suggest that summer bridge programs can help facilitate students' transition and adjustment to university life and improve their academic performance and persistence rates. FSP/TSP has proven that a strong curricular component can help teach students how to participate and succeed in an academic environment. The programs can also help underrepresented and low-income students adjust and adapt to university life and help them become members of the camcommunity. Includes references. (Author/JDD)
ED 318 381 HE 023 476 Felicetti, Daniel A. Role of the Academic Vice President in Fund-Rais ing. Pub Date—[89] Note-17p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Deans, •Administrator Role, College Administration, College Planning, *Fund Raising, Higher Education, Institutional Advancement This study explores higher education's failure to incorporate the role of the Academic Vice President (AVP) into campus fund-raising efforts. A literature review found that the Academic Vice President/Provost was rarely mentioned by position as having an instrumental role in fund-raising activities. In a survey of 32 fund-raising consulting firm leaders, respondents agreed that relatively little explicit attention is paid in development literature to the role of Academic Vice Presidents/Provosts on university campuses. Explanations were volunteered for this situation. A survey of 27 chief academic officers of Jesuit higher education institutions found that only one-fifth of the respondents described AVPs as playing a major role in fund-raising. Reasons for AVPs' lack of involvement in fund-raising are outlined. Ways of integrating this position into an institutional team approach are offered. These include clarifying the role of the AVP in fund-raising, conducting periodically scheduled planning meetings with other key players to build necessary bridges, and expanding the AVP's role in energizing the internal “grass roots” base of capital campaigns. (JDD)
ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-- Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Career Development, Career Plan ning, *Doctoral Degrees, Employment Patterns, Faculty, Faculty Promotion, *Family Life, Higher Education, Home Management, Promotion (Occupational), Sex Differences, Success, Tenure The paper considers new career patterns that may be developing for individuals in the academic profession. Data were collected from 293 men and women doctoral recipients in the years 1963-65 and 1970-72 in nine fields from three prestigious universities. The relationship between academic careers and family responsibilities from the time respondents received their degrees until 1983 were analyzed. Findings showed more flexibility within individual academic career patterns than previously noted in the literature. Some scholars used “hidden passages” to cope with some of the family pressures exerted on academic careers. Such coping mechanisms involved using such accepted academic opportunities as postdoctoral, visiting, or temporary appointments; research leave; part-time work; and delayed tenure review to accommodate individuals' parental roles in conjunction with academic careers. Includes 26 references. (Author/JDD) ED 318 384 HE 023 481 Seppanen, Patricia S. Promoting Voluntary Interorganizational Ar rangements: An Analysis of Three School-Col lege Collaborative Projects in Massachusetts. Pub Date—16 Apr 90 Note-67p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type- Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Case Studies, *College School Coop eration, *Consultation Programs, Cooperative Programs, Educational Cooperation, Educational Improvement, Elementary Secondary Education, *Government Role, Higher Education, Program Effectiveness, Public Schools, *State Depart ments of Education, State Programs Identifiers-Massachusetts, *Massachusetts Board of Regents of Higher Education Three case studies of interorganizational arrangements between public school districts and a college/university are used to illustrate how a state higher education agency (the Massachusetts Board of Regents of Higher Education) promoted voluntary, lateral relationships to strengthen local school educational programs. A within-case analysis documented project activities and outcomes, and described how and why each interorganizational arrangement operated as it did. The four major types of activities and services offered through each project were found to include: (1) direct services to students; (2) improvement of school practices through training for teachers; (3) publication of newsletters; and (4) consultation/technical assistance to service providers in the schools. These services were found to involve limited direct intervention in the schools, and their design minimized risk, exposure, or additional responsibility for college or district personnel. They were rarely coordinated to promote schoolwide change. The success of the projects was largely defined in terms of the number of students or teachers who enrolled in an activity and their satisfaction. Neither the process of collaboration nor more long-term outcomes related to the effectiveness of the projects in promoting school improvement were stressed by the Regents or the participating organizations. Includes 54 references. (JDD) ED 318 385 HE 023 482 Ackermann, Susan P. The Benefits of Summer Bridge Programs for Underrepresented and Low-Income Students. Pub Date - Apr 90 Note—34p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type— Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors College Freshmen, College Programs, *Compensatory Education, Economically Disadvantaged, *Educationally Disadvantaged, Higher
ED 318 382 HE 023 479 Rao, Michael S. Differentiation-Integration Organization Theory in Fund Development Programs of Public Re search Universities. Pub Date-[Apr 90] Note-13p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Administrative Organization, Cen tralization, College Administration, Decentralization, *Fund Raising, Higher Education, Institutional Advancement, Integrated Activities, *Organizational Effectiveness, *Organizational Theories, Public Schools, *Research Universities Identifiers-Contingency Theories, Differentiation The study reported in this paper applied contingency organization theory to the environment of fund development programs in public research universities. Of particular concern was the recent emphasis of these universities on private fund development and their increased relationships with external environments. Case studies of the development programs and development officers of three major public research universities were used to study the relationship between the universities' development programs and other subunits, the usefulness of organizational differentiation and integration in understanding the organizational and managerial structure of the development programs, applicability of C. Argyris' integration theory, and ways in which public research universities integrate their development programs. Thirty conclusions are derived from the data analysis, such as: the greatest degree of differentiation is likely to occur in the most centralized and externally oriented development programs, and communication between the development program and other subunits is most effective in a decentralized organizational structure. Practical implications and recommendations conclude the paper. Includes 10 references. (JDD)
ED 318 386 HE 023 484 Chen, Henry C. K. And Others Effective Marketing Strategies Flow from Sound Segmentation Data. Pub Date-[Nov 89] Note—20p.; Paper presented at Conference on Marketing of Higher Education (Cincinnati, OH, November 12-14, 1989). Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Choice, College Freshmen, College Planning, College Sophomores, Community Colleges, Higher Education, High School Graduates, *Influences, *Institutional Advancement, *Marketing, State Universities, Transfer Students, Upper Division Colleges Identifiers–Market Segmentation The paper investigates the potential market seg. ments of an upper division university in transition to 4-year status, and explores selection criteria and the influence of various information sources on the choice of university by the potential target students. Data sources for the study included a survey of 142 freshmen students of whom 120 returned usable responses as well as 250 personal interviews with sophomores graduating from area community colleges and 538 responses from a survey of 1,150 members of this sophomore group. market, defined primarily as the high school population within the primary trading zone, and the existing market, defined as all sophomores enrolled in associate degree programs at the four community colleges in the primary trading area. Criteria for selecting a university and sources of influence on the decision were determined. Marketing strategies for the university were formulated based on the findings of the segmentation analysis and the survey of selection criteria and sources of information/influence. The strategies called for an integration of efforts, adjustments of existing academic programs, the identification of target segments, the selection of appropriate media, and communication of the university's promotional messages effectively to the target audiences. The marketing effort yielded moderate success. Includes 17 references. (JDD) ED 318 387 HE 023 493 Kay, John Investing in the Future: The Need for More Graduate-Educated Scientists and Engineers. Southern Regional Education Board, Atlanta, Ga. Pub Date—90 Note-14p. Available from Southern Regional Education Board, 592 Tenth St., N.W., Atlanta, GA 30318-5790 ($5.00). Pub Type- Numerical/Quantitative Data (110) Reports - Descriptive (141) – Guides · Non Classroom (055) EDRS Price - MĚ01/PC01 Plus Postage. Descriptors—*Demand Occupations, Doctoral De grees, Employment Projections, Engineering, Futures (of Society), Graduate Study, Higher Education, *Natural Sciences, Personnel Needs, *Recruitment, Student Financial . Aid, *Supply and Demand
ED 318 383 HE 023 480 Muller, Carol B. Hidden Passages to Success in the Academic Labor Market. Pub Date—90 Note-26p.; Paper presented at the Annual Meet
Appended are legislative materials (Parts 1 and 2 of House of Representatives Report Number 100-887, on the Satellite Home Viewer Copyright Act), additional materials provided by witnesses, and miscellaneous correspondence. (ĞL)
Shortfalls in the number of doctoral-level natural scientists and engineers are expected to grow rapidly by the year 2000. Tables show the number of master's and doctoral degrees awarded in engineering, mathematics, physical sciences, and computer and information sciences in 1980 and 1985 by public universities in the United States, in the southern region, and in 15 individual southern states. Factors contributing to the shortfalls in the southern region are outlined, such as limited incentives in luring young scientists and engineers into graduate work, mobility of graduate degree-holding scientists and engineers, and growing demand. Efforts to encourage more people to seek graduate degrees in these fields focus on industry-based programs, special financial aid programs, improving student achievement in these fields in the earlier grades, and building students' confidence in their abilities. A 21-item bibliography concludes the paper. (JDD)
ED 318 388 IR 014 044 Social Europe. Developments in the Introduction of New Information Technologies in Education. Supplement 2/87. Commission des Communautes Europeennes (Lux embourg). Report No.-ISBN-92-825-7765-1 Pub Date-87 Note-110p.; Product of the Directorate-General for Employment, Social Affairs and Education. Filled letters/faint type throughout the document. Pub Type- Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Computer Assisted Instruction, *Courseware, Elementary Secondary Education, Foreign countries, Higher Education, *Information Technology, *Instructional Development, Planning, *Technology Transfer Identifiers-Europe This report consists of three major sections. The first, a progress report for the period of 1983 to 1986 on the introduction of new information technologies into education among the member states of the Commission of European Communities, includes an overview of activities carried out in the member states and at the Community level, an appraisal of Community action, and a discussion of prospects for action at the Community level in 1986-1987. The second section reports on "CAL (Computer-Assisted Learning) for Europe,” a colloquium devoted mainly to educational software, held in The Netherlands in May 1986. The third section reports on the third European university summer course on new information technologies held in Ghent from July 8 to 15, 1986, which focused on educational software as viewed from the perspective of educational practice. (GL)
ED 318 390 IR 014 218 Kotze, Paula Implementing Computer-Aided Instruction in Dis tance Education: An Infrastructure. RR/89-06. South Africa Univ., Pretoria. Pub Date-Aug 89 Note—40p Pub Type- Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Computer Assisted Instruction, *Courseware, * Distance Education, Foreign Countries, Higher Education, *Individualized Instruction, *Instructional Development, Models, *Program Implementation Identifiers—*University of South Africa The infrastructure required for the implementation of computer aided instruction is described with particular reference to the distance education environment at the University of South Africa. A review of the state of the art of online distance education in the United States and Europe is followed by an outline of the proposed infrastructure for implementing computer aided instruction at the University of South Africa. There are seven major components in this infrastructure, which is derived from a general model followed at the University of Hagen: (1) an author and supervisor/mentor of a specific courseware package; (2) the author system for developing the courseware; (3) a course database for storing the courseware that is ready for distribution to the students; (4) a “network” for distributing the courseware, either via an electronic medium or via the postal system; (5) the tutor system on which students run their courseware, which is attached to a communication support where applicable; (6) a laboratory containing computer software material, other than courseware, for doing practical work; and (7) the student. Each of these components and the interrelationships among them are described in detail with the aid of flowcharts and diagrams. (27 references) (GL)
Pub Date-[87] Assisted Instruction, Elementary Education, *Program Development, Program Evaluation, *Program Length, School Surveys This study was undertaken in the fall of 1987 to investigate the differences between schools with long-established and newer instructional computing programs, and to test the assumption that experience indicates superior program quality. Seventy-three elementary schools believed to have developed outstanding instructional computing programs were divided into two groups according to the longevity of their instructional computing programs and surveyed to determine: (1) the ratio of students to computers; (2) the ratio of computers to teachers; (3) total computer-related expenditures; (4) total computer budgets for a 2-year period; (5) the presence or absence of computer expenses as a permanent budget line item; (6) the number of years for which instructional computing programs were planned; (7) the extent of teaching staff involvement; and (8) the allocation of computer time to programming, computer-assisted learning, and other applications. The established program group surpassed the newer group in all measurable categories, leading to the conclusion that program quality generally corresponds to program maturity. It was also found that the established group devoted more time to computer applications and less to computer-assisted learning than the newer group. Data for each of the variables for the two groups are displayed in a table. (NRP) ED 318 393 IR 014 270 Beaver, John F. Elementary School Instructional Computing: Don't Let Administrators Feel They've Already Paid Their Dues. Pub Date- [87] Note-13p.; For a related report, see IR 014 269. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors Budgeting, *Budgets, Comparative Analysis, *Computer Assisted Instruction, Elementary Education, *Expenditure per Student, Program Costs, *Resource Allocation, School Surveys Some school administrators may feel that initial investments in instructional computing programs were sufficient, and that the programs do not merit continued support. Information on fund allocation for outstanding instructional computing programs can be useful to the "typical” school administrator seeking advice on how best to allocate the limited funds available for instructional computing. During the fall of 1987, a study investigated the budgetary characteristics of 73 elementary schools believed to have developed outstanding instructional computing programs. The schools were surveyed to determine (1) whether and for how long computer expenses had been permanent line items in the schools' budgets; (2) the computer-related costs per student for a 2-year period; and (3) the portion of schools' complete computer budgets allocated to each computer-related expense category. The survey found that computer expenses were not permanent line items in the budgets of over 70% of the schools studied; that the median computer-related expense per student dropped dramatically over the period studied; and that the largest portion of schools' budgets was going toward hardware, followed by software, staff development, and equipment maintenance. In conclusion, educational leaders should strive to reverse the apparent trend toward falling budgets and raise expenditure levels enough to both successfully implement and support instructional computing programs. (5 references, 3 tables, and 1 figure) (NRP) ED 318 394 IR 014 277 Star Schools-Chapter I Funding. Hearing on Re viewing the Star Schools Program and the Chapter I Program of the Elementary and Secondary Education Act before the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources, United States Senate, One Hundred First Congress First Ses sion (Jackson, Mississippi, April 27, 1989). Congress of the U.S., Washington, D.C. Senate Committee on Labor and Human Resources. Report No.-Senate-Hrg-101-237 Pub Date—89
ED 318 389 IR 014 061 Satellite Home Viewer Copyright Act. Hearings on H.R. 2848 before the Subcommittee on Courts, Civil Liberties, and the Administration of Justice of the Committee on the Judiciary, House of Representatives, One Hundredth Congress (No vember 19, 1987 and January 27, 1988). Congress of the U.S., Washington, D.C. House Committee on the Judiciary. Pub Date—89 Note-751p.; Serial No. 89. Portions contain mar ginally legible type. Available from Superintendent of Documents, Congressional Sales Office, U.S. Government Printing Office, Washington, DC 20402. Pub Type- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF04/PC31 Plus Postage. Descriptors—*Cable Television, *Communications Satellites, *Copyrights, Federal Legislation, Hearings, *Intellectual Property, *Legal Responsibil ity, *Policy Formation, Telecommunications Identifiers-Congress 101st These hearings on the Satellite Home Viewer Copyright Act (H.R. 2848) include: (1) the text of the bill; (2) prepared statements by expert witnesses (including executives of satellite companies, the Motion Picture Association of America, and cable television associations); (3) transcripts of witness testimonies; and (4) additional statements (consisting mostly of letters from telecommunications executives to Congressman Robert W. Kastenmeier).
ED 318 391 IR 014 264 Bartels, Jorn Willen, Brigitta Drop-Out: Problems of Comparing Drop-Out in Different Distance Education Systems. Pub Date-Aug 85 Note-10p.; Paper presented at the World Confer ence of the International Council of Distance Ed. ucation (13th, Melbourne, Australia, August 13-20, 1985). Pub Type - Opinion Papers (120) - Reports - Re search (143) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, *Distance Ed ucation, *Dropout Rate, *Dropout Research, *Enrollment, Foreign countries, Higher Education, Open Universities, Research Methodology, *Student Attrition Identifiers—*Fernuniversitat (West (West Germany), Sweden It is argued that because the term "dropout” has different meanings in different systems of distance education, it is difficult to compare dropout rates of two or more distance education universities. Two very different European distance education systems, the FernUniversitat in West Germany and the Swedish system, are examined. Background information on each of these systems is followed by a comparison of their methods for assessing dropout rate. The paper concludes with a list of various institutional aspects that must be taken into consideration if dropout rates are to be compared between distance education institutions, including: (1) the level of education offered by the institution; (2) the subjects offered and the specific content of those subjects; (3) the teaching methods employed; (4) whether the institution offers a degree system or a course system; (5) the goals of students; (6) the admission policy; (7) the entrance qualifications; (8) the enrollment policy; (9) the method for counting students; (10) the types of students who study at the institution; (11) the nature of the selection criteria; (12) the pacing of study; (13) the examination system; and (14) the availability of student support. (18 references) (GL)
ED 318 392 IR 014 269 Beaver, John F. The Experience Factor in Elementary Computing.
Note-114p.; Photoreduced type in some sections will not reproduce clearly. Pub Type - Legal/Legislative/Regulatory Materi als (090) - Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors—Cable Television, Communications Satellites, *Distance Education, Economically Disadvantaged, Educational Television, Elementary Secondary Education, *Equal Education, Federal Aid, Hearings, *Rural Schools, *Tele communications Identifiers—Congress 101st, *Education Consoli dation Improvement Act Chapter 1, Elementary Secondary Education Act, Mississippi, *Star Schools The purpose of these hearings was to review the progress in Mississippi of two programs (Star Schools and Chapter 1, both initiated under the Elementary and Secondary Education Act) which use technology in order to provide instructional programs for economically disadvantaged students in rural schools. Included are testimonies of administrators from the Mississippi State Board of Education; the executive director of Mississippi Educational Television; the director of the Star Schools Program for Public Service and Continuing Studies at the University of Mississippi; Chapter 1 coordinators; the presidents of the Mississippi Association of Educators, the Mississippi American Federation of Teachers, and the Mississippi Parents and Teachers Association; and teachers and students from Mississippi schools. (GL)
099; for the 1979 interim report, see ED 184 532. Pub Type- Reports - Descriptive (141) - Reports · Evaluative (142) EDRS Price - MF01/PC10 Plus Postage. Descriptors—Educational Improvement, Educa tional Practices, Elementary Secondary Education, *Federal Programs, *Improvement Programs, *Information Dissemination, Program Evaluation, State Departments of Education Identifiers—State Capacity Building Program, *State Dissemination Grants Program This report is the final evaluation of the State Dissemination Grants Program (SDGP), a major initiative within the mission of the National Institute of Education (NIE) to assist state education agencies in implementing, strengthening, and institutionalizing dissemination services that improve educational practice and equity. The multi-year evaluation was undertaken to determine whether dissemination capacity was being built and to identify factors affecting the building of capacity. Individual chapters describe the history and development of the SDGP; outline the study approach; provide cross-case analyses of five capacity building states; present generic descriptions of state dissemination systems; and review NIE's management of the program. A summary of findings notes that dissemination capacity was being built, and factors affecting the building of capacity are delineated as state factors, program design and management factors, and other structural factors. Policy implications and recommendations are also discussed. (15 figures and 10 tables) (NRP)
NTS Research Corp., Durham, N.C. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date—Apr 81 Contract-400-76-0166 Note—90p.; For volume I, see IR 014 293; for vol- ume III, see IR 014 294; for volume V, see IR 014 296; volume II: 1979 State Abstracts is not available. For the 1978 state abstracts, see ED 178 099; for the 1979 interim report, see ED 184 532. Pub Type- Numerical/Quantitative Data (110) Reports - Research (143) EDRS Price - MF01/PCOA Plus Postage. Descriptors Educational Improvement, Educa tional Practices, Elementary Secondary Education, Federal Programs, Improvement Programs, *Information Dissemination, *Scaling, State De partments of Education, Tables (Data) Identifiers—*Rasch Scaled Scores, State Capacity Building Program, *State Dissemination Grants Program This report supplements the final evaluation of the State Dissemination Grants Program (SDGP), a major initiative within the mission of the National Institute of Education to assist state educational agencies in implementing, strengthening, and institutionalizing dissemination services that improve educational practice and equity. The introduction to this substudy explains that data collected for the final evaluation were subjected to a scaling analysis to: (1) confirm that indicants grouped together on the basis of their content were, in fact, measuring the same thing; (2) eliminate indicants not related to the other indicants in the facet; (3) parsimoniously summarize a large body of data; and (4) serve as a measuring device, by assigning facet scores to each scale for use in characterizing state capacity. The four main sections of this report discuss the five-component conceptual framework used to specify and organize the variables which define the process of building state dissemination capacity; the scaling procedures and the application of Rasch scaling analysis; the degree to which the scales provide a developmental perspective to the capacity building process; and interpretation and utilization of the resultant information for program improvement. Data are presented in 13 tables and 14 figures. (NRP)
ED 318 395 IR 014 278 Winer, Laura R. The Vitrine 2001: The Future of Educational Computing? Pub Date—21 Jun 88 Note-9p.; Paper presented at the Annual Meeting of the Association for Media and Technology Education in Canada (Halifax, Nova Scotia, Canada, June 1988). Pub Type— Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administration, *Computer Assisted Instruction, *Computer Software, Elementary Secondary Education, Emotional Problems, Foreign Countries, Laboratories, Learning Disabilities, *Learning Strategies, *Problem Solving, *Process Education Identifiers—Canada, *Learner Centered Instruc tion This paper describes the Vitrine 2001, a dynamic multi-machine, multi-software computer-based learning environment which, through its emphasis on problem solving and process learning, takes the learner's interests, competencies, strengths, and weaknesses as its starting point. It is noted that the goal of the project is to undertake research oriented more towards learning than teaching, in a context where children's choices and their approaches are respected as much as possible. Responses are given to four of the most common questions asked about the project: (1) Why do you have a multi-machine, multi-software environment? (2) How do the children influence the changes that are made to the Vitrine? (3) How is it possible to manage different projects of many children at the same time? and (4) What type of learning does such an environment encourage? Three challenges for the future of the project are outlined. The paper concludes on a cautionary note, conscious of both the progress that the project has achieved to date through its work with three groups of students (a grade two class from a multi-ethnic and multilingual inner-city neighborhood, a combined fourth and fifth grade class from an upper middle-class francophone neighborhood, and a group of 10 adolescents with serious learning and psychological problems from a provincial health care center) and of the challenges to be faced in the future. (GL) ED 318 396 IR 014 293 Royster, Eugene C. And Others Building Capacity for Improvement of Educational Practice: An Evaluation of NIE's State Dissemi nation Grants Program. Final Report. Volume I. NTS Research Corp., Durham, N.C. Spons Agency-National Inst. of Education (ED), Washington, DC. Pub Date-Apr 81 Contract-400-76-0166 Note—231p.; For volumes III-V, see IR 014 294-296; volume II: 1979 State Abstracts is not available. For the 1978 state abstracts, see ED 178
ED 318 397 IR 014 294 Decad, Jolinda K. And Others Building Capacity for Improvement of Educational Practice: An Evaluation of NIE's State Dissemination Grants Program. Volume III: A Study of Linker Activities and Roles. NTS Research Corp., Durham, N.C. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date—Apr 81 Contract—400-76-0166 Note73p.; For volume I, see IR 014 293; for vol umes IV-V, see IR 014 295-296; volume II: 1979 State Abstracts is not available. For the 1978 state abstracts, see ED 178 099; for the 1979 interim report, see ED 184 532. Pub Type - Reports - Evaluative (142) Tests / Questionnaires (160) EDRS Price - MF01/PCO3 Plus Postage. Descriptors Educational Improvement, Educa tional Practices, Elementary Secondary Education, *Federal Programs, *Improvement Programs, *Information Dissemination, *Linking Agents, Questionnaires, State Departments of Education, Surveys Identifiers—State Capacity Building Program, *State Dissemination Grants Program This report supplements the final evaluation of the State Dissemination Grants Program (SDGP), a major initiative within the mission of the National Institute of Education to assist state educational agencies in implementing, strengthening, and institutionalizing dissemination services that improve educational practice and equity. A substudy was undertaken to evaluate the role of linkers, i.e., field-based change agents utilized by the dissemination system to link clients' needs to information contained in the resource base, and to assist in the utilization of this information in the school improvement effort. Data from questionnaires returned by state project directors and 136 identified linkers were examined to: (1) identify linker activities, roles, and types; (2) compare project directors' and linkers' notions of “real” and “ideal" linker responses; and (3) determine the relationship between linker behavior and project implementation characteristics for particular settings. It was concluded that: (1) three distinct linker roles can be defined but are not adhered to; (2) there is a potential source of conflict between linkers' and directors' desires regarding linker activity; and (3) there is no significant relationship between linker behavior and contextual characteristics. A copy of the linker questionnaire is appended. (13 tables and 10 references) (NRP)
ED 318 399 IR 014 296 Madey, Doren L. And Others Building Capacity for the Improvement of Educa tional Practice: An Evaluation of NIE's State Dissemination Grants Program. Volume V: Exec utive Summary of the Final Report. NTS Research Corp., Durham, N.C. Spons Agency–National Inst. of Education (ED), Washington, DC. Pub Date—Apr 81 Contract-400-76-0166 Note—20p.; For volume I, see IR 014 293; for vol umes III-IV, see IR 014 294-295; volume II: 1979 State Abstracts is not available. For the 1978 state abstracts, see ED 178 099; for the 1979 interim report, see ED 184 532. Pub Type- Reports - Descriptive (141) - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Educational Improvement, Educa tional Practices, Elementary Secondary Education, *Federal Programs, *Improvement Programs, *Information Dissemination, State Departments of Education Identifiers—State Capacity Building Program, *State Dissemination Grants Program This report summarizes the major findings and recommendations of the final evaluation of the State Dissemination Grants Program (SDGP), a major initiative within the mission of the National Institute of Education to assist state educational agencies (SEAs) in implementing, strengthening, and institutionalizing dissemination services that improve educational practice and equity. After brief descriptions of SEA dissemination systems, the SDGP, and the evaluation study, a summary of findings notes that dissemination capacity was being built. Factors affecting the building of capacity are then delineated as state factors, program design and management factors, and other structural factors, and four major recommendations are stated. Addenda include a description of data sources and collection methods, and a map showing states that received grants through the program. (NRP) ED 318 400 IR 014 304 Cohen, Robert B. Donow, Kenneth
ED 318 398 IR 014 295 Baker, Robert F. And Others Building Capacity for Improvement of Educational Practice: An Evaluation of NIE's State Dissemination Grants Program. Volume IV: A Study of the Development of Scales Measuring Dissemination Capacity.
Telecommunications Policy, High Definition Tele vision, and U.S. Competitiveness. Economic Policy Inst., Washington, DC. Spons Agency–Ford Foundation, New York, N.Y. Report No.-ISBN-0-944826-10-5 Pub Date—89 Note-56p. Pub Type - Information Analyses (070) - Opinion Papers (120) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Broadcast Industry, *Competition, Computer Networks, Employment Opportunities, Federal Regulation, Foreign countries, Government Role, International Trade, Policy Formation, Public Policy, *Telecommunications, Television Identifiers-Broadcast Economics, European Com munity, *High Definition Television, Japan, United States New policies are needed for the U.S. telecommunications industry. The continuation of current policies-which emphasize customer and convenience services to the near exclusion of developing domestically produced equipment and improving infrastructure-will constrain the domestic growth of U.S. corporations and make it difficult for smaller American firms to use sophisticated equipment and services. A new policy regime should focus on linkages between network infrastructure development and technological innovations in equipment, fostering the joint development of both. International competitors such as Japan and the European Community have already established policies to upgrade the existing telecommunications infrastructure and lead in the development of strategic technologies such as high definition television (HDTV). These competitors are also rapidly organizing an Integrated Services Digital Network to be a cornerstone for the development of future high technology industries. The United States needs a comprehensive and coherent approach to the industrial issues and regulatory concerns facing its telecommunications industry. One immediate step should be to establish an independent Department of Communications that would create a unified approach to the nation's economic base in the next decades. (31 references) (GL)
This paper presented during the plenary session of the 1989 Telecommunications Policy Research Conference discusses developments in regulatory reform in Nebraska. A review of the current state of the Nebraska telecommunications regulatory environment is followed by a discussion of the deregulation bill (LB 835) and the latest Nebraska Supreme Court decision regarding deregulation. The paper concludes by considering the future of deregulation in Nebraska. (GL) ED 318 403 IR 014 307 Jackson, Charles L. The Evolution of Access. ONA Technical and Regulatory Issues. Pub Date Oct 89 Note-26p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Federal Regulation, *Policy Forma tion, *Telecommunications, *Telephone Commu nications Systems Identifiers— Broadcast Access Rights, Compara bly Efficient Interconnection, Federal Communications Commission, Open Network Architecture In June 1986, the Federal Communications Commission (FCC) released its "Report and Order" and its "Third Computer Inquiry," which proposed to remove the then-current requirement that AT&T and the Bell Operating Companies (BOCs) provide enhanced services only through separate subsidiaries. Instead, AT&T and the BOCs would be subject to several nonstructural safeguards. The order continued the legal distinction between regulated basic telecommunications and unregulated enhanced communications, but it established two primary safeguards-cost accounting and improved interconnection-to replace the separate subsidiary requirement. This paper discusses two kinds of improved interconnection in relation to the FCC ruling: Comparably Efficient Interconnection (CEI) and implementation of an Open Network Architecture (ONA). The importance of open networks in communications regulation is described, and observations are made on the ONA process. Contentious issues in the ONA process-including confusion and distrust, uniformity, and state/federal conflict-and general conclusions on ONA are outlined. It is argued that the FCC ordered improved interconnection between the BOC networks and the enhanced services industry in order to better the public interest; that improved interconnection is a tool for achieving competitive equality between the BOCs and the enhanced service providers; and that the risk taken by the FCC with its ONA rules are slight compared to the potential reward. (GL) ED 318 404 IR 014 308 Hatfield, Dale N. Where is the “A” in ONA? Draft. Pub Date—Oct 89 Note-12p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Poor quality type throughout. Pub Type— Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors-Federal Regulation, *Policy Forma tion, *State Legislation, *Telecommunications, *Telephone Communications Systems Identifiers-Broadcast Economics, Open Network Architecture, Regulatory ies This examination of the open network architecture (ONA) concept and what can be expected as it is currently being implemented begins by defining the open architecture concept as the term is used in the communications and data processing fields. The marketplace benefits that flow from an open architecture are then summarized and the additional public policy benefits that could be achieved if ONA principles were applied to local exchange networks of the Bell Operating Companies (BOCs) are described. The Common ONA Model put forth by the BOCs is compared with the definition of a true open architecture, and it is concluded that the Common ONA Model represents a closed rather than an open architecture. Noting that this places the marketplace and regulatory expectations of ONA in doubt, it is argued that there is little incentive for the
BOCs to embrace a true form of open architecture. Another policy option is recommended which suggests abandoning the idea of further unbundling of the local exchange network; instead, it calls for a legislatively mandated program for encouragingrather than just permitting or, even worse, discouraging-competition in the provision of ordinary local exchange service. (GL) ED 318 405 IR 014 309 Eckhart, B. J. ONA Implementation Impact. ONA Technical and Regulatory Issues. Pub Date-Oct 89 Note-5p.; Paper presented at the Annual Telecom munications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Poor quality type throughout. Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Federal Regulation, *Policy Forma tion, *State Legislation, *Telecommunications, *Telephone Communications Systems Identifiers—*Open Network Architecture, Regula tory Agencies This paper discusses technical considerations surrounding open network architecture (ONA), specifically: (1) the technical characteristics of the Public Networks (Local Exchange Carriers LATA Networks); (2) the impact of ONA success on the Public Network and some concerns that will have to be addressed in the early implementation stages; and (3) concerns for the security of the Public Network in the light of a vigorous and successful development of open network architecture. It is concluded that: (1) from a technical point of view, ONA implementation will proceed at a rate that is frustrating to some, but which is bound by the technical realities of the Public Network; (2) anything that can expedite replacing the older switching technology will help; (3) as ONA is implemented and becomes used in interesting quantities, the Local Exchange Carrier will have to evolve equipment provisioning procedures and rules and, in all probability, will purchase more equipment; and (4) thought must be given to how signaling systems are extended to ensure that the traditional integrity of the American telephone network is preserved. (GL) ED 318 406 IR 014 310 Brennan, Timothy J. Vertical Integration, Monopoly, and the First Amendment. Pub Date—Oct 89 Note-21p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Pub Type- Information Analyses (070) - Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Broadcast Industry, *Federal Regula tion, *Policy Formation, *Telecommunications Identifiers—*First Amendment, *Vertical Integra tion This paper addresses the relationship between the First Amendment, monopoly of transmission media, and vertical integration of transmission and content provision. A survey of some of the incentives a profit-maximizing transmission monopolist may have with respect to content is followed by a discussion of how vertical integration affects those incentives. A review is presented of some ways in which these incentives may be changed by goals other than profit-maximization, and of economic regulation of the transmission medium. The paper concludes with a summary and suggestions as to how these considerations might contribute to first Amendment Policy debate. (31 references) (GL) ED 318 407 IR 014 311 Hazlett, Thomas W. Physical Scarcity, Rent Seeking, and the First Amendment. Pub Date- Oct 89 Note—29p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Pub Type- Historical Materials (060) - Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage.
ED 318 401 IR 014 305 Gordon, Kenneth State Regulations in Telecommunications in the States. Introductory Remarks at the Plenary Session. Pub Date- Oct 89 Note-8p.; Paper presented at the Annual Telecom munications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 306-322; for papers of the 16th conference, see ED 305 039-059. Pub Type— Opinion Papers (120) Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Federal Regulation, *Policy Forma tion, *State Legislation, *Telecommunications, *Telephone Communications Systems Identifiers—Broadcast Economics, *Open Network Architecture, Regulatory Agencies These introductory remarks presented at the plenary session of the 1989 Telecommunications Policy Research Conference outline major areas of concern to state regulators, including alternatives to rate of return legislation; open network architecture; content issues; technical standards and compatibility; optimal pricing; cross subsidies and dealing with bottlenecks; the spectrum issue; and recent developments in telecommunications policy and the diversity of state responses. (GL) ED 318 402 IR 014 306 Dibbern, Chris Developments in State Regulatory Reform. The Experience in Nebraska. Plenary [Session). Pub Date—Oct 89 Note—5p.; Paper presented at the Annual Telecom munications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Pub Type- Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Policy Formation, *State Legisla tion, *Telecommunications, *Telephone Commu nications Systems Identifiers–Nebraska, *Regulatory Agencies
lishment of a HDTV broadcast transmission standard, and discusses the approach the FCC has taken in addressing the technical and policy issues involved. The argument is presented that the FCC must make hard choices in that spectrum must be allocated and assigned, and standards must be chosen. The difficult aspect of these choices-and the thing that makes them interesting to policy analysts-is that there is unlikely to be only one set of "right answers” emerging from the debate, although only one of many good solutions may be best for consumers. The paper concludes with the warning that, although the temptation to hold off making final judgments in these matters is likely to be strong, delay could prove costly to both consumers and firms. (GL)
Descriptors—*Broadcast Industry, *Federal Regu lation, *Policy Formation, *Telecommunications Identifiers—Broadcast Access Rights, First Amendment, *Physical Scarcity, *Rent Seeking The driving force in federal licensing has been the combined political interests of legislators desirous of obtaining valuable prerogatives over the assignment of frequencies; incumbent broadcasters, ever vigilant in restricting new entry into broadcasting; and "public interest” lobbyists, whose self-interests lay in politicizing the assignment process despite the expropriation which their constituents thereby suffered. Hence, a classic rent-seeking competition forged the licensing regime in broadcasting in the 1920s and has steadfastly maintained it since, due to the vector payoffs associated with such a scheme. The support for this thesis is evidence suggesting that the historical rendition of the pre-regulation broadcasting market offered in both the NBC and the Red Lion cases was largely fanciful, and that a more accurate history of the early broadcasting period reveals that an orderly market was reshaped by political interests to yield rents, not to solve interference. This history shows that physical scarcity and its ancillary justifications for content regulation are ad hoc rationalizations of policies adopted for specified political purposes. Most important for Constitutional considerations is that the means chosen to implement such dealings provoke precisely the same concerns that make government licensing of print unlawful; i.e., politicization of the press produces results antagonistic to the most fundamental First Amendment values. (GL)
spectrum architectures of the systems currently proposed is followed by discussions of related consumer issues, standards, and costs for producers, distributors, and viewers. (GL) ED 318 412 IR 014 316 Muller, Jurgen Implications of 1992 for European Telecommuni cations. Pub Date—Oct 89 Note—18p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Tables contain filled/broken type. Pub Type-Opinion Papers (120) – Reports - De scriptive (141) - Speeches / Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Electronic Equipment, *Equipment Standards, Foreign countries, International Organizations, Marketing, *Policy Formation, *Telecommunications, Telephone Communications Industry, *Telephone Communications Sys tems Identifiers-Europe, *European Economic Com mission This paper analyzes the effect of the unified single market of 1992 on European telecommunications. The major policy aspects of the European Economic Commission's Green Paper on “The Development of the Common Market for Telecommunications Services and Equipment” are highlighted, and the effects of these policies in the equipment market are discussed. The impact of improving the performance of the market for telecommunications equipment is described, and significant structural changes already taking place in the various European national markets on both the equipment side and the service side are outlined. Three tables are included. (GL)
ED 318 410 IR 014 314 Neil, Suzanne Chambliss Industry Interests in the HDTV Debate. Pub Date Oct 89 Note—24p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors_*Broadcast Industry, *Broadcast Tel evision, Cable Television, *Policy Formation, *Standards, *Telecommunications Identifiers—*High Definition Television This analysis of the pattern of industrial interests in the current debate over high definition television systems argues that the debate involves more than just television; rather, it is an expression of a shift in the conceptualization of the nature of standards, one which conceives of standards as guidelines for the development of specific technologies rather than merely a description of a fundamentally static set of characteristics. Focusing on the framework for analysis, the first of three parts of the paper provides some theoretical considerations and tools for analyzing the processes of standardization among the different industries involved in the debate over high resolution systems. Industrial arguments are presented in the second part, which describes both the broadcast game (including terrestrial broadcasters, satellite and cable television system operators, and some consumer electronics manufacturers) and the electronics infrastructure game (consisting chiefly of U.S.-based computer companies, consumer electronics companies, and semiconductor manufacturers, with limited telephone company participation). The findings of the study are assessed in the third part. A diagram illustrating technology/manufacturing linkages is included in the document as well as a list of the members of the Advisory Committee on Advanced Television Service. (33 references) (GL)
ED 318 408 IR 014 312 O'Donnell, Shawn Mortgaging the First Amendment: Strategic Use of the Regulatory Process and the Electronic Me dia. Pub Date—Oct 89 Note-16p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Pub Type— Historical Materials (060) – Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Broadcast Industry, *Federal Regu lation, * Policy Formation, *Telecommunications, *Telephone Communications Systems Identifiers—*Fairness Doctrine, Federal Commu nications Commission, First Amendment, *Must Carry Rule (Broadcasting) This analysis of First Amendment rights for the electronic media recounts the stories of the broadcasting/cable industry must-carry compromise of 1986 and the failed codification of the Fairness Doctrine in 1987. It is noted that these cases were peculiar because, in each instance, the most powerful media in the country willingly sought abridgment of their First Amendment rights. The comment is made that, although each of these attempts failed, it is likely that this disturbing practice will recur. Some causes for this curious behavior are suggested, and the paper concludes with a discussion of how the lessons learned from the must-carry and Fairness cases can contribute to the up-coming regulatory debate over telephone company video services. (GL)
ED 318 413 IR 014 317 Haddock, David D. Polsby, Daniel D. Diversity of Voice? The FCC's Bright-Line “An ti-Monopoly" Rule. Pub Date—Oct 89 Note-34p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Poor quality type throughout. Pub Type— Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Broadcast Television, *Federal Reg ulation, *Policy Formation, *Telecommunica tions Identifiers—*Broadcast Access Rights, *Federal Communications Commission The Federal Communications Commission (FCC) has long had rules that prohibit anyone from owning more than one television station in any given location. Two of the stated purposes behind the FCC's anti-monopoly rules are to foster diversity of programming for the sake of First Amendment interests, and to promote programming among media outlets in every market, objectives which the anti-monopoly rules may actually frustrate. Given the FCC's Table of Allocations, this rule has no effect on the number of stations currently operating in large markets; but this was not always true, nor is it true today in at least some small markets. So far as "diversity” is concerned, it becomes extremely difficult to conceptualize how one would regulate "in the public interest” because of the multitude of theoretically, although not empirically, incomparable dimensions that belong to the domain of diversity. The argument of this paper is that pure theory has gone about as far as it can go, and that an infusion of data will be required in order to complete the description of what a desirably diverse world of programming would look like. It is argued that those data could be produced easily and cheaply if the FCC changed its anti-monopoly rules to make them fuzzier and more standard-like than they currently are. (GL)
ED 318 411 IR 014 315 Tanner, Craig K. High Definition Television: Factors Critical to Success. Pub Date—Oct 89 Note-10p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers presented at this conference, see IR 014 305-322. Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Broadcast Industry, *Broadcast Tel evision, Cable Television, Cost Estimates, *Federal Regulation, Policy Formation, *Standards, *Telecommunications Identifiers-Broadcast Economics, Federal Com munications Commission, *High Definition Television, Regulatory Agencies Great attention is being paid to the current high definition television (HDTV) system proposals that are being examined by the Federal Communications Commission Advisory Committee, and due to be tested over the next few years by the Advanced Television Test Center and by Cable Television Laboratories. Arguing that the focus of this activity has tended to mask some of the factors which may prove more pivotal to the successful establishment of HDTV in the United States, this paper discusses some of the factors that seem to be fundamental to the success of HDTV, poses questions, and identifies issues of concern to broadcasters and to operators of cable television systems. A review of basic
ED 318 409 IR 014 313 Felker, Alex D. Broadcast HDTV Standards and Spectrum Tra deoffs. High Definition Television. Pub Date Oct 89 Note—27p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Pub Type- Historical Materials (060) - Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Broadcast Industry, *Broadcast Tel evision, *Federal Regulation, Policy Formation, *Standards, *Telecommunications Identifiers—Federal Communications Commission, *High Definition Television, Regulatory Agencies This paper opens with a brief discussion of what some have seen as an unusual threshold decision by the Federal Communications Commission (FCC) to establish a broadcast high definition television (HDTV) system. It then identifies the spectrum and standards tradeoffs which are posed by the estab
ED 318 414 IR 014 318 Sullivan, Christopher Electronic Mail and Information Empowerment. The Impact of Computer Mediated Communica tions in the Florida State Legislature. Pub Date—Oct 89 Note-30p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, Page 15
1989). For other papers of this conference, see IR 014 305-322. Pub Type- Reports • Descriptive (141) Speeches/Meeting Papers (150) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—*Computer Networks, *Electronic Mail, Online Systems, *Organizational Commu nication, *Telecommunications Identifiers—*Computer Mediated Communication, *Florida, State Legislatures Electronic mail is one of several telecommunications technologies that have become potent factors in modern organizational communication. The introduction of such sophisticated microelectronic technology into an organization can have a strong impact on the patterns of communication within that organization. This is the case for the Florida House of Representatives, which installed an electronic mail network during the latter part of 1988. Following introduction of this information technology, some communication patterns among the House staff remained the same, such as sending memos regarding meetings. The change came by increasing their messaging efficiency. Other communication patterns that emerged because of the technology changed the way work was done, such as joint ventures in the cooperative drafting of documents, made possible by the speed and document delivery functions of the electronic mail system. This paper discusses the changes in these and other communication patterns in the Florida House of Representatives, and presents a theoretical perspective on the impact of electronic mail in an information-intensive organization. (15 references) (GL)
Analysis, *Research and Development, *Telecommunications, Telephone Communications In dustry Identifiers—Broadcast Economics, France, Japan, United Kingdom, United States, West Germany The telecommunications sector is characterized by massive structural changes due to changes in technology as well as in the regulatory environment. Research and development activities become more and more important for the development of the industry as they determine the competitive position of firms and nations to a large extent. Both the equipment manufacturer and the network service provider depend on their technological competence. In the past, the national research and development systems of the industrialized countries in the telecommunications sector developed separately, and the systems that emerged were quite different from one country to another. With the liberalization of the telecommunications markets and the increasing international competition (so far mainly in the equipment sector), the different national research and development systems have come under pressure and begun to change. This paper presents theoretical and methodological remarks; provides an international comparison of research and development expenditures and patents; presents the characteristics of national research and development centers in Japan, the United States, France, the United Kingdom, and West Germany; and discusses the implications of current developments for future competitiveness in the international market. (GL)
tions Systems Identifiers—*Broadband Cable Teleservices, Broadcast Access Rights, Broadcast Economics, Regulatory Agencies This collection of 8 papers from the Seventeenth Annual Telecommunications Policy Research Conference includes: (1) “The Measurement, Evaluation, and Encouragement of Telephone Service Quality” (S. Berg and J. Lynch, Jr.); (2) “Impacts of Deregulation and Competition on the PBX/Centrex Market” (H. Ware); (3) “The Quasi-Public Network: Issues of Pricing and Access" (B. Kahin); (4) “The New Zealand Spectrum Project: Description and Observations” (C. Jackson and R. Foster); (6) "The Total and Partial Factor Productivity of the Nippon Telegraph and Telephone Co.” (H. Oniki, T. Oum, and R. Stevenson); (6) Integrated Broadband Networks: The Role of the Cable Companies" (D. Reed and M. Sirbu); (7) “Market Concentration in the Entertainment Industry" (D. Gomery); and (8) "Profiles and Testing: The New Standards Challenge" (D. Cerni). (GL) ED 318 419 IR 014 323 Bates, A. W. Satellites for Commonwealth Education: Some Policy Issues. Main Report. Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. Report No.—IET-Paper-270 Pub Date—10 Oct 87 Note—64p.; For related case studies, see IR 014 324. Pub Type- Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Access to Information, * Administra tion, Communications Satellites, Databases, Developing Nations, *Distance Education, *Educational Planning, Educational Television, Foreign countries, Policy, Programing (Broad cast), *Telecommunications Identifiers—*British Commonwealth The Commonwealth Secretariat commissioned Educational Technology Associates to conduct a study on the educational use of satellites for the Commonwealth Secretariat's Education Program. The study had the following aims: (1) to identify the policy issues that need to be addressed by ministries of education, universities, and other educational bodies in developing Commonwealth countries with respect to the educational use of satellites; (2) to describe the regulatory issues on which either individual or collective government action may be appropriate; (3) to review Commonwealth experience on educational applications of satellites, regulatory issues, costs, and technical issues; and (4) to examine the possibility of access to databanks from remote locations through satellite communications. The report includes a summary of case studies on Australia, Canada, India, the South Pacific, and the West Indies; discussions of the current status of satellite applications and of the potential of satellites in distance education; and considerations of equipment and costs, planning and management, institutional cooperation, and programming source (indigenous or imported). The report concludes with a set of 22 recommendations. Data on Commonwealth countries using satellites are displayed in five appended tables. (55 references) (GL)
ED 318 417 IR 014 321 Anderson, Keith B. Woodbury, John R. Government Ownership Restrictions and Effi ciency: The Case of the FCC's Dupoply Rule. Pub Date—Oct 89 Note-35p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Broadcast Industry, *Efficiency, *Federal Regulation, *Policy Formation, *Radio, *Telecommunications Identifiers—*Broadcast Economics, Federal Com munications Commission, Regulatory Agencies Recently the Federal Communications Commission (FCC) has been considering modifications to its regulations governing local and national media ownership and has indicated more interest in the efficiency consequences of the regulations, including those that might arise from common ownership of multiple radio stations. This paper seeks to determine whether efficiencies would likely be realized if the FCC relaxed its prohibition of multiple ownership of the same kind of media outlet in a single market. The empirical bases for this investigation are the AM-FM radio combinations permitted by the FCC. The primary focus is a comparison of the prices paid for stations sold as combinations with the prices paid for stations sold as independent stations. The results are consistent with the existence of efficiencies in joint ownership of multiple stations in the same local market and provide support for the relaxation or repeal of the current FCC restriction on such joint ownership. AM-FM combinations command a price premium over the sum of the prices that would be realized if the stations were sold and operated separately, suggesting that combinations are more efficient. In addition, the number of AM-FM combinations have increased over time, again supporting the hypothesis of greater efficiency for combinations. (23 references) (GL)
ED 318 415 IR 014 319 Lyons, Patrice A. Policy Issues in Computer Networks: Multi-Ac cess Information Systems. Pub Date—Oct 89 Note—24p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Networks, *Copyrights, *Databases, *Information Systems, *Intellectual Property, Online Systems, *Ownership, Privacy, Telecommunications Identifiers Digital Libraries As computer databases become more publicly accessible through public networks, there is a growing need to provide effective protection for proprietary information. Without adequate assurances that their works will be protected, authors and other copyright owners may be reluctant to allow the full text of their works to be accessed through computer networks. There may also be a hesitancy on the part of users, such as librarians, to avail themselves of the material that may be accessible online, where the terms and conditions of access, if any, are unclear, or where the costs are prohibitive. The development of transactional frameworks for the collection and distribution of royalties in connection with computer networks, including possible mechanisms for obtaining required permissions online, is by far the most important undertaking in this context. However, there are several related measures that also require clarification in order that computer networks may achieve their promise of wide-spread access to information in electronic form. The paper discusses five issues that require further consideration: (1) ownership of rights in pre-existing works; (2) copyrightability of databases; (3) the Electronic Communications Privacy Act; (4) identification and intellectual property; and (5) digital libraries. (GL) ED 318 416 IR 014 320 Schnoring, Thomas Research and Development in Telecommunica tions-An International Comparison. Pub Date- Oct 89 Note-36p.; Paper presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-322. Pub Type Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Comparative Analysis, Competition, Cost Effectiveness, Developed Nations, Foreign Countries, Global Approach, *Input Output
ED 318 418 IR 014 322 Miscellaneous Papers Presented at the Telecom munications Policy Research Conference. Telecommunications Policy Research Conference, Inc., Washington, DC. Pub Date—Oct 89 Note-197p.; Papers presented at the Annual Tele communications Policy Research Conference (17th, Airlie House, Warrenton, VA, October 1-3, 1989). For other papers of this conference, see IR 014 305-321. Pub Type - Opinion Papers (120) — Reports - De scriptive (141) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC08 Plus Postage. Descriptors-Advertising, Cable Television, Fed eral Regulation, Standards, *State Legislation, *Telecommunications, *Telephone Communica
ED 318 420 IR 014 324 Bates, A. W. Satellites for Commonwealth Education: Some Policy Issues. Case Studies: AUSSAT, Australia; Knowledge Network, Canada; INSAT, India; University of the South Pacific, University of the West Indies. Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. Report No.—IET-Paper-271 Pub Date—30 Sep 87 Note-59p.; For the main report, see IR 014 323. Pub Type- Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Administration, Case Studies, *Communications Satellites, Computer Assisted Instruction, Costs, Developing Nations, *Distance Education, *Educational Television, Elementary Secondary Education, Foreign Countries, Higher Education, Policy, Program ing (Broadcast), *Telecommunications Identifiers—*British Commonwealth This report presents case studies on the use of satellites for education in five Commonwealth
countries: Australia, Canada, India, Fiji, and Jamaica. Information provided in each of the case studies includes geography, production, the distribution system, regulation and management, and costs. Additional information given for the Australian National Satellite, AUSSAT, covers earlier projects; target groups and educational objectives; programing and teaching; utilization; planned projects; and evaluation, outcomes, and expected changes. Fourteen references are listed. Additional information on the Knowledge Network, a provincial educational communications authority in British Columbia, includes audiences; patterns of communication; and transmission and reception. The case study on INSAT, an Indian national satellite, also provides information on educational needs; earlier projects; target groups and educational objectives, programming; and patterns of communication. The description of the University of the South Pacific (Fiji) satellite project also covers earlier projects; target groups and educational objectives; programming; patterns of communication; utilization; duration; and evaluation findings. Four references are listed. Information provided on the satellite project of the University of the West Indies (Jamaica) also includes earlier projects; target groups and educational objectives; programming; patterns of communication; utilization; duration; and evaluation findings. Seven references are listed. (MES) ED 318 421 IR 014 325 Bates, A. W. Technology for Distance Education: A 10 Year Prospective. Open Univ., Walton, Bletchley, Bucks (England). Inst. of Educational Technology. Report No.—IET-Paper-274 Pub Date—Dec 87 Note-38p.; Paper presented to the Long Term Re view Group of the European Association of Distance Teaching Universities (Heerlen, The Netherlands, December 7-8, 1987). Pub Type— Opinion Papers (120) — Reports - De scriptive (141) - Speeches/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Audiovisual Aids, *Computer As sisted Instruction, *Distance Education, #Educational Technology,_ *Electronic Publishing, Evaluation Criteria, Foreign countries, *Futures (of Society), Higher Education Identifiers—*Europe (West) This paper provides an overview of new technologies likely to be widely available within the next 10 years for teaching in Europe. It begins by presenting a framework which draws distinctions between different technologies based on their educational applications, i.e., for teaching or operational purposes, for communicating within or between systems, or for various levels, types of courses, or users. Evaluation criteria such as availability, organizational environment, and educational and operational rationales are also discussed. The following technologies are then discussed: (1) electronic publishing; (2) audiovisual media, including terrestrial broadcast television and radio, videocassettes, satellite, cable, and videodiscs; and (3) computer technology, including teaching about computers, computers as study tools, educational communications, administration, pre-programmed computer-based learning, and artificial intelligence. It is suggested that home-based learning, center- or work-based learning, and communications within and between systems are likely to dominate distance education during the next 10 years. It is concluded that technological decisions need to be preceded by policy and educational decisions, while recognizing at the same time that the availability of new technology allows for major changes in distance education. (8 references) (MES)
Countries, Futures (of Society), Higher Educa tion, Open Universities Identifiers—*Open University (Great Britain) This paper begins with a short description of the British Open University which covers the programs of study (undergraduate, continuing education, and higher degrees); mediums of teaching (correspondence texts, broadcast television, audiocassettes, radio, face-to-face or telephone tutorials, audioconferencing, summer schools, home experiment kits, and home computers); teaching staff, regional services, and administration; income and expenditures; and external recognition. A general discussion of distance education considers criteria defining distance education and open learning systems, important characteristics of distance education-student autonomy and provision of a complete learning experience-and ideological issues in the way distance education is provided. The spread of distance education and reasons for its growing popularity are also addressed. Important developments at the Open University are then described: (1) a coherent and balanced program leading to a recognized degree; (2) the continuing education program; (3) high quality teaching materials designed for independent distance learners; (4) an extensive student support service; (5) involvement with other educational institutions in Britain; and (6) extensive use of technology. Lessons learned from the Open University are presented, and the paper concludes with discussion of the future of distance education which focuses on extended vocational and continuing education programs, technology, course design, internationalization, and new organizations for provision of distance education. Three references are listed. (MES) ED 318 423 IR 014 327 Bates, A. W. The Use of Satellites for Training in Western Europe. Pub Date—9 Nov 88 Note-14p.; Background paper for the conference, New Educational Media: New Directions in the Training of Trainers? (Berlin, Germany, Decem ber 6-7, 1988). Pub Type-Opinion Papers (120) — Reports - De scriptive (141) - Speeches/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PČ Not Avail able from EDRS. Descriptors—*Communications Satellites, *Dis tance Education, Foreign countries, *Informa tion Networks, *Training Identifiers–Europe (West) This paper begins with brief background on types of broadcast satellites and satellite programs in Europe. Reception and transmission costs, as well as predicted access to satellite transmissions, are then discussed. Uses of satellites for education and training in countries outside of Europe, particularly the program at the National Technological University in the United States, are summarized. Distinctions are drawn between the various media (television, audio, or data) and configurations (point-to-multipoint or network) used. Descriptions of initiatives underway for the use of satellites for training in Western Europe-PACE, OLYMPUS, OLYMPUS, COMMETT, and DELTA-are presented. The extension of training beyond national boundaries and establishment of a training communications network are identified as ways satellites could be used. Low cost, easy production, speed, European-wide reach, open access to transmission, security, and funding opportunities are listed as benefits of using satellites. Constraints are also identified: alternative modes of distance training may be cheaper and/or more effective; identification of trans-national training needs and target groups is necessary; specially-designed courses are needed; print and tutorial support and follow-up are important; supporting cost, particularly the cost of production, may be greater than transmission and reception costs; and government will need to ease public telephone company control over tariffs and access to up-links. (4 references) (MES)
able from EDRS. Descriptors—*Communications, Costs, * Distance Education, *Educational Technology, Foreign Countries, Higher Education, International Orga nizations, International Programs Identifiers–Europe (West), *European Assn of Distance Teaching Universities This paper discusses challenges to the European Association of Distance Teaching Universities (EADTU) in using technology. The first section deals with external challenges to EADTU institutions, including competition from new services, new funding programs, pressure from national governments, and the Europeanization of education. Internal challenges are identified as the need for clearly defined policies regarding transborder activities, low use of technology in member institutions, communication between member institutions (postal services, courier services, telephone, telefacsimile, face-to-face meetings, and audioconferencing), joint course production, transborder delivery of courses, and European-wide course design and delivery. Requirements for member institutions indicated by these challenges are summarized: greater use of established technologies; development of new course designs that exploit new technologies; and development of better communications systems between EADTU institutions. Four references are listed. (MES) ED 318 425 IR 014 329 Bates, A. W. JANUS: Joint Academic Network Using Satellite. Brief Description of Project. IET Papers on Broadcasting: No. 287. Pub Date—Oct 89 Note-13p. Pub Type- Opinion Papers (120) — Reports - De scriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Communications Satellites, Com puter Networks, Costs, *Distance Education, Foreign Countries, Higher Education, *Information Networks, International Programs, Material Development, Telecommunications Identifiers—*Europe (West), European Assn of Distance Teaching Universities The JANUS (Joint Academic Network Using Satellite) satellite network is being planned to link European institutions wishing to jointly produce distance teaching materials. Earth stations with capabilities for transmit/receive functions, voice/data functions, two 64 kbs channels, and connection to local telephone exchange and computer networks will be located at each institution. Initially the European Association of Distance Teaching Universities (EADTU) will form the core of the system, but the network is expected to grow to include enterprises concerned with distance training. JANUS will have several functions: (1) two-way communication between sites; (2) audio-conferencing; (3) electronic mail; (4) computer conferencing; and (5) experimental video-conferencing. JANUS is being designed to reduce travel costs and time, reduce communication costs, speed up joint course production, secure external funding, and improve userfriendliness of electronic messaging and data transfer. Although most functions could be provided by existing services (face-to-face meetings, public telephone systems, public switched packet networks, private data networks, and VSAT satellite networks), there are problems with the cost and quality of service. Issues to be resolved before JANUS becomes operational include earth station design, location of a suitable satellite, development of user-friendly procedures, funding, and regulation of telecommunications services. (MES) ED 318 426 IR 014 330 Bates, A. W. Prescott, William Language Teaching, Distance Education and the New IET Papers on Boradcasting No. 290. Pub Date—[88] Note-20p. Pub Type - Opinion Papers (120) - Reports - De scriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Curriculum Development, *Dis tance Education, *Educational Media, *Evaluation Criteria, Foreign Countries, Higher Education, Intermode Differences, Programing (Broadcast), *Second Language Instruction Identifiers—*Open University (Great Britain) This paper begins with background on the objec
ED 318 422 IR 014 326 Bates, A. W. Experiences from the British Open University and Pointers to the Future. Pub Date—6 Apr 88 Note-19p.; Paper presented at the Conference, Distansundervisning: En undervisningsform for 90-talet (Stockholm, Sweden, April 25-27, 1988). Pub Type - Reports . Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Distance Education, *Educational Media, *Educational Technology, Foreign
ED 318 424 IR 014 328 Bates, A. W. The Challenge of Technology for European Distance Education. IET Papers in Broadcasting: No. 288. Pub Date—May 89 Note-16p. Pub Type-- Opinion Papers (120) - Reports - De scriptive (141) EDRŠ Price - MF01 Plus Postage. PC Not Avail
solve problems in the manner that humans do. Problem solving is viewed from the perspective of the library user with emphasis placed on nontraditional approaches to knowledge seeking. Sociological, psychological, and cybernetic systems perspectives are then employed in order to see these information technology developments from a library user's perspective. Finally, KBSs are focused on and criteria for their establishment in libraries are listed. The natural language interface is seen as significant, and the pragmatic features of future library operations such as automated cataloging and the use of expert systems in the answering of reference inquiries, and document and information retrieval are examined. The application of Al in library situations is presumed to offer significant benefits and opportunities. (Author/SD)
tives, courses, and students of the British Open University. The aims and structure of a proposed modern language program are then outlined, and plans for using print, television/video, radio/audiocassette, and software learning materials are briefly described. A summary of some experiences of broadcasting organizations in using media to teach languages at a distance is presented, and it is concluded that other means need to be developed for distance learning. The paper concludes by discussing the problem of choice among a range of media or modes of presentation-text, audio, television, computers, and people-placing the question within the framework of six criteria: access, costs, teaching functions, interaction and control, organizational issues, and novelty, each one of which is examined in detail. (MES) ED 318 427 IR 014 331 Bates, A. W. Towards a European Electronic University: Tech nology and Course Design for European-Wide Distance Education Courses. European Association of Distance Teaching Uni versities, Heerlen (Netherlands). Report No.-ISBN-903580649-2 Pub Date-Jun 89 Note—37p. Pub Type Guides - Non-Classroom (055) – Opinion Papers (120) EDŘS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Computer Assisted Instruction, *Curriculum Development, * Distance Education, Educational Cooperation, Foreign countries, Higher Education, *Information Technology, *International Cooperation, Video Equipment Identifiers—*Europe (West) Designed to stimulate course planning teams to consider a wide range of technological options at the start of the course design process, this paper focuses on ways in which technology can be used to design, produce, and present European-wide distance education courses. The more detailed objectives of the paper are to look at how technology may facilitate the joint production of courses across different institutions in different countries; speed up course production; help in the delivery of courses to different target groups in different countries; and suggest prototype course designs that meet the challenge of the first three objectives and might attract some external funding. Factors to be considered in determining the suitability of technology for distance teaching are then considered, including access and availability to students, costs, teaching functions, interaction and user-friendliness, organizational constraints, and novelty. Scenarios for media use in European courses are also suggested; these include electronic publishing, videocassette courses, tutored video instruction, computer-mediated communication, and computer-based learning with videodiscs. The paper concludes by identifying several policy issues that need to be resolved by the European Association of Distance Teaching Universities before final choices can be made about the use of technology in European-wide courses. (5 references) (MES) ED 318 428 IR 014 332 Davies, Jim Artificial Intelligence, Expert Systems, Natural Language Interfaces, Knowledge Engineering and the Librarian. Pub Date— [87] Note-13p.; Paper presented at the Pacific Confer ence on New Information Technology for Library and Information Professionals (1st, Bangkok, Thailand, June 16-17, 1987). Pub Type-Collected Works - Proceedings (021) Opinion Papers (120) — Reports - Descriptive (141) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Artificial Intelligence, Expert Sys tems, Information Retrieval, Information Systems, Librarians, Library Automation, Library Role, Library Services, Library Technical Processes, Man Machine Systems, Technological Ad vancement, Users (Information) Identifiers—Natural Language Processing, User Cordial Interface This paper begins by examining concepts of artificial intelligence (AI) and discusses various definitions of the concept that have been suggested in the literature. The nesting relationship of expert systems within the broader framework of Al is described, and expert systems are characterized as knowledge-based systems (KBS) which attempt to
ED 318 429 IR 014 333 Brock, Mark N. The Computer as Writing Tutor: Is There a Place in the Process for Computer-Based Text Analy sis? Pub Date—[88] Note—55p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors Comparative Analysis, *Computer Assisted Instruction, English (Second Language), *Expert Systems, Feedback, Higher Education, Student Attitudes, *Word Processing, *Writing Improvement, Writing Skills Identifiers—*Critique (IBM), Natural Language Processing An investigation of two approaches to individualized computer-assisted instruction in ESL (English as a Second Language) was conducted. One treatment group, consisting of two university students, received exclusively product-oriented feedback, while the other group of two students received exclusively process-oriented feedback. In the product-oriented group, conferences centered on feedback from an experimental text analysis program, IBM's Critique. Tutoring in the other group centered on the use of a word-processing program for generating and revising content and organization. Subjects met individually with the tutor and wrote the same number of drafts on the same general topics. It was found that the group using the text analysis program and receiving exclusively product-oriented feedback produced a higher proportion of short sentences, shorter drafts, and fewer meaningful revisions than the group receiving process-oriented feedback. Both groups expressed positive attitudes overall, though the degree of positive reaction in the text analysis group diminished somewhat in the course of the study. (22 references) (Author/SD) ED 318 430 IR 014 334 Parer, Michael S., Ed. Development, Design and Distance Education. A Project Initiated at the World Congress of the International Council for Distance Education (13th, Melbourne, Australia, August 13-20, 1985). Gippsland Inst., Churchill (Australia). Centre for Distance Learning. Report No.-ISBN-0-909170-35-5 Pub Date—89 Note-265p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC11 Plus Postage. Descriptors—Comparative Analysis, *Distance Ed ucation, Educational Innovation, Educational Theories, Foreign countries, Higher Education, *Instructional Design, *Instructional Development, Outcomes of Education, *Professional Rec ognition, Student Needs Identifiers-Australia, Canada, Ghana, Hong Kong, India, Kenya, Turkey, United Kingdom, Zimbabwe Focusing on the role of the educational developer, the 19 essays in this collection provide a forum for educational developer practitioners: (1) to share their practices and insights; (2) to explore what it means to be an educational developer and instructional designer, and to give some philosophical reflection of the role; and (3) to clarify the professional role and explore the distinction between the educational developer and instructional designer. Individual papers discuss what it means in practice to be an instructional developer or designer, highlight the literature and theories underpinning their development activities, and give examples of research already undertaken and appro
priate for the future. The intended audience is threefold: professional developers; those new to the field; and academic colleagues of instructional developers. (SD) ED 318 431 IR 014 335 Distance Education for Elementary/Secondary Schools in Wisconsin. A Report Issued by the Council on Instructional Telecommunications to the State Superintendent of Public Instruction. Bulletin No. 9362. Wisconsin State Dept. of Public Instruction, Madi son. Pub Date-Feb 89 Note-37p. Available from-Wisconsin Department of Public Instruction, Division of Library Services, 125 South Webster Street, PO Box 7841, Madison, WI 53707-7841. Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrative Policy, Curriculum Design, Distance Education, Educational Innovation, Educational Strategies, *Educational Technology, Elementary Secondary Education, *Instructional Development, Program Develop ment, *Statewide Planning, Telecommunications Identifiers—*Wisconsin A study was conducted to explore the concept of distance education as it pertains to elementary and secondary education in Wisconsin and to make recommendations to the Wisconsin Superintendent of Public Instruction regarding its use. Four major problem areas are identified and recommendations are provided in this report. Problems related to statewide planning include the lack of awareness of local school boards, administrators, and educators about the available range of educational technology for delivering instruction; a lack of cohesion among agency missions; and inadequate state resources. Difficulties relating to teacher certification and supervision include concerns that the required teaching license may limit the number and variety of courses offered to students, and that increased distance education may decrease supervision possible by the local district. Issues linked to administration and management include a need to improve and introduce management skills if distance programs are to succeed; an overall increase in administrative duties and responsibilities; the expansion of cooperative planning with other school districts; and oversight of of teachers for evaluation purposes. Challenges posed by aspects of instruction encompass: (1) a probable need for teachers to adapt their teaching techniques in order to achieve instructional effectiveness; and (2) the question of how to maintain necessary personal contact with students. Appendixes list the 20 standards compiled as a result of the study and the contents of the statutes related to teacher certification. (SD) ED 318 432 IR 014 336 Ediger, Marlow Distance Learning and the Curriculum. Pub Date—[89] Note-9p. Pub Type Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Curriculum Development, *Deci sion Making, *Distance Education, #Educational Theories, *Problem Solving Identifiers—*Measurement Driven Information, *Subject Centered Curriculum Distance education has numerous inherent philosophies to utilize in teaching-learning situation. The problem solving aspect of distance learning encourages active involvement by students in teaching-learning situations; student selection of content; teachers as guides and motivators of student learning; ordering of learning experiences in terms of sequential flexible steps of problem solving; and student involvement in curriculum development. The subject centered approach in distance learning stresses the abstract and cognitive rather than the psychomotor and affective dimensions; teacher sequencing of subject matter; a structured curriculum; a teacher-developed curriculum; and student attainment of vital facts and concepts. A third philosophy, measurement-driven instruction, emphasizes a logical curriculum with teacher selection of sequential objectives; content directed at measurably-stated objectives; appraisal procedures aimed at measurably-stated objectives, and scope and sequence derived from ordered objectives. Student decision-making, a fourth philosophy in distance education, emphasizes that learners should be deilliteracy. (GL)
ED 318 435 IR 014 342 Pereno, Joan S. Providing Practical Applications of Computer Technology for Fifth Grade Students in Career Awareness Laboratories. Pub Date-89 Note-113p.; Ed.D. Practicum, Nova University. Pub Type - Dissertations/Theses - Practicum Pa pers (043) – Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Career Awareness, *Computer As sisted Instruction, *Computer Literacy, Grade 5, Instructional Development, Intermediate Grades, Pretests Posttests, Questionnaires, *Student Attitudes, Work Sheets This practicum addressed the problem of providing practical computer application experiences to fifth grade students as they relate to real life work situations. The primary goal was to have students become cognizant of computer functions within the work setting as contrasted with viewing computer activities as instruments used for games or academic drill . Two hundred and seventy students in six schools participated in the practicum implementation. They performed work-related activities on computers in the career areas of cashier, teacher, secretary, receptionist, fingerprint technician, and restaurant manager. A survey identifying jobs and computer processes was given as a pre- and posttest. Responses were elicited from students to an open-ended questionnaire concerning computers upon completion of the activities provided in the practicum. The results were positive; 267 students completed four or more computer activities used in the implementation and 259 students showed improvement in the recognition of jobs and computer processes. The open-ended questionnaire reflected positive attitudes toward computers on behalf of the total group. All objectives of the practicum were successfully met and the final results exceeded the anticipated practicum goals. (16 references) (Author/GL)
veloping appropriate attitudes and skills in making choices; achieving optimally in making selections; working effectively in groups; becoming responsible individuals; and selecting meaningful tasks. (14 references) (MES) ED 318 433 IR 014 339 Honig. Alice S. Wittmer, Donna Sasse Infant/Toddler Caregiving: An Annotated Guide to Media Training Materials. Far West Lab. for Educational Research and Devel opment, San Francisco, Calif. Spons Agency-California State Dept. of Educa tion, Sacramento. Report No.-ISBN-0-8011-0750-4 Pub Date-88 Note-109p. Available from—Bureau of Publications Sales, Cali fornia State Department of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($8.75). Pub Type-Guides - Non-Classroom (055) - Ref erence Materials - Directories/Catalogs (132) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Audiotape Recordings, *Audiovi sual Aids, *Child Caregivers, *Films, Filmstrips, Instructional Materials, Postsecondary Education, Preschool Education, *Slides, Training, *Videotape Recordings This guide represents the first attempt to survey and record all the currently available videos, films, filmstrips, slide cassette programs, and audio programs that have been developed to train caregivers of children under age three. The reviews were completed in 1986. Annotated selections are entered alphabetically. Above each title a symbol identifies the type of media for the entry. Following the title, key identifiers (such as anger, feeding, and language development) help identify the entry in terms of specific topics for caregivers. A detailed description of each entry follows, providing a clear idea of the content and method of conveying the main ideas. This is followed by the reviewers' rating of the entry's audiovisual quality and content according to four categories of quality (excellent, good, fair, or poor). In addition, appropriate audiences are specified (for example, caregivers, parents) and other pertinent information is provided, including the address or telephone number to use to obtain the media item; the production date; the length, format, and price; and whether or not a guide or booklet is provided. Also included are an index of annotated titles with audiovisual information; the complete list of mediated materials for caregivers of infants and toddlers that were reviewed for this project; a list of key identifiers for films, videos, filmstrips, and slide cassette programs; and an alphabetical index of key identifiers. (GL) ED 318 434 IR 014 341 A Practical Guide for Non-Governmental Organi zations, Unesco Clubs, Associated Schools and Other Interested Groups: 1990 International Literacy Year, ILY. Pub Date—Jul 88 Note—53p. Pub Type - Guides - General (050) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS, Descriptors—*Educational Planning, *Illiteracy, *International Cooperation, *Literacy, *Program Implementation This guide suggests a number of activities that can be undertaken to prepare for and take part in the International Literacy Year (ILY). It is directed to groups such as national ILY organizing committees; local, national, regional and international non-governmental organizations; Unesco clubs and associations; institutions participating in the network of Unesco Associated Schools; and other structures and groups with special affinities for and relationships with the United Nations system. The guide suggests activities under five objectives: (1) increasing action by governments of member states afflicted by illiteracy or functional illiteracy to eliminate these problems; (2) increasing public awareness of the scope, nature, and implications of illiteracy as well as of the means and conditions for combating it; (3) increasing popular participation within and among countries to combat illiteracy; (4) increasing cooperation and solidarity among member states in the struggle against illiteracy; and (5) increasing cooperation with the United Nations system and among all inter-governmental and non-governmental organizations in the struggle against
Descriptors—*Cooperative Planning, *Curriculum Development, Educational Media, Elementary Secondary Education, *Learning Resources Centers, Library Services, *Media Specialists, *Teachers, Teamwork Based on the premise that coordination of media resources with the curriculum involves the cooperation of teachers and library media specialists, this guide is designed to enhance both cooperative planning and communication. It contains: (1) six media and curriculum coordination case studies portraying typical scenarios faced by classroom teachers and media specialists; (2) a consideration of the media and curriculum coordination concept, including definition and interpretation of the concept, a list of strategies for compiling information on coordination activities, and a list of guidelines for implementing coordination; (3) specific examples of coordination between media specialists and classroom teachers in various subjects; (4) a list of services, resources, and ideas to support students who are creating projects; (5) a sample lesson plan requiring significant media center support and templates for designing lessons and units; (6) media center plan sheets and requests for videotaping services; and (7) a 14-item media and curriculum coordination bibliography. (GL) ED 318 438 IR 014 345 Bibliography: Selection Sources. Building Library Media Collections. Maryland State Dept. of Education, Baltimore. Pub Date [Dec 88] Note—80p.; For a related report, see IR 014 346. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Annotated Bibliographies, Elemen tary Secondary Education, Learning Resources Centers, *Library Collection Development, *Library Material Selection, Media Specialists, *School Libraries Identifiers—*Selection Tools This annotated bibliography of library media collection selection sources includes: (1) an annotated bibliography of selection sources; (2) a list of selection tools (in both book and periodical form) for elementary, middle, and secondary schools; (3) a list of bibliographies in specialized subject areas (art; career planning; computers; early childhood education; gifted education; coping, death, divorce, and drugs; health, physical education, safety, and sports; language arts; mathematics; media centers; multicultural issues; music; reference sources; science; sex equity/women; social studies; and special populations); and (4) an alphabetical directory of publishers, including addresses. (GL)
ED 318 436 IR 014 343 Akiyama, Takashiro And Others School Broadcasting in Japan-Status and Trends. The 1986 Academic Year National Survey on Utilization of School Broadcasting. Pub Date88 Note24p. Journal Cit—Educational Technology Research; v11 p11-32 1988 Pub Type- Journal Articles (080) — Reports - Re search (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Audiovisual Aids, *Educational In novation, *Educational_Television, Elementary Secondary Education, Foreign countries, *Microcomputers, School Surveys, Use Studies, *Videodisks, *Videotape Recorders Identifiers—*Japan The new media-including videodisks, microcomputers, and communication networks-are now becoming widely accepted in the world of education. It is predicted that as a result there will be many rapid changes in school education, both in content and in methods. In order to analyze rates, degree, and methods of utilizing the new media, the NHK Radio and Television Culture Research Institute conducted a nationwide survey on the use of school broadcasting in Japan. The survey was designed to clarify the relationships between the use of school television and video recorder diffusion and utilization, the recording and use of videotapes of school programs from previous years, the use of general television programming in instruction, the use of locally-produced videotapes, and the use of commercial educational videotapes. It is noted that the diffusion of video recorders has changed the utilization of educational broadcasting in Japan and that other media, such as the microcomputer and the videodisk, have not achieved the popularity of the video recorder. (3 references) (Author/GL) ED 318 437 IR 014 344 N.C. Pub Date—Sep 83: Note-24p. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage.
ED 318 439 IR 014 346 Intellectual Freedom. Building Library Media Col. lections. Maryland State Dept. of Education, Baltimore. Pub Date [Dec 88] Note-10p.; For a related bibliography, see IR 014 345. Pub Type - Guides · Non-Classroom (055) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors–Censorship, *Civil Liberties, Court Litigation, *Educational Legislation, Elementary Secondary Education, Guidelines, *Intellectual Freedom, *Library Collection Development, Library Material Selection, Media Specialists, Pub lic Schools, *School Libraries Identifiers-American Library Association, First Amendment, * Library Bill of Rights а of ideas in the public schools of the United States is very much a part of the collective consciousness of the school library profession, the implications of intellectual freedom for school library personnel and for library collection development are explored. The position of the school library in the legal framework, with particular emphasis on the state of Maryland, is followed by a discussion of the significance of the Library Bill of Rights and of legal cases that apply to the freedom to read and to the rights of students to access information and ideas. It is argued that the role of parents in educating children should not be diminished nor their concerns taken lightly; the procedures of a school library must accommodate each parents' rights and beliefs. Finally, it is argued that the library collection must support the curriculum and provide for a diverse population with varying learning styles. Six guidelines are provided for taking censorship issues into account when developing library collections. The appendixes include the Library Bill of Rights and a list of eight selected cases related to intellectual freedom. A bibliography of books, articles, films, and video programs on intellectual freedom is also provided. (GL)
notes that research on the attitudes of the teachers, students, and parents indicated that the program had a positive effect on the school. (SD)
ED 318 440 IR 014 347 Instructional Support Academy. TEAMS Summer Academy, 1985-86. Final Report. Houston Independent School District, Tex. Pub Date-86 Note-141p.; Photographs will reproduce poorly. Pub Type - Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Academic Achievement, Adoles cents, Computer Assisted Instruction, Computer Software, *Educational Innovation, *Experimental Teaching, Federal Aid, Junior High Schools, *Minority Groups, Multimedia Instruction, Program Descriptions, *Special Programs, State Programs, Student Attitudes, Teacher Attitudes, Test Wiseness Identifiers—*Education Consolidation Improve ment Act Chapter 2, Texas Educational Assessment of Minimum Skills A special 6-week program, designed to increase the scores of low achieving minority eighth-grade students on the ninth grade Texas Education Assessment of Minimum Skills (TEAMS) Test, was implemented in 1986 in the Houston Independent School District as "Summer Academies.” The students, who voluntarily enrolled in the program, were primarily those with limited English-speaking proficiency and those with low ability levels who were interested in improving. Funded by an ECIA (Education Consolidation Improvement Act) Chapter 2 Desegregation Assistance Grant, the project capitalized on the talents of enthusiastic teachers, the capabilities of computers, and multimedia curriculum materials. Teachers were given considerable freedom to design daily lessons and activities, enough time to insure that students received the maximum impact from the project, and all necessary materials and hardware. The TEAMS program concentrated on test taking skills, specific subject areas, and improving study skills and study habits. The enthusiasm of teachers was high throughout the program, and the strong dedication and high motivation of the students who attended the program for 5 hours daily, five times a week, was evident. Teachers noted improvement in students' attitudes about learning, increased self-confidence, and benefits derived from the use of a multimedia teaching approach. (18 references) (SD)
ED 318 442 IR 014 352 Advanced Placement Computer Science with Pas cal. Volume 2. Experimental Edition. New York City Board of Education, Brooklyn, N.Y. Report No.-ISBN-0-88315-689-X Pub Date-86 Note—341p.; For Volume 1, see ED 288 736. Available from New York City Board of Educa tion, Curriculum Unit, Room 310, P.S. 206, Neck Road and East 22nd Street, Brooklyn, NY 11229. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Advanced Placement, College Sci ence, Computer Science Education, Curriculum Guides, Glossaries, Microcomputers, *Programing, Programing Languages, *Science Activities, Secondary Education, Secondary School Science Identifiers—*PASCAL Programing Language This curriculum guide presents 100 lessons for an advanced placement course on programming in Pascal. Some of the topics covered include arrays, sorting, strings, sets, records, computers in society, files, stacks, queues, linked lists, binary trees, searching, hashing, and chaining. Performance objectives, vocabulary, motivation, aim, development, application, summary, and exercises are included for each lesson. The appendix includes instructions for using Turbo Pascal. A glossary of computer terms and a questionnaire for evaluating this guide are attached. (MES)
Identifiers—BASIC Programing Language This curriculum guide presents lessons for computer literacy instruction in the elementary grades. The first section of the guide includes 22 lessons on hardware, covering such topics as how computers work, keyboarding, word processing, and computer peripherals. The 13 lessons in the second section cover social topics related to the computer, including applications of computers, computer ethics, and advantages and disadvantages of computers. The five lessons comprising the third section cover the history and future of computers. The fourth section presents 45 lessons on programming; topics include: BASIC commands, variables, editing, graphics, and commercial software. Performance objectives, vocabulary, motivation, aim, development, application, summary, and exercises are included for each lesson. The guide is intended to be used with a set of task cards. The appendixes include: (1) advice to new computer teachers; (2) advice to experienced computer teachers; (3) guidelines for classroom organization; (4) guidelines for classroom management; (5) guidelines for security; (6) a discussion of computers in special education; (7) software duplication guidelines; (8) instructions for copying diskettes for the Apple Ile and Apple II Plus; (9) instructions for copying diskettes for the IBM/ Tandy; (10) guidelines for caring for diskettes; (11) a glossary of computer terms; and (12) a directory of New York City Board of Education Technical Assistance Centers. (MES)
ED 318 445 IR 014 355 Sharon, Donna Technology in Education, 1988. Working Papers of Planning and Development Research. Working Paper 88-2. TV Ontario, Toronto. Pub Date-Apr 88 Note—31p. Pub Type - Information Analyses (070) — Reports • Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Education, Communications Satellites, *Computer Assisted Instruction, Continuing Education, Databases, Distance Education, Educational Technology, *Educational Television, Elementary Secondary Education, Foreign countries, Higher Education, *Interactive Video, *Teleconferencing, Videodisks, *Videotex Identifiers-Canada, *TVOntario This report on technology in education has been prepared, primarily for TVOntario staff, to highlight new and growing educational applications and to summarize recent evaluations of earlier application efforts. The descriptions of trends and developments are classified by media format. Representative applications of the media include: (1) television (use of telecourses and educational programming for adults, introduction of media literacy courses, and an increasing number of television game shows for children); (2) satellite delivery (more use of satellite transmission to deliver professional and continuing education programs and academic resources); (3) teleconferencing (as a communications medium for business, as a delivery medium for medical consultation and training, and as a forum for student exchange); (4) computers (computerbased learning environments, database access, and conferencing capabilities); (5) videodisk and interactive video (for training resource provision and for teaching reading); and (6) videotex (for banking, shopping, and financial planning services). (GL)
ED 318 443 IR 014 353 LOGO K-12. New York City Board of Education, Brooklyn, N.Y. Report No.-ISBN-0-88315-795:0 Pub Date—86 Note-443p. Available from New York City Board of Educa tion, Curriculum Unit, P.S. 206, Room 310, Neck Road and East 22nd Street, Brooklyn, NY 11229. Pub Type Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Computer Graphics, Computer Lit eracy, Computer Science Education, Curriculum Guides, Early Childhood Education, Elementary Secondary Education, Glossaries, *Microcomputers, *Programing, Programing Languages, Special Education Identifiers—*LOGO Programing Language This curriculum guide presents lessons in the use of the LOGO programing language for students at all grade levels. The first section contains 19 lessons for the early childhood level, covering topics such as how computers work, directionality and moving the turtle, and creating designs. The 76 lessons for grades K-6 that are described in the next section cover such topics as the history and uses of computers, keyboarding, following directions, moving the turtle, LOGO commands, editing in LOGO, creating designs, and creating and moving sprites. The third section presents 70 lessons for grades 7-12 on topics such as applications of computers, word processing, LOGO commands, recursive programming, using variables, creating designs, LOGO programs, writing with LOGO, LOGO sounds and music, random procedures, and function machines. Performance objectives, vocabulary, motivation, aim, development, application, summary, and exercises are included for most lessons. The appendixes include a discussion of computers and special education students; and a glossary of computer terms. (MES)
ED 318 441 IR 014 348 Smith, Richard Alan Sassi, Anthony School of the Future Handbook. A Guide for Technology Implementation. F. M. Black Mid dle School. Houston Independent School District, Tex. Pub Date-88 Note—84p. Pub TypeGuides - Non-Classroom (055) — Re ports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Administrative Policy, Computer Software, *Computer Uses in Education, *Instructional Innovation, Junior High Schools, *Microcomputers, Models, Program Descriptions, Program Evaluation, Student Attitudes, Teacher Attitudes, Technological Advancement Identifiers—*Apple School of the Future, Texas In 1985, Apple Computer, Inc., and the Houston Independent School District began a project to create a model School of the Future at the F. M. Black Middle School. As described in this guide, the project was designed to demonstrate how microcomputers and related technology can make the process of instruction more efficient and effective. The purpose of this document is to share what was learned from the School of the Future project with teachers and administrators from other school districts considering implementing similar projects. The information in the guide was compiled from more than 2 years of notes and experiences. The chapters represent some of the model steps for implementing technology-based instruction into a model school site. Individual chapters address the following: (1) planning the project; (2) selecting personnel; (3) training the staff; (4) orienting the staff; (5) providing equity; (6) involving the community; (7) preparing the building for technology; (8) automating the school office; (9) computing the school's schedule; (10) creating instructional materials; and (11) managing instruction. A concluding statement
ED 318 444 IR 014 354 Elementary School Computer Literacy. New York City Board of Education, Brooklyn, N.Y. Report No.-ISBN-0-88315-835-3 Pub Date—87 Note-355p. Available from—New York City Board of Educa tion, Curriculum Unit, PS 206, Room 310, Neck Road and East 22nd Street, Brooklyn, NY 11229. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Computer Graphics, *Computer Lit eracy, *Computer Science Education, Computer Software, Curriculum Guides, Elementary Education, *Microcomputers, *Programing, Programing Languages
ED 318 446 IR 014 356 Mehler, Audrey The Potential of Captioned Television for Adult Learners. Working Papers of Planning and Development Research. Working Paper 88-3. TV Ontario, Toronto. Pub Date—Apr 88 Note-26p. Pub Type-- Information Analyses (070) — Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adult Education, *Captions, *Educa tional Television, Foreign countries, Hearing Impairments, Instructional Effectiveness, Research Needs Identifiers—Canada, *Closed Captioned Televi sion, *TVOntario With the assistance of the Canadian Captioning Development Agency, TVOntario has undertaken to determine the efficacy of applying closed-captioned television to the needs of adult learners who Page 16
sored by TVOntario (TVO) from February 1987 to April 1988. The three major goals of the initiative were: (1) to encourage the development of distance education in Ontario by providing an opportunity for adult education institutions and organizations to cooperate in solving problems related to distance education; (2) to enable TVO to become better integrated into the educational community of Ontario; and (3) to increase TVО's awareness of issues and problems that will be of concern in the future. It was not intended that the DEC advise TVO about its programming or recommend materials for broadcast; rather TVO was to act as committee coordinator and member of the subcommittees (whose areas were basic functionality, francophone, occupational preparation, and maintenance and planning framework), each of which was to provide a forum in which experts could work together to find solutions to specific educational needs in the area of distance education. Attention is given to both the outcomes of the initiative and the process involved in developing and supporting a venture of this size and scope. The paper concludes with an analysis of the reasons for the success of the initiative as well as suggestions for improvement in future ventures of this sort. (Author/GL)
are not hearing impaired. In this research study, actual and potential applications of closed-captioned television for hearing audiences in Canada, the United States, the United Kingdom, Europe, and Australia were explored in order to provide a context to guide development in this area. Following a description of captioning technology and a discussion of the current commitment of Canadian broadcasters to captioned television, the report provides a review of experimental research studies that tested the use of closed-captioned television with adult students of English as a Second Language and literacy, as well as with learning disabled adults. The results of these studies are discussed in terms of their implications for the development of captioned television for adult learners in Ontario. The adult learner markets for closed-captioned television in Ontario are described in detail, as are the programs currently available to these learners. Issues are raised concerning the learning contexts that are best suited to learning with closed captions, and suggestions are made as to the types of programs and captioning methods that are most conducive to learning. The paper concludes with recommendations for the next phase of research-to conduct a pilot test of the use of captioned video in various classroom learning contexts and with learners of varying capabilities. (13 references) (Author/GL) ED 318 447 IR 014 357 External Environment Papers. Working Papers of Planning and Development Research. Working Paper 88-5. TV Ontario, Toronto. Pub Date - Apr 88 Note—79p. Pub Type - Collected Works - General (020) — Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Demography, *Economic Climate, *Educational Technology, *Educational Television, Enrollment Rate, Foreign countries, *Labor Force Development, Policy Formation, *Public Policy Identifiers—Canada, Ontario, *TVOntario These papers present the major issues and directions in five areas: (1) the socioeconomic and demographic environment (demography, the economies and labor forces of Canada and of Ontario, and the international and social environments); (2) education (K-12, postsecondary, adult, and the educational media resource market); (3) the broadcast environment (federal policy, Canadian Radio-Television and Telecommunications Commission, economic dimensions of the broadcasting system, the Canadian production and cable industries, audiences, educational broadcasting in Canada, public and commercial broadcasting in the United States, and the international environment); (4) the government environment (Canada, the Meech Lake Accord, and Ontario); and (5) the technological environment (cable, satellites, high definition television, stereo, VCRs, digital, videotex, and interactive television). The papers are a compilation of the opinions and understandings of those who work in, plan for, and study in each of the various fields. Sources are footnoted in each paper. The discussion in some of the papers exhibits the contradiction and lack of consensus evident in compiling the materials. The papers, therefore, do not provide answers but reflect the uncertainty of the environments in which TVOntario operates. Designed to stimulate discussion relevant to the future of TVOntario, each paper begins with a summary of the developments judged to have the most significance for the next few years. The remainder of the paper then provides details on these and other issues. (GL) ED 318 448 IR 014 358 Campbell, Sandra And Others Distance Education Committee Initiative: An Overview of the Process and Outcome. Working Papers of Planning and Development Research. Working Paper 88-6. TV Ontario, Toronto. Pub Date-Nov 88 Note-49p. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Adult Education, *Distance Educa tion, Educational Planning, Educational Television, Foreign Countries, *Institutional Cooperation, Instructional Development Identifiers Canada, *TVOntario This report describes the activities of the Distance Education Committee (DEC), an initiative spon
ED 318 449 IR 014 360 1989-90 Instructional Television Building Coordi nator's Guide. South Carolina Educational Television Network Columbia.; South Carolina State Dept. of Educa tion, Columbia Pub Date—[89] Note-63p. Pub Type-- Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Check Lists, Computer Assisted Instruction, Computer Software, Copyrights, Curriculum Development, Educational Radio, *Educational Television, Elementary Secondary Education, Equipment Maintenance, Evaluation Criteria, Inservice Teacher Education, Microcomputers, *Programing (Broadcast), *Sched uling, State Programs, *Time Management Identifiers—*Calendars Designed to help instructional technology building coordinators with the integration of television, radio, and computer resources into their schools' curricula, this guide/calendar is designed for use throughout the year as a scheduling aid and reference manual. The first of two major sections covers 35 topics, including the following major areas: how comprehensive planning ensures effective use of instructional technology; suggested resource allocations for grades Pre-K through 6; inservice planning; utilization consultants; tasks to be performed for each segment of the academic year (checklists); elements contributing to the success of instructional television; procedures to check when equipment malfunctions; purchasing, maintenance, and safety precautions for television sets and VCRs; off-air taping for classroom use; physical considerations for using instructional television; copyright restrictions, guidelines, and programming for school personnel; scheduling television set use; computers and instructional technology; district policy on software copyright; and copyright amendments relevant to microcomputer software. The second part is a calendar for the academic year 1989-1990 which lists the names of educational television programs and the times they are on the air each month. Reminders are preprinted for holidays and for various state department functions. A 6-item annotated bibliography on educational television is included. (SD) ED 318 450 IR 014 361 1987-88 Statewide Computer Survey Report. South Carolina Educational Television Network Columbia.; South Carolina State Dept. of Education, Columbia. Office of Instructional Technol ogy. Pub Date—Jan 89 Note-101p.; For the 1985-86 report, see ED 281 527. Pub Type— Numerical/Quantitative Data (110) Reports - Research (143) EDRS Price - MF01/PCO5 Plus Postage. Descriptors Computer Literacy, Computer Soft ware, *Computer Uses in Education, *Courseware, Educational Trends, Elementary Secondary Education, Expenditures, Facility Inventory, Microcomputers, Public Schools, Questionnaires, *School Administration, School * Districts, State Surveys, Tables (Data) Identifiers—*South Carolina
This fifth annual survey of computers and their use in South Carolina schools covers the 1978-88 school years. A questionnaire inventoried computer equipment and software, and dealt with such issues as instructional and administrative uses of computers, and availability of funding. The forms were distributed to all South Carolina public school (grades K-12) principals and district superintendents. Completed forms were received from 1,075 schools (97%) and 92 districts (100%). Highlights of the findings for schools include: (1) 97% of the public schools had computers for either instructional or administrative use; (2) 51% of the faculty members were rated as computer literate; and (3) the rate of change in the number of computers has slowed in the past two years. Major findings for districts indicate that all district offices have computers; Apple microcomputers are the most commonly used (39%); the total rate of change was 180% in 1985, 83% in 1986, and 61% in 1987; and 3.8% of all printers were laser printers. Detailed survey findings are presented in tables, charts, and graphs, together with brief descriptions of computer applications in individual schools and school districts. Brief reviews of eight special large scale computer projects conclude the report. (SD) ED 318 451 IR 014 362 Reference. Advisory List of Instructional Media. North Carolina State Dept. of Public Education, Raleigh. Pub Date-Aug 88 Note-15p.; For the 1980 list, see ED 191 428. Pub TypeGuides - Non-Classroom (055) - Ref erence Materials - Directories/Catalogs (132) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Annotated Bibliographies, Art, Com munication Skills, *Dictionaries, Directories, Elementary Secondary Education, Encyclopedias, Humanities, Library Materials, Resource Materials, Sciences, Social Studies, Yearbooks The reference books featured in this annotated bibliography were selected from those titles that publishers submitted to the North Carolina Department of Public Instruction for review. As such, it is not a comprehensive list of all reference titles in print. This guide organizes the 33 titles into major subject categories: (1) Arts Education-i.e., visual arts, music, and careers in art; (2) Communication Skills-i.e., dictionaries and language guides; (3) Guidance-i.e., how to select a college; (4) North Carolina; (5) Science-e.g., yearbooks, illustrated encyclopedias, and other sources about science; and (6) Social Studies-e.g., religion, the nuclear arms race, the U.S. Political system, and atlases. Each entry presents basic bibliographic information as well as a recommended grade level which ranges from grades 4 to 12, with the majority targeted at junior and senior high school levels. The 50- to 350-word annotations describe unique characteristics of each of the books. A directory of publisher names and addresses is also provided. (SD) ED 318 452 IR 014 367 DeGroff, Linda Computers in the Whole Language Classroom. Pub Date-Jan 89 Note-11p.; Paper presented at the Florida Instruc tional Computing Conference (Orlando, FL, Jan uary 1989) Pub Type - Information Analyses (070) - Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Processes, *Computer As sisted Instruction, Computer Software, Cooperative Learning, Elementary Education, Process Education, *Reading Instruction, Teacher Attitudes, Teaching Methods, *Whole Language Approach, *Writing Instruction It is argued that if whole language teachers are to use computers in their reading and writing programs, they will need both software and strategies for using computers that are consistent with their beliefs and goals. For whole language teachers, as for other good teachers, it is the teacher's beliefs about curriculum and instruction rather than the technology that will determine the role of the computer in the classroom. This paper explores the place of computers in whole language classrooms by considering how computers can facilitate teaching and learning in ways that are consistent with each of the following beliefs commonly held by whole language teachers: (1) children learn language through social interaction; (2) children learn by reading and writing whole and meaningful texts; (3) language is used for real purposes and with real audiences; (4) chil
dren learn when we emphasize process; (5) children need time and choices for language learning; and (6) language learning involves risk-taking. (25 references) (GL) ED 318 453 IR 014 368 Evaluating the Use of Technology in Schools: What We Are Learning. Research Bulletin #2. Center for the Study of Educational Technology, St. Paul, MN. Pub Date-Nov 89 Note-42p. Pub Type-- Collected Works - General (020) Reports - Descriptive (141) — Reports - Evalua tive (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Cognitive Processes, *Computer As sisted Instruction, *Computer Managed Instruction, Drills (Practice), *Educational Technology, Elementary Secondary Education, High Risk Students, Instructional Design, *Program Evaluation, Remedial Instruction, Science Instruction, *Teaching Methods Identifiers-Apple Classroom of Tomorrow The seven papers in this collection focus on effective teaching strategies for using technology, the evaluation of school technology programs, and the design and use of technology-related products. Titles of the individual papers are (1) “Student Empowerment in a High Computer-Access Environment-An Exploratory Study (ACOT Report No. 1)” (Charles Fisher); (2) “The Influence of High Computer Access on Students' Thinking: First- and Second-Year Findings (ACOT Report No. 3)” (Robert Tierney); (3) “At-Home Remediation via Technology: An Exploratory Study of a Computer Loan Program" (Gregory Sales and Jason Earle); (4) “A Case Study of a School District's Investigation of Computer-Managed Instruction" (Jason Earle and Gregory Sales); (5) “The Current Availability and Use of Computers in Science Education Grades 7-12 in Minnesota" (Frances Lawrenz, Elizabeth Thornton, and Richard Clark); (6) "A Report of an Evaluation Study of the Computer Applications Now (CAN-Computer Applications Now) Project" (Richard Kimpston and others); and (7) "Frequency and Spacing of Drill and Practice in the Learning of Verbal Information Using a Computer-Based Drill” (S. Del Marie Rysavy). Most of the papers include references. Additional resources on research in educational technology and specifications for manuscripts submitted to the Center for the Study of Educational Technology are also provided. (GL)
Also included are answer keys for the tests and software worksheets. (GL) ED 318 455 IR 014 370 Kennedy, Mary F. And Others The Diffusion of Instructional Development in the Newfoundland School System. Pub Date-[88] Note-15p.; For related papers, see IR 014 371-372. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Competence, Elementary Second ary Education, Foreign countries, Higher Education, Instructional Development, *Librarian Attitudes, Library Education, *Media Specialists, Questionnaires, State Surveys, Teachers Identifiers-Canada, *Newfoundland, Teacher Li brarians This document presents the first phase of a province-wide study which explored the knowledge and use of instructional development on the part of teacher-librarians in the formal school system. The instrument was a written questionnaire with three sections. Seventeen specific instructional development tasks and/or competency areas were derived from the 1982 “Association for Educational Communications and Technology (AECT) Task Force on Instructional Development Certification Report.” Participants were asked to respond on three scales: knowledge of the task and/or competency, importance of the task to their role, and frequency of use of the task. A short attitude scale was used to establish participants' level of instructional development along a functional-to-conceptual continuum. Participants exhibited consistency in that task, and skill areas selected by the greatest number on the feelings of competency scale were also those deemed important and those used frequently by the largest percentage. Similarly, task and skill areas in which the fewest felt competent were also those deemed less important and those seldom used. Overall, teacher-librarians in the Newfoundland school system are knowledgeable about instructional development and employ instructional development strategies, at least at the functional level, in their roles. Data are presented in 10 tables. (19 references) (GL) ED 318 456 IR 014 371 Brown, Jean Kennedy, Mary F. Instructional Development: A Conceptual Ap proach. Pub Date—20 Jun 88 Note-15p.; Paper presented at the National Con ference on Instructional Technology of the Association for Media and Technology Education in Canada (18th, Halifax, Nova Scotia, Canada, June 1988). For related papers, see IR 014 370-372. Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Consultants, Educational Planning, *Educational Technology, *Instructional Development, Instructional Systems, *Interpersonal Competence, Problem Solving, *Teamwork The collaborative consultancy role proposed for the educational technologist requires moving beyond the linear model of the systematic approach. İnstructional developers need to operate on the conceptual level, to see themselves as problem solvers within a dynamic system in which there are no straight paths, but instead, many paths and many solutions. The new role requires them to enter the instructional process at the planning level, not at the development level. Above all, it requires instructional developers to work well with other people, and to be able to establish and maintain good relationships. Those who aspire to such a role must be both leaders and followers, speakers and listeners, learners and experts, and information-givers and information-seekers. (17 references) (GL)
*Resource Teachers Identifiers-Canada, Newfoundland, *Teacher Li brarians The implication of an ever-increasing knowledge base is that students will need to know how to select, evaluate, and utilize information. In response, a resource-based approach to learning which emphasizes learning how to learn has been recommended in curriculum guides in Newfoundland from kindergarten through the final year of secondary school, requiring teachers to use resources beyond textbooks in order to provide a variety of individualized learning experiences to students with very different needs. It is unrealistic to expect classroom teachers to meet all of the demands of the new curriculum without support. An expanded role for teacher-librarians is envisioned that will necessitate significant revision of teacher-librarian training programs. Educational technology must be an essential part of the academic training if teacher-librarians are to successfully assume their new roles as collaborative consultants and provide the support required by classroom teachers. Among the new competencies for the position are: (1) curriculum planning, implementation, and evaluation; (2) analysis of materials in terms of their ability to achieve instructional objectives; (3) conceptualization and design of media to achieve objectives; (4) human relations and group dynamics skills; and (5) the ability to assume the teacher's frame of reference. (28 references) (GL) ED 318 458 IR 014 374 Schlenker, Richard M. Obtaining Help with AppleWorks V2.0 Word Processing Files Using the Apple IIGS Com puter. First Edition. Dependents Schools (DOD), Washington, DC. Pa cific Region. Pub Date[89] Note-56p. For other titles in this series, see ED 304 090, ED 305 087 and ED 313 009. Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Computer Software, Databases, In structional Materials, *Microcomputers, *Spread sheets, *Word Processing Identifiers—*Apple IIGS, * Apple Works This guide was developed as a "how to" training device for obtaining help with Apple Works version 2.0 word processing files using the Apple IIGS computer with two disk drives. Step-by-step instructions are provided for program loading; selecting the help list; and using the help list to copy text, delete text, find parts of a document, identify page break locations, move part or all of a document, change file names, replace words, set tabs, use bold face, use underline, move to the beginning of a file, and move to the end of a file. Diagrams of the monitor screen are provided for each step in the process of bringing word processor and spreadsheet files from a data disks to the computer desktop. (GL) ED 318 459 IR 014 375 Koontz, F. R. Practices and Procedures in the Administration of ITV Distance Learning Programs at Selected Institutions in Higher Education. Pub Date—3 Feb 89 Note8p.; Paper presented at the Annual Meeting of the Association of Educational Communications and Technology (Dallas, TX, February 3, 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administration, Admission (School), *Budgeting, Case Studies, *Distance Education, Educational Television, Evaluation Criteria, Higher Education, *Marketing, *Needs Assessment, *School Demography, Teaching Methods, *Telecourses The purpose of this study was to obtain current data on practices and procedures in the administration of distance learning programs in the areas of: (1) needs assessment; (2) student demographics; (3) telecourse acquisition procedures and sources; (4) criteria used to evaluate credit telecourses; (5) institutional approval procedures; (6) delivery systems; (7) teaching procedures; (8) marketing; (9) matriculation of students enrolled in distance learning programs; and (10) budgeting procedures. Results are summarized for each of these categories. The data were collected in 1987 from institutions with well-established distance learning programs using the case study approach. Institutions selected for the study were: Cuyahoga Community College and
ED 318 454 IR 014 369 Chauvenne, Sherry And Others Introduction to Computers: Parallel Alternative Strategies for Students. Course No. 0200000. Palm Beach County Board of Public Instruction, West Palm Beach, Fla. Spons Agency-Florida Diagnostic and Learning Resources System, West Palm Beach. Pub Date—89 Note—499p. Pub Type - Guides - Classroom - Teacher (052) Tests/Questionnaires (160) EDRS Price - MF02/PC20 Plus Postage. Descriptors—*Computer Graphics, *Computer Lit eracy, Computer Software, *Databases, Emotional Problems, Instructional Materials, Learning Disabilities, Mainstreaming, *Problem Solving, Secondary Education, Spreadsheets, Supplementary Reading Materials, Telecommunications, Textbooks, *Word Processing, Workbooks Parallel Alternative Strategies for Students (PASS) is a content-centered package of alternative methods and materials designed to assist secondary teachers to meet the needs of mainstreamed learning-disabled and emotionally-handicapped students of various achievement levels in the basic education content courses. This supplementary text and workbook for an introductory computer course is divided into 14 chapters which address such topics as how computers work, computer hardware, computer software, problem solving with computers, an introduction to BASIC, word processing, databases and computer communication, spreadsheets and graphics programs, computer crime and abuse, computers and careers, and supercomputers of the future. Each chapter contains a teacher's guide (which includes intended learning outcomes, suggested learning activities, and a list of vocabulary words for each unit) and student materials (including study sheets, textbook work sheets, work sheets, and sample tests).
ED 318 457 IR 014 372 Brown, Jean Kennedy, Mary F. The Teacher-Librarian as Instructional Developer. Pub Date—[86] Note—28p.; For related papers, see IR 014 370-371. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Consultants, Elementary Secondary Education, Foreign countries, *Individualized Instruction, *Instructional Development, *Interpersonal Competence, Library Role, *Media Specialists, Metacognition, *Professional Education,
Lorain County Community College in Ohio; Wayne State University, Wayne County Community College, Madonna College, and School Craft College, members of College Cable Channel 56 in Detroit, Michigan, Indiana University, representing the Indiana Higher Education Telecommunications System in the state; Wichita State University in Kansas; and Wilfred Laurier University, Waterloo, Ontario. The nine institutions participating in the study represented five four-year and four two-year institutions. (3 references) (Author/GL)
that fifth grade students who received instruction in the language arts and social studies within the context of a movie were much more likely to use the new vocabulary, writing skills, and historical information that was presented than students who received the same instruction without the video anchor. Data from such projects offer an opportunity to merge recent knowledge about cognition, instruction, and culture with video technology to develop instructional systems that can make significant improvements in the way the teaching and learning process for at-risk students is carried out in the schools. (9 references) (BBM)
ED 318 460 IR 014 376 Chrisler, Joan C. And Others Sex and Gender as Predictors of Attitudes toward Computers: The Gap Narrows. Pub Date-89 Note—19p.; Paper presented at the Annual Meet ing of the American Psychological Association (97th, New Orleans, LA, August 11-15, 1989). Pub Type-Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Analysis of Variance, Androgyny, Chi Square, *Computers, Higher Education, Questionnaires, Sex Differences, *Student Atti tudes, Undergraduate Students, Use Studies Identifiers—Bem Sex Role Inventory Ninety college students (63 women and 27 men) completed a questionnaire on computer use and attitudes toward computers. They also completed the Bem Sex Role Inventory. Results indicated no sex differences in frequency or purpose of computer use. Analysis of variance and chi square analysis by gender role orientation resulted in several significant differences. Androgynous subjects liked computers better and were more confident in their ability to use computers than were masculine subjects. Feminine and undifferentiated subjects were most likely to avoid registering for courses which involve computer work. Data are presented in two tables. (10 references) (Author/GL) ED 318 461 IR 014 377 McWhinnie, Harold J. The Computer & the Right Side of the Brain. Pub Date—89 Note-11p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Art Education, *Brain Hemisphere Functions, *Cognitive Processes, *Computer Graphics, Creativity, *Microcomputers, *Visual Literacy This paper presents a discussion of the use of microcomputers and computer graphics programs as basic design experiences which relate as much to the right as to the left side of the brain. It reviews selected research in art education that shows the importance of the right brain in various areas of creative behavior and in developing drawing skills. It is argued that the microcomputer allows the artist-user to function both analytically and intuitively-on both the left and right sides of the brain-with a high degree of visual and perceptual literacy, intuitive and creative insight, and aesthetic awareness. A personal experience is described involving the use of the computer with the right brain approach in computer graphics and computer assisted design. The paper concludes with comments on the work of Betty Edwards and Mona Brookes as well as observations on their ideas based upon tape recorded interviews conducted at the Los Angeles meeting of the National Art Education Association in April of 1988. (5 references) (Author/GL)
teachers, this manual offers a systematic approach to the implementation of instructional video technologies in developing nations. The manual is divided into two main parts. The three chapters comprising the first part, which address issues related to planning for instructional video, focus on: (1) the application of theories of education to instructional video planning; (2) teacher training; and (3) correlating instructional video programming to syllabi and texts. The second part, addressing issues related to instructional video implementation in the school settings, contains two chapters which focus on teacher and learner access to equipment and programming, and teacher responsibilities associated with the utilization of instructional video. Diagrams throughout the manual supplement the text. References are provided at the end of each chapter. (GL) ED 318 463 IR 014 379 Tang, Terry Campbell-Bonar, Katy Towards an Integrated Approach to Instructional Design: The Evolution of "Human Develop ment." Pub Date-[88] Note—17p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administration, Authoring Aids (Programing), *Computer Assisted Instruction, *Delivery Systems, Developmental Psychology, Foreign countries, Higher Education, *Instructional Design, *Instructional Development, Interactive Video, Multimedia Instruction, *Program Implementation, Task Analysis, Teamwork Identifiers University of Alberta (Canada) Designed for an undergraduate level survey course at the University of Alberta on developmental issues over the lifespan, the 43-module package, "Human Development,” is an attempt to provide a multi-dimensional model meeting diverse instructional needs of a large teaching department. This paper provides an overview of the total design process of “Human Development," including a discussion of content development, delivery systems, programming tools, team profile, and management and implementation issues. (10 references) (GL) ED 318 464 IR 014 412 Barron, Linda And Others Enhancing Learning in At-Risk Students: Applica tions of Video Technology. ERIC Digest. ERIC Clearinghouse on Information Resources, Syracuse, N.Y. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-EDO-IR-89-12 Pub Date—Dec 89 Contract-R188062008 Note-4p.; Contributors are from Peabody College of Vanderbilt University, Learning Technology Center, Cognition and Technology Group. Available from-ERIC Clearinghouse on Informa tion Resources, 030 Huntington Hall, Syracuse University, Syracuse, NY 13244-2340 (free while supply lasts). Pub Type-- Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, Grade 5, *High Risk Students, *Instructional Effectiveness, Instructional Improvement, Intermediate Grades, Intermode Differences, Language Arts, Preschool Children, Prior Learning, Social Stud ies, *Videodisks, *Videotape Recordings Identifiers—*Contextualized Learning Environ ments, ERIC Digests, Story Comprehension The use of contextualized learning environments with learners who are at risk of school failure arises from the recognition that students who are introduced to concepts and strategies out of a meaningful context will view them as irrelevant to daily life. Contexts created by teachers using videotape and random access videodisc technologies have three advantages: (1) they provide rich sources of information with opportunities to notice various images, features, issues, and problems; (2) they enable students to perceive dynamic moving events; and (3) they allow students to develop skills of pattern recognition related to visual and auditory cues. Anchored instruction projects at Vanderbilt's Learning Technology Center have examined the effectiveness of shared contextualized learning environments in promoting learning. One study showed that a group of preschool children who viewed a videodisc of a story learned much more than a group who heard the same story read aloud. A second project found
ED 318 465 IR 014 445 Arias, Armando A., Jr. Bellman, Beryl L. BESTNET: Binational English & Spanish Tele communications Network. Final FIPSE Report. San Diego State Univ., Calif. Spons Agency–Fund for the Improvement of Post secondary Education (ED), Washington, DC. Pub Date-[88] Note—22p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingual Education Programs, *Computer Assisted Instruction, Computer Networks, Computer Science Education, * Distance Education, Higher Education, Hispanic Americans, Mathematics Instruction, Program Evaluation, Telecommunications, *Teleconferencing, *Telecourses, Videotape Recordings Identifiers—*Binational English and Spanish Tele comm Network, Fund for Improvement of Postsecondary Education The final evaluation of BESTNET (the Binational English and Spanish Telecommunications Network) is described. Undertaken as a collaborative effort to experiment with new telecommunications media in distance education and to attract Hispanic students into the science and engineering fields, the project involved the development of a number of bilingual telecourses in mathematics and computer sciences. A number of the telecourses utilized lectures on videotape supplemented by computer conferencing and electronic mail, and several others were wholly delivered via computer communications. Several universities in the United States and Mexico collaborated, and Mexican faculty taught video lectures in Spanish under the technical supervision of U.S. faculty. Those courses were offered to Spanish-as-a-first-language students in the United States. (GL) ED 318 466 IR 014 446 Rosen, Larry D. A Model Program for Computerphobia Reduction. California State Univ., Dominguez Hills. Spons Agency–Fund for the Improvement of Post secondary Education (ED), Washington, DC. Pub Date—88 Grant-G008541203 Note—26p.; For related reports, see IR 014 447-448. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Anxiety, * Attitude Change, Attitude Measures, Comparative Analysis, *Desensitization, Higher Education, *Microcomputers, Pro gram Evaluation, Questionnaires Identifiers—*Computer Anxiety A 3-year project was undertaken to develop, implement, and evaluate a program to reduce computerphobic reactions among postsecondary education students. The Model Computerphobia Reduction Program was designed to screen potential computerphobic students in their computer courses at the beginning of a semester and invite them to participate in brief skills-acquisition modules (treatment programs). After screening over 1,600 students, nearly 200 students, faculty, and staff of California State University, Dominquez Hills, volunteered for the program. The many others who needed the program, but chose not to participate, were used as a comparison group. Extensive short- and long-term evaluation, which used measurement scales and qustionnaires completed before and after the program and 6 months later, demonstrated strong, positive results. Highlights of the results include: (1) a 92% completion rate; (2) strong measurable objective and subjective gains; and (3) maintenance of gains over 6 months. Two comparison studies revealed markedly reduced anxiety, enhanced attitudes and cognitive abilities, and drastically reduced course dropout rate and improved course grades. (GL)
ED 318 462 IR 014 378 Chakela, Lulama The Systematic Implementation of Instructional Video Technologies. A Guide for Administrators of Education, Principals, and Teachers in Devel oping Nations. Agency for Instructional Technology, Bloomington, IN. Pub Date—90 Note-41p. Pub Type Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Administrators, *Developing Na tions, *Educational Planning, *Educational Television, *Instructional Development, Principals, *Program Implementation, Teacher Education, Teacher Responsibility, *Videotape Recordings Written for administrators, school principals, and
ED 318 467 IR 014 447 Rosen, Larry D. And Others The Model Computerphobia Reduction Program: A Longitudinal Evaluation. California State Univ., Dominguez Hills. Spons Agency-Fund for the Improvement of Post secondary Education (ED), Washington, DC. Pub Date—Jan 89 Note-107p.; For related reports, see IR 014 446-448. Pub Type- Reports - Research (143) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Anxiety, * Attitude Change, Attitude Measures, *Desensitization, Higher Education, Longitudinal Studies, *Microcomputers, Program Evaluation, Questionnaires Identifiers-Attitudes Toward Computers Scale, *Computer Anxiety, Computer Anxiety Scale, Computer Thoughts Survey The Model Computerphobia Reduction Program involved assigning clients to individualized treatment programs on the basis of computer anxiety level. In order to evaluate the personalized treatment programs, pre- and post-treatment attitude scales (including the Attitudes Toward Computers Scale, the Computer Anxiety Rating Scale, and the Computer Thoughts Survey) and a post-treatment questionnaire were utilized. In addition, a follow-up questionnaire was administred 6 months after completion of the treatment program. Clients showed dramatic changes following the 5-week program. Nearly all clients showed markedly decreased anxiety, improved cognitions, and enhanced attitudes. Clients increased computer utilization on campus, in their personal lives, and on the job. (5 references) (GL)
Higher Education, Instructional Effectiveness, Models, Program Evaluation, *Reading Compre- hension, *Reading Improvement, Reading Skills, Textbooks, Two Year Colleges, Undergraduate Students Identifiers—*Concept Mapping Interactive computer programs, developed at Indiana University's Learning Skills Center, were designed to model effective strategies for reading biology and psychology textbooks. For each subject area, computer programs and textbook passages were used to instruct and model for students how to identify key concepts, compare and contrast concepts, and graphically map relationships among key concepts. One hundred and eighty-four undergraduate students of matched ability from a major university and from a two-year community college were assigned to treatment and control groups to evaluate program effectiveness. Students who used the program significantly outperformed control group students, and learned strategies transferred to new and unmodeled textbook chapters. Data are presented in tabular form. Appendixes include a copy of a paper presented at the 1987 National Reading Conference, “The Effectiveness of Interactive Computer Assisted Modeling in Teaching Study Strategies and Concept Mapping of College Textbook Material” (L. Mikulecky), and extensive excerpts from the students' and instructors' guides for the project. (Author/GL) ED 318 470 IR 014 450 Hezel, Richard T. Statewide Planning for Telecommunications in Education. Executive Summary. Spons Agency–Corporation for Public Broadcast ing, Washington, D.C. Pub Date—Nov 87 Note-10p. Pub Type - Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cooperative Planning, Cost Effec tiveness, Elementary Secondary Education, Faculty, *Governance, Higher Education, *Program Development, State Agencies, *State Departments of Education, *Statewide Planning, *Tele communications Identifiers-Public Broadcasting This executive summary provides an overview of the current status of the following aspects of statewide planning for telecommunications in education: (1) governance structures; (2) the role of public broadcasting organizations; (3) state telecommunications administration divisions; (4) the role of higher education institutions in coordinating planning efforts; (5) the involvement of state departments of education; (6) the role of the governor's office and the state legislature; (7) the role of faculty; (8) the role of interstate coordinating organizations; (9) program development and technology development; (10) the cost effectiveness of technology; and (11) the value of coordinated planning. (GL)
on computer use in elementary and secondary education, adult education, and special education. The first of four sections provides a list of overview documents on: computer-assisted instruction. Focusing on special applications, the second section lists documents on artificial intelligence, computer equity, computer ethics, computer literacy, copyright, counseling and guidance, interactive video, management and administration, research, software evaluation, and tests and testing. References to documents for various subject applications are listed in the third section under the headings of: English as a Second Language and Foreign Languages, Keyboarding, Logo Programming Language, Mathematics, Programming, Reading, Science, Social Studies, Vocational Education, and Writing. The fourth section contains references to documents on special populations, under the following headings: adult education, disabled learners, learning disabled, and preschool education. Each entry includes the title and author of the document, information on price and availability, the publication type, major ERIC descriptors, and an abstract. An alphabetical index of authors is provided. A copy of an ERIC digest, “The Impact of Microcomputer-Based Instruction on Teaching and Learning: A Review of Recent Research,” by M. D. Roblyer, is appended. Instructions are included for ordering ERIC documents. (GL) ED 318 472 IR 014 456 Critical Connections: Communication for the Fu ture. Congress of the U.S., Washington, D.C. Office of Technology Assessment. Report No.-OTA-CIT-407 Pub Date Jan 90 Note—400p.; For a summary of this report, see IR 014 457. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-9325 (Stock No. 052-003-01143-3, $17.00). Pub Type Reports - Research (143) EDRS Price - MF01/PC16 Plus Postage. Descriptors—*Access to Information, Cultural Op portunities, Economic Development, *Government Role, *Information Technology, *Information Transfer, * Policy Formation, *Telecommunications This report analyzes the implications of new communication technologies for business, politics, culture, and individuals, and suggests possible strategies and options for Congressional consideration. The report consists of 13 chapters: (1) Summary; (2) Conceptual Framework for Analyzing Communication Issues; (3) New Technologies and Changing Interdependencies in the Communication Infrastructure; (4) The Impact of New Technologies on Communication Goals and Policymaking; (5) Communication and Comparative Advantage in the Business Arena; (6) Communication and the Democratic Process; (7) Communication and the Production of Culture; (8) Communication and the Individual; (9) Equitable Access to Communication Opportunities; (10) Security and Survivability of the Communication Infrastructure; (11) Interoperability in the Communication Infrastructure; (12) Modernization and Technological Development in the U.S. Communication Infrastructure; and (13) Jurisdictional Issues in the Formulation and Implementation of National Communication Policy. The appendixes include a list of each of the following: workshop participants; reviewers and contributors; contractor reports; and acronyms used in the report. (GL) ED 318 473 IR 014 457 Critical Connections. Communication for the Fu ture. Summary. Congress of the U.S., Washington, D.C. Office of Technology Assessment. Report No.-OTS-CIT-408 Pub Date-Jan 90 Note-36p.; For the full report, see IR 014 456. Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Access to Information, Cultural Op portunities, Economic Development, *Government Role, *Information Technology, *Information Transfer, * Policy Formation, *Telecommunications This summary of the larger report analyzes the implications of new communication technologies for business, politics, culture, and individuals, and suggests possible strategies and options for Congres
ED 318 468 IR 014 448 Weil, Michelle M. And Others Computerphobia Reduction Program: Clinical Re source Manual. California State Univ., Dominguez Hills. Spons Agency-Fund for the Improvement of Post secondary Education (ED), Washington, DC. Pub Date - Oct 88 Note—175p.; For related reports, see IR 014 446-447. Pub Type Guides - Non-Classroom (055) Tests/Questionnaires (160) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Anxiety, *Counseling Techniques, * Desensitization, Facility Guidelines, Higher Education, *Microcomputers, Outreach Programs, *Program Implementation, Recordkeeping, Referral, Screening Tests, *Staff Utilization Identifiers—*Computer Anxiety This manual describes the establishment and operation of a Computerphobia Reduction Program on a university campus which is directed by a licensed psychologist who trains and supervises graduate student interns to deliver three brief skills-acquisition modules. The manual describes the clinic facility, including staffing requirements; general clinical information, including a description of forms, record keeping, treatment assignment, and supervision; assessment procedures; treatment descriptions; intern training; outreach strategies and development of a referral system; and program evaluation. It is noted that the manual can be used to establish similar programs at any academic site as well as to implement treatment programs in existing clinics or to assist practicing therapists. It can also be used in graduate student training programs to clarify the use of behavioral treatments. The appendixes include copies of consent forms, a variety of instruments used for measuring computerphobia, guidelines for treatment program staff, follow-up questionnaires, and outreach materials. (7 references) (GL)
ED 318 469 IR 014 449 Mikulecky, Larry Development of Interactive Computer Programs To Help Students Transfer Basic Skills to College Level Science and Behavioral Science Courses. Indiana Univ., Bloomington. Spons Agency-Department of Education, Wash ington, DC. Pub Date—88 Grant-G008642081 Note-106p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Computer Assisted Instruction, *Content Area Reading, * Fundamental Concepts,
ED 318 471 IR 014 454 McLaughlin, Pamela Computer-Based Education. The Best of ERIC, 1988. ERIC Clearinghouse on Information Resources, Syracuse, N.Y. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.—ISBN-0-937597-25-2 Pub Date—Dec 89 Contract—R188062008 Note—103p.; For the 1986 and 1987 editions, see ED 295 675 and IR 014 505. Available from-Information Resources Publica tions, 030 Huntington Hall, Syracuse University, Syracuse, NY 13244-2340 (IR-84, $10.00 plus $1.50 postage and handling). Pub Type— Information Analyses - ERIC Informa tion Analysis Products (071) — Reference Mate rials - Bibliographies (131) EDRS Price - MF01/PCO5 Plus Postage. Descriptors-Adult Education, Annotated Bibliog raphies, Artificial Intelligence, *Computer Assisted Instruction, Computer Assisted Testing, *Computer Literacy, Computers, *Computer Software, Computer Software Evaluation, Copyrights, Counseling Services, Disabilities, Elementary Secondary Education, *Equal Education, Ethics, *Interactive Video, Media Research, *Microcomputers, Preschool Education This annotated bibliography provides an overview of literature entered into the ERIC database in 1988
sional consideration. The first of four major sections describes the changing U.S. communications infrastructure. The second section summarizes some of the opportunities and constraints presented by new communication technologies, including discussions of communication and comparative advantage in the business arena, communication and the democratic process, communication and the production of culture, and communication and the individual. Policy issues and Congressional strategies are discussed in the third section. Issues addressed include equitable access to communication opportunities; security, survivability, and interoperability infrastructure; modernization and technological development of the U.S. communication infrastructure; and jurisdiction in the formulation and implementation of national communication policy. The fourth section presents the case for a national market, economic, and social vision of the role of communication. Figures included throughout illustrate Congressional options in response to changes in the communication infrastructure. (GL) ED 318 474 IR 014 505 McLaughlin, Pamela Computer-Based Education. The Best of ERIC, 1987. ERIC Clearinghouse on Information Resources, Syracuse, N.Y. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.—ISBN-0-937597-22-8 Pub Date-Dec 88 Contract—R188062008 Note-125p.; For 1986 and 1988 editions, see ED 295 675 and IR 014 454. Available from-Information Resources Publica tions, 030 Huntington Hall, Syracuse University, Syracuse, NY 13244-2340 (IR-79, $10.00 plus $1.50 shipping and handling). Pub Type- Information Analyses - ERIC Informa tion Analysis Products (071) — Reference Mate rials - Bibliographies (131) EDRS Price - MF01/PCO5 Plus Postage. Descriptors-Adult Education, Annotated Bibliog raphies, *Computer Assisted Instruction, Computer Assisted Testing, *Computer Literacy, Computers, Computer Simulation, *Computer Software, Computer Software Evaluation, Copyrights, Counseling Services, Disabilities, Elementary Secondary Education, *Interactive Video, Media Research, *Microcomputers, Preschool Education The seventh in a series and the third annual update, this annotated bibliography provides an overview of the literature entered in the ERIC database in 1987 on computer use in elementary and secondary education, adult education, and special education. The first of four sections provides a list of overview documents on computer assisted instruction. Focusing on special applications, the second section lists documents on computer literacy, copyright, counseling and guidance, interactive video, management and administration, research, simulation, software evaluation, and tests and testing. References to documents for various subject applications are listed in the third section under the headings of Agricultural Education, Business Education, English as a Second Language and Foreign Languages, Language Arts, Logo Programming Language, Mathematics, Reading, Science, Social Studies, Vocational Education, and Writing. The fourth section contains references to documents on special populations, i.e., adult education, disabled learners, distance education, minority groups, and preschool education. Each entry includes the title and author of the document, information on its price and availability, the publication type, major ERIC descriptors, and an abstract. An alphabetical index of authors and instructions for ordering ERIC documents are included. (BBM) ED 318 475 IR 052 925 FBI Counterintelligence Visits to Libraries. Hear ings before the Subcommittee on Civil and Constitutional Rights of the Committee on the Judiciary. House of Representatives, One Hundredth Congress, Second Session, June 20 and July 13, 1988. Congress of the U.S., Washington, D.C. House Committee on the Judiciary. Pub Date—89 Note—414p.; Serial No. 123. Several pages of testi mony contain faint and/or small type. Available from Superintendent of Documents, Congressional Sales Office, U.S. Government
Printing Office, Washington, DC 20402. Pub Type- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC17 Plus Postage. Descriptors—Ethics, Hearings, *Intellectual Free dom, Librarians, Library Associations, *Library Circulation, *Library Role, *National Security, *Privacy, Public Agencies, Public Libraries, Re search Libraries, *Role Conflict, Special Libraries Identifiers-Congress 100th, *Federal Bureau of In vestigation Focusing on the Library Awareness Program, these two congressional hearings scrutinize the efforts of the Federal Bureau of Investigation (FBI) to collect counterintelligence data from librarians regarding their patrons. Two examples of proposed legislation to address the question of intellectual privacy and confidentiality are included. Testimony and prepared statements are featured from the following witnesses: (1) Duane Webster, Association of Research Libraries; (2) C. James Schmidt, American Library Association; (3) David Bender, Special Libraries Association; (4) Paula Kaufman, Columbia University; (5) Herbert N. Foerstel, University of Maryland; (6) Judith Krug, American Library Association; and (7) James H. Geer, FBI. Additional materials include the transcript of a National Commission on Libraries and Information Science meeting containing the remarks of Thomas DuHadway, FBI; an FBI document "The KGB and the Library Target"; FBI documents released under the Freedom of Information Act; 11 letters to the Chairman of the House Subcommittee on Civil and Constitutional Rights; various correspondence from librarians and library associations; the text of H.R. 4947 and S. 2361, "Video and Library Privacy Protection Act of 1988”; and information on Soviet access to the National Technical Information Service (NTIS). (SD) ED 318 476 IR 053 026 The Role of OERI and Its Institutional Projects in Establishing an Effective Research, Development, and Dissemination Program. A Sympo sium (Rosslyn, Virginia, May 9, 1989). Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—May 89 Note—21p. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Agency Cooperation, Educational Cooperation, *Educational Policy, Educational Research, Educational Researchers, Elementary Secondary Education, Federal Programs, *Government Role, *Information Dissemination, Information Needs, Information Networks, Laboratory Schools, Public Agencies, *Research and Development Identifiers—*Office of Educational Research and Improvement This symposium was intended to promote discussion of policies, procedures, and activities to enhance collaboration among programs of the Office of Educational Research and Improvement (OERI) in ways that would contribute to more efficient and effective management of the nation's overall educational research, development, and dissemination (RD&D) system. The topics addressed were concerned with: (1) the increase in the importance of educational research; (2) the structure of the RD&D system; (3) the nature of collaboration; and (4) OERI's role in fostering collaboration. The report provides an executive summary of the session as well as the comments of the two speakers who introduced and moderated the symposium and the three members of the symposium panel: (1) Judi Conrad, ERIC Clearinghouse on Handicapped and Gifted Children; (2) Bruno Manno, OERI; (3) John Hollifield, Dissemination and Outreach Center for Research on Elementary and Middle Schools, Johns Hopkins University; (4) David Crandall, Laboratory for Educational Improvement of the Northeast and Islands; and (5) Susan Fuhrman, Center for Policy Research in Education, Rutgers University, Also provided are the comments of two reactors, Christopher Cross of Macro Systems, Inc., and Willis Hawley of Vanderbilt University, and the senior officials of the five OERI program offices: Milton Goldberg, Office of Research; Nelson Smith, Programs for the Improvement of Practice; Emerson Elliot, National Center for Education Statistics; Ray Fry, Library Programs; and Sharon Horn, Information Services. Bruno Manno delivered the closing remarks. (SD)
ED 318 477 IR 053 036 Van Zijl, Philip The Integrated Resource Centre as a Developmen tal Agent. Pub Date—[86] Note-12p. Pub Type - Opinion Papers (120) - Reports - De scriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors Academic Libraries, Audiovisual Centers, *Cost Effectiveness, *Developing Nations, *Educational Technology, Foreign Countries, Higher Education, Learning Resources Centers, Library Materials, *Library Role, *Resource Centers, Shared Library Resources Identifiers—*South Africa This paper advocates the introduction of integrated resource centers in the developing sectors of South Africa as a means for creating technologically and media-literate generations in the Post-Apartheid Era. These centers would offer opportunities for students to utilize educational media in all formats, thereby reducing the resistance to technology that arises from a lack of acquaintance with and confidence in modern technologies. It is suggested that academic support units in schools coordinate and cooperate with each other and share their resources and the resultant costs. The resource center is presented as having two components: (1) the library component, which is responsible for the acquisition of materials, the provision of technical services, media utilization, and information services; and (2) the educational technology component, which is responsible for educational staff and student development, media production, purchasing of hardware, maintenance and repairs, booking, circulation, and rental. The unique needs of South African students are discussed, and the benefits offered by resource centers to these students are assessed. The economic viability of implementing integrated resource centers that provide access to all media is examined, and the principles of resource center staffing and administration are noted. (11 references) (SD) ED 318 478 IR 053 096 Wyman, Andrea Learning Style: Its Place in Library Instruction. Pub Date-[Mar 89] Note-10p. Pub Type-- Information Analyses (070) - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Style, Educational Strate gies, *Field Dependence Independence, Instructional Effectiveness, Learning Processes, Learning Strategies, *Library Instruction, *Teacher Effectiveness Identifiers-Witkin (H A) In library instruction, as in any instructional setting, individual learning styles should be addressed to ensure better learning and retention. Historical examination of learning styles research suggests that in order to appreciate the diversity of students' learning styles and to apply this understanding in a library or information environment, instructors must first develop an awareness of learners' modes of reception and analysis of data, and their modes of concept formation and retention. This understanding can then be overlaid by Herman A. Witkin's (1977) model of field independence-dependence, which addresses not only the contrasting modes of information processing strategies, but the extent to which a person's perception of an item (or information) is influenced by the context in which it appears. Instructors must also recognize the nuances and idiosyncracies of their own learning styles. In conclusion, instructors are advised to: (1) be aware of their own cognitive styles; (2) be aware of the variations in students' cognitive styles; (3) permit flexibility where possible; (4) analyze the ways in which their style may bias their classroom teaching technique and presentation materials; and (5) ascertain if there are preferred styles and strategies necessary for the subject being taught and set up learning processes to help students with these strategies. Two tables list learning characteristics and suggested instructional practices for field dependent and field independent students. (24 references) (NRP) ED 318 479 IR 053 114 Estes, Bettie Procedures Manual for School Library Media Centers. Revised. Page 17
Oklahoma State Dept. of Education, Oklahoma City. Pub Date86 Note—267p. Pub Type - Guides - Non-Classroom (055) EDRS Price - MF01/PC11 Plus Postage. Descriptors—* Administrative Policy, Cataloging, Cooperative Planning, *Educational Media, Elementary Secondary Education, Evaluation Criteria, *Learning Resources Centers, Library Automation, Library Circulation, *Library Material Selection, Library Planning, *Library Technical Processes, *School Libraries Developed to provide suggestions for the efficient operation of a school library media center, this guide begins with the selection and acquisition of materials, including the formation of selection policy; the selection of instructional materials; criteria for evaluating picture books, fiction books, information books, films, filmstrips, nonmusical recordings, and computer software; purchasing procedures; and computerized collection development. Guidelines for processing provide suggestions for organizing a central library media collection; processing books; commercial cataloging; processing new books; cataloging and classification; preparing books for the shelf; processing paperback books and nonprint materials; the vertical file; procedures for typing and filing catalog cards; and reorganizing the card catalog. Guidance is also provided for the selection, processing, circulation, and maintenance of audiovisual equipment and materials. Guidelines for library circulation cover procedures and policy; ways to comply with the Privacy Law; selfservice checkout; and tips for proper shelving of books. Computer applications and criteria for automated library systems are also discussed. Guidance for library services covers scheduling, cooperation with teachers in curriculum planning, time management, job descriptions for support staff, the library media volunteer program, and student aides. Guidelines for maintenance address the inventory and repair of materials, sending books to the bindery, and weeding. Flow charts illustrating library processes are interspersed throughout the text, and additional materials provided include a glossary, a bibliography, state standards for Oklahoma, and a model materials selection policy. Appended materials include sample forms-e.g., self-evaluation sheets, user questionnaires, and charts for shared curriculum planning-which may be adapted or copied for use in most any library media center. (SD) ED 318 480 IR 053 136 Estes, Bettie, Ed. Stacks of Ideas. Activities for the Library Media Center and Classroom, K-8. Oklahoma State Dept. of Education, Oklahoma City. Pub Date-89 Note-352p.; For the 1988 edition, see ED 305 075. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC15 Plus Postage. Descriptors—*Cooperative Planning, *Course Integrated Library Instruction, Curriculum Guides, Elementary Education, *Elementary School Teachers, Information Needs, Learning Resources Centers, *Library Skills, *Media Specialists, School Libraries, Teaching Methods, Units of Study The 26 instructional units featured in this guide are designed to encourage cooperative planning between the library media specialist and classroom teachers in the development of programs that will teach students to locate information by integrating research skills into regular classroom units of instruction. At least one teaching unit with learner outcomes has been included in each content area, with an indication of the particular grade level at which that unit should be emphasized. It is noted that these units can be adapted to other grade levels or to different methods of instruction. Some units related to pure enjoyment and pleasure in reading are also included. Most of the units are applicable to more than one grade level with approximately half of them aimed at kindergarten through third grade and the rest at fourth through seventh grades. Information provided for individual units includes some or all of the following: suggested curriculum applications; a goal; the responsibilities of the teacher and the media specialist; learner outcomes; learning activities and suggestions; a list of resources needed, including arts and crafts materials; a bibliography; and patterns and instructions for various projects. (SD)
ED 318 481 IR 053 138 Lindsay, John Networking and Development: A Feasibility Study for the Social and Human Sciences Division of UNESCO into the Development of Networking Facilities in the ECA and ECWA Regions. Spons Agency-United Nations Educational, Sci entific, and Cultural Organization, Paris (France). Pub Date-86 Contract-UNESCO-375.751.5 Note-31p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Cultural Influences, *Developing Na tions, Feasibility Studies, Foreign countries, *Information Networks, Information Science, *Information Technology, International Programs, Professional Training, *Social Sciences, *Technology Transfer, Telecommunications Identifiers—*Africa, Information Policy, UNESCO This study was performed to discern the feasibility of a Pan-African Network of Social Science Information and Documentation Centres and Services that would serve the regions covered by the Economic Commission for Africa (ECA) and the Economic Commission for Western Asia (ECWA). This report on the study outlines the various forms networking can take, provides examples of major networks and institutions currently practicing in the field, and ends with some concrete proposals. The main conclusion is that the body of knowledge or discipline termed "social sciences” cannot be separated from other human activity; it is felt that the social sciences in western Europe exclude a wide range of topics that need to be included in developing countries when considering the development of an information system. It is further concluded that while implementing such a network may be feasible technically, it may not be feasible for institutional, financial, or political reasons. It is also pointed out that there is a shrinking availability of money for such development, and that this is forcing people to be more critical about undertaking such activities. Finally, it is concluded that an incremental improvement of cadre and institution building is needed rather than a grand design, and that such improvement will require a cadre of trained social scientists and information scientists who understand the principles of information system design and can adapt them to the tasks of institution building. (82 references) (SD)
grew more rapidly from 1967 to 1977 than for the ensuing decade; (4) expenditures for both college and academic libraries have exceeded the increases in both the Consumer Price Index and the Higher Education Price Index; (5) the funding for online systems most often comes from outside the library's annual budget; and (6) all directors interviewed believe that the advantages of automation outweigh the disadvantages. (30 references) (SD) ED 318 483 IR 053 143 Newins, Nancy, Ed. Directory of Academic Library Instruction Pro grams in Virginia. Virginia Library Association, Richmond. Pub Date—89 Note—98p. Available from-Virginia Library Association, Li brary Instruction Forum, Carrier Library, James Madison University, Harrisonburg, VA 22807 ($7.95). Pub Type- Reference Materials - Directories/Cat alogs (132) — Reports - Descriptive (141) – Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Academic Libraries, Higher Educa tion, Instructional Materials, *Library Instruction, Library Surveys, Organizational Objectives, Program Descriptions, Questionnaires Identifiers—*Virginia In January 1989, the Library Instruction Forum of the Virginia Library Association sent a two-page questionnaire to each of the 82 academic libraries in Virginia to obtain information on current bibliographic instruction activities within the state. Designed to encourage cooperative development of new instructional programs and techniques and facilitate an exchange of ideas among Virginia academic libraries regarding library instruction, this edition of the directory updates the 40-page directory published in 1977. Data from the 76 responding libraries (93%) were entered in a computer database and a subject index to the individual library records was compiled. The bulk of the resulting directory features profiles of individual library programs. Arranged alphabetically by institution name, each entry provides information on the administration of the program; the instructional materials used; orientation tours; separate courses offered; instruction for freshman and upper-level students; the use of competency tests; the presence of written goals and objectives and formal program evaluation; and current projects. A list of institution symbols-i.e., the OCLC symbol for member libraries or a specially designated symbol for nonmembers—is provided as well as a subject index to directory data and a copy of the survey questionnaire. (SD)
ED 318 482 IR 053 142 Werking, Richard Hume Collection Growth, Expenditures, and Automation in Academic Libraries: A Preliminary Inquiry. Spons Agency-Council on Library Resources, Inc., Washington, D.C. Pub Date—15 Nov 89 Note-112p. Pub Type— Reports - Research (143) – Tests/ Questionnaires (160) — Numerical/Quantitative Data (110) EDRS Price - MF01/PC05 Plus Postage. Descriptors—* Academic Libraries, Comparative Analysis, Higher Education, *Library Automation, Library Collection Development, *Library Expenditures, *Library Statistics, Library Surveys, Operating Expenses, Questionnaires, Re search Libraries, Trend Analysis Identifiers Association of Research Libraries, Bowdoin List Libraries A study was conducted to examine library data and trends among a group of 42 liberal arts colleges known as the “Bowdoin List.” Questionnaires were completed and returned by 35 of the colleges, and interviews were conducted with the library directors at 22 of the colleges. The first of 10 sections in this report presents the statistical data from the Bowdoin List libraries and compares them with Association of Research Libraries (ARL) data. Sections 2 through 5 examine data related to various categories of expenditures for both groups of libraries, and section 6 provides information about the reported state of automation in the college libraries. Information from the interviews with library directors is presented in section 7, and conclusions and acknowledgements in sections 8 and 9. The final portions contain the notes and appendixes, which include a copy of the questionnaire and data from the study. Major findings suggest that: (1) the rule that academic libraries' collections double every 16 years is highly suspect; (2) the time honored 60-30-10 breakdown of salaries, materials, and “other” is no longer the norm; (3) prices for books and periodicals
ED 318 484 IR 053 144 Joslin, Ann Idaho State Library Long Range Plan for Imple mentation of LSCA Priorities, 1989-1991. Idaho State Library, Boise. Pub Date-Jun 88 Note—56p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Academic Libraries, Annual Reports, *Interlibrary Loans, Library Automation, *Library Networks, *Library Planning, Library Services, Long Range Planning, Organizational Objectives, Program Descriptions, Public Libraries, School Libraries, Special Libraries, State Libraries, *State Programs, User Needs (Information) Identifiers—*Idaho, *Library Services and Con struction Act Based largely on recommendations from a 1986 strategy study, this long range plan for the improvement of library services in Idaho addresses goals and activities for the years 1989-1991. It is intended to support the direction of library development begun in 1984 to improve services to the user and to meet Library Services and Construction Act (LSCA) priorities where they coincide with needs in Idaho. Section I describes the purpose and development of the plan, while Section II provides information on the administration of the plan, including its goals, policies and priorities, criteria and procedures, coordination of library programs, dissemination of LSCA information, and evaluation of the LSCA program. User and library needs are discussed in Section III, which covers the library public; unserved areas; public, academic, school, special, and institutional libraries; the State Library Agency; and the Library for the Blind and Physically Handicapped. The discussion of public libraries includes library users; special populations (illiterate, disadvantaged, limited English speaking, elderly, and handicapped); community information referral centers; and major urban resources libraries. Interlibrary cooperation is reported in Section IV under the headings of resource sharing, automation, and networks, and Section V presents the long-term plan. Goals and activities of the plan are presented under three headings: Title I, Public Library Services; Title II, Public Library Construction; and Title III, Interlibrary Cooperation and Resource Sharing. Appendixes contain the minimum eligibility requirements for participation in the LSCA grant program and an outline of Title II hearing procedures. (SD)
ED 318 485 IR 053 145 LSCA Program Purposes: Needs and Intended Actions. Supplement 1 to Library Service to the People of New York State, October 1, 1989 through September 30, 1994. New York State Library, Albany. Div. of Library Development. Pub Date-Mar 89 Note—27p.; For the original report and the 1988 supplement, see ED 303 169-170. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Community Information Services, Disadvantaged, Federal Programs, Institutional Libraries, *Library Planning, *Library Services, Literacy, Non English Speaking, Older Adults, Physical Disabilities, *Public Libraries, Rural Areas, State Libraries, *State Programs, User Needs (Information), Visual Impairments Identifiers-Library Construction, *Library Ser vices and Construction Act, *New York A supplement to "Library Services to the People of New York,” this document identifies current library needs in New York and recommends actions for meeting those needs through the Library Services and Construction Act (LSCA) program. The bulk of this report focuses on Title I (Public Library Service) programs for the following: (1) the economically disadvantaged; (2) the blind and physically handicapped; (3) the disabled; (4) the institutionalized; (5) those with limited Englishspeaking ability; (6) the elderly; (7) literacy; (8) community information and referral centers; (9) areas with inadequate service; (10) major urban resource libraries; and (12) the state library administrative agency. Each program description concisely summarizes the need for the program, its objective, and intended actions. A brief section describes the general elements of Title II (Public Library Construction), and readers are referred to the original report, “Library Service to the People of New York State" for information on Title III (Interlibrary Cooperation and Resource Sharing). (SD)
secondary level. The guide is divided into three general areas of skill development: (1) inquiry and investigation; (2) reading guidance and literature appreciation; and (3) utilization of computer and nonprint resources. Each section contains an explanation of the concept, objectives derived from the concept, and learner outcomes. Grade levels appropriate for teaching and reinforcing the concepts are indicated. Appended materials include a statement of Regents goals for elementary and secondary students, a description of the school library media center and its functions, implications of the Regents action plan for library media programs, an overview of curriculum integration, and guidelines for teaching students who have handicapping conditions. (SD) ED 318 487 IR 053 150 Mathies, Bonnie K. Training the Bibliographic Instructor. Pub Date—88 Note-30p.; Paper presented at the Growing into the Future Together Conference (Columbus, OH, November 3-5, 1988). Pub Type— Guides Non-Classroom (055) Opinion Papers (120) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Checklists, Curriculum Develop- — ment, Instructional Materials, Library Education, *Library Instruction, *Professional Training, *Program Descriptions, *Teaching Methods, Transparencies, User Needs (Information) The 26 masters for overhead transparencies that make up this collection include quotations, suggestions, and checklists related to teaching bibliographic instruction. Individual masters include definitions of bibliographic instruction; the characteristics of ineffective library users; a checklist for effective teaching techniques; the characteristics of an effective bibliographic instructor; criteria for good presentation skills; a list of terms that many a students do not understand; illustrations of how analogies and models can be used; a list of the behaviors of enthusiastic instructors; a model for course planning; a checklist of writing important objectives; four approaches for writing a bibliographic instruction course outline-a tool approach, a search strategy approach, a discipline approach, and a types of information approach; writing a syllabus; guidelines for developing good assignments; designing assignments; student diaries and journals; search projects; the process of instruction; assessing bibliographic instruction knowledge and skills; demonstrating the effectiveness of bibliographic instruction; and program evaluation. (13 references). (SD) ED 318 488 IR 053 154 Fennell, Janice C., Ed. Building on the First Century. Proceedings of the National Conference of the Association of College and Research Libraries (5th, Cincinnati, Ohio, April 5-8, 1989). Association of Coll. and Research Libraries, ChiReport No.-ISBN-0-8389-7289-6 Pub Date-89 Note—364p.; For proceedings of the 4th national conference, see ED 294 589. Type is small and, in some papers, faint. Available from Association of College and Re search Libraries, 50 East Huron Street, Chicago, IL 60611 ($30.00; $22.00 for members). Pub Type-Collected Works - Proceedings (021) Opinion Papers (120) — Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail. able from EDRS. Descriptors—*Academic Libraries, Higher Educa tion, Information Technology, *Library Administration, Library Automation, Library Collection Development, *Library Instruction, Library Personnel, *Library Role, Library Technical Processes, Preservation, Reference Services, *Research Libraries These proceedings contain 21 research reports and 56 position papers as well as capsule descriptions of 32 workshop forums, panel presentations, and group discussions that took place at the conference. The papers are organized into nine broad subject areas: (1) academic and research librarianship (recruitment, technology and change, faculty status, and support for faculty research); (2) administration (access to periodicals, financial support, cost analysis, computing centers and libraries, performance appraisals, evaluation, and networks); (3) automated services (cataloging, authority control, and user groups); (4) bibliographic instruction (informa
tion literacy, working with faculty, course integrated library instruction, program evaluation, teaching methods, and learning style); (5) collection development (budget allocation, cost effectiveness, evaluating journals, acquisition policies, collection assessment, weeding the collection, and special collections); (6) international papers (African imprints, an Australian "dime novel” publisher, Latin American acquisitions, and foreign language collections); (7) personnel (management competencies, creative staffing, classified staff, career progression, and financial compensation policies); (8) preservation/ special collections (selection, disaster preparedness, special collections, and women's writing); and (9) readers' services (expert systems as user aids, interlibrary loan, ready reference searches, microcomputer software for end-user searching, and the search process). An author and subject index and a directory of contributors are included. (SD) ED 318 489 IR 053 173 Kersten, Dorothy B. Classifying Church or Synagogue Library Materi als. CSLA Guide No. 7. Report No.--ISBN-0-915324-13-X Pub Date—[88] Note-19p.; Revised, 1982. Available from—Church and Synagogue Library Association, P.O. Box 19357, Portland, OR 97219 ($4.95). Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail. able from EDRS. Descriptors—*Biblical Literature, Cataloging, Christianity, *Classification, Humanities, Judaism, *Library Materials, *Religion, Resource Ma terials, Social Sciences, *Subject Index Terms Identifiers—*Church Libraries, Dewey Decimal Classification, *Synagogue Libraries This revised guide is intended for use by both beginning and experienced church and synagogue librarians. Based on the latest edition of the Dewey Decimal System, the classification system that is recommended focuses on those subjects which would most likely be found in a congregational library. It is suggested that synagogue librarians may find it useful to use this classification system as a supplement to one of the Jewish classifications already published (as listed in this guide's 10-item bibliography). The major classification headings are: (1) General Works; (2) Philosophy, Ethics, Psychology; (3) Religion-General Works; (4) ReligionNatural Theology; (5) Religion-the Bible; (6) Religion-Doctrinal; (7) Religion-Devotional; (8) Religion-Pastoral, Parochial; (9) Religion-Church-Institutions and Work; (10) Religion-Church History; (11) Religion-Denominations and Sects; (12) Religion-Non-Christian; (13) Religion-Judaism; (14) Social Science; (15) Language; (16) Pure Science; (17) Useful Arts, Technology, Applied Science; (18) Fine Arts, Recreation; (19) Literature; and (20) Geography, History, Biography. The guide provides step-by-step instructions for classifying a collection of books as well as a brief introduction to the purposes of classification. (10 references) (SD)
ED 318 486 IR 053 146 Secondary Library Media and Information Skills Syllabus, Grades 7-12. Part I: Scope and Se quence. New York State Education Dept., Albany. Bureau of Curriculum Development. Pub Date—[88] Note-55p. Pub TypeGuides - Classroom - Teacher (052) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Administrative Policy, *Cooperative Planning, *Course Integrated Library Instruction, *Curriculum Development, Learning Resources Centers, *Library Skills, Media Specialists, Organizational Objectives, School Libraries, Secondary Education, Secondary School Teachers, State Curriculum Guides, Users (Information) Identifiers-New York State Regents This syllabus was developed in response to the requirement in the New York State Board of Regents Action Plan for improving elementary and secondary library and information skills. The skills, taught by library media specialists and classroom teachers, are to be integrated into regular courses and cover all subject areas in order to afford students the opportunity to pursue new studies, synthesize new knowledge and experience with the known, and refine their ability to make judgments and decisions. The 23-part syllabus is designed to provide administrators, school media specialists, and classroom teachers with the framework for determining the specific content, scope, and sequence of instruction in library media and information skills at the
ED 318 490 IR 053 190 Daval, Nicola, Ed. Collections: Their Development, Management, Preservation, and Sharing. Papers from the Joint Meeting of the Association of Research Libraries and the Standing Conference of National and University Libraries (York, England, September 19-22, 1988). Association of Research Libraries, Washington, D.C.; Standing Conference of National and Univ. Libraries, London (England). Pub Date—89 Note-172p.; The 113th membership meeting of the Association of Research Libraries was held in conjunction with the joint meeting. Pub Type-Collected Works - Proceedings (021) Reports - Descriptive (141) EDRS Price - MF01/PCO7 Plus Postage. Descriptors—*Academic Libraries, Foreign Countries, Higher Education, Information Technology, International Cooperation, Library Administration, Library Associations, Library * Collection Development, Library Expenditures, Library Materials, Library Networks, *Preservation, *Research Libraries, *Shared Library Resources Papers from the joint meeting are assembled in this document. Each of the meeting's five program sessions featured presentations by a Standing Conemployer-based training project application, an example of a contract education program, and an articulation arrangement. (VVC)
ference of National and Universal Libraries (SCONUL) director and an Association of Research Libraries (ARL) director. The presentations highlight perspectives from both sides of the Atlantic and are intended to provide a basis for understanding the challenges faced by the member institutions of both groups. The program sessions covered: (1) “Sharing Resources: Do We Have Valid Models?” (Brian Burch, University of Leicester, and David H. Stam, Syracuse University); (2) "In an Environment with Limited Funding, How Can Research Libraries Increase Their Effectiveness for Collection Development and Sharing?” (Reg Carr, University of Leeds, and Graham R. Hill, McMaster University); (3) "How Can Local and National Collection Development Policies Be Linked with Each Other and Related to International Preservation Responsibilities?” (James F. Govan, University of North Carolina, and Michael Smethurst, British Library); (4) "How Can Collection Development and Management Be Most Effectively Organized and Staffed?” (Barry Bloomfield, British Library, and Sheila Creth, University of Iowa); and (5) “Is Stimulation of Cooperative Interinstitutional and Multinational Planning of Collection Development Worth the Effort?” (Fred Radcliffe, University of Cambridge, and Martin D. Runkle, University of Chicago). Appendices include a summary of the ARL business meeting, a report on association activities, a list of participants in the joint meeting, and descriptions of ARL and SCONUL. (SD)
ED 318 494 JC 900 193 Stetson, Nancy E. Collegial Governance at College of Marin: A Governmental Model Management Report 1989-90/2. Association of California Community Coll. Admin istrators. Pub Date—90 Note-11p. Pub Type - Reports - Descriptive (141) – Col lected Works - Serials (022) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administration, *College Adminis tration, College Governing Councils, Community Colleges, Educational Administration, *Governance, Participative Decision Making, *Policy Formation, School Administration, Two Year Colleges The College of Marin has adopted a model of collegial governance that involves the entire campus community in recommending policies and procedures that determine the rules by which employees and students live. The model, which was designed by a task force representing faculty, staff, and students, is based on the U.S. Government model of executive, legislative, and judicial branches. Its major components are an Academic Senate, a Classified Senate, a Student Senate, and a Senate Executive Board. Each of the three Senates has two major roles: (1) to review and recommend District policies and College procedures; and (2) to recommend appointments from its membership to College governance committees. The Senate Executive Board is composed of an equal number of representatives from each of the three Senates. Proposals for new or changed policies or procedures travel through a number of committees before reaching the Senate Executive Board (comparable to a legislative conference committee), where the proposals are refined using suggestions from the three individual Senates. The Board of Trustees has the final authority to veto or amend policies recommended to it by the Superintendent/President, who serves as the chair of the Senate Executive Board. The Superintendent/President has the authority to change recommended procedures if she or he feels they are not in the college's best interests. Through the collegial governance system, the College of Marin has established committees; these include the Affirmative Action Committee, Employee Development Committee, Planning Committee, and Instructional Equipment Committee. Since the model's implementation, 42 policies and procedures have been recommended and approved. (WJT)
ED 318 492 JC 900 152 Overholt, Maurice C. Comparative Financial Statistics for Pennsylvania Community Colleges: Colleges: Selected Historical Data–1984-85 to Present; Detailed Data 1983-84 to 1989-90. Ninth Annual Report. Pennsylvania State Commission for Community Colleges, Harrisburg. Pub Date -89 Note-145p.; The majority of the document is printed on colored paper. Pub Type- Numericali Quantitative Data (110) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Budgets, Community Colleges, Ed ucational Finance, Educational Trends, *Enrollment, Expenditure per Student, Expenditures, Financial Audits, *Financial Support, Full Time Equivalency, Income, Institutional Characteristics, *Operating Expenses, School District Spending, School Statistics, State Aid, State Surveys, Tables (Data), Two Year Colleges Identifiers—*Pennsylvania This report was prepared to assist Pennsylvania community colleges in analyzing their financial performance in relation to their peers, and contains financial data for the years 1983-84 to 1989-90. This report is divided into 15 sections. Sections I through VII examine reimbursement requests, by year, for 1983-84 to 1989-90, in terms of enrollments, operating expenditures, operating reimbursements, source of funds, operating costs, capital debt service and rentals, and capital source of funds. Section VIII lists historical systemwide data for 1984-85 to 1989-90, including enrollments, funding data, state reimbursements, operating and total costs, capital and capital costs, value of physical plant, and state allocations. Section IX presents similar data, but also includes stipend enrollments by category for fiscal years 1985-86 through 1992-93. Section X compares reimbursement requests to audits for 1980-81 to 1983-84, while section XI compares budget requests to audits for 1981-82 to 1983-84. Section XII looks at the status of operating funds, expenditures, and sources. Section XIII presents approved operating and capital rebudgets. Section XIV lists 1988-89 tuition and fees, and section XV describes community college capital projects. (WJT) ED 318 493 JC 900 186 Mellander, Gustavo A. Prochaska, Fred Accessing Resources through Consortium Arrange ments. West Valley-Mission Community Coll. District, Saratoga, CA. Pub Date—[90] Note-58p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Articulation (Education), Commu nity Colleges, *Consortia, Economic Development, *Financial Support, *Intercollegiate Cooperation, School Business Relationship, Shared Resources and Services, Student Recruitment, Two Year Colleges In an effort to pool resources and funds, West Valley-Mission Community College District (WVMCCD) has found the consortia approach to developing new programs and services to be extremely efficient and effective. Employer-based training programs, drug abuse education, articulation agreements, apprenticeship programs, and economic development programs are a few of the types of activities which have been successfully accomplished through consortia efforts at WVMCCD. These partnership programs encourage the pooling of facilities, employees, and other resources, and can significantly reduce duplication of effort. In addition, in almost all cases, a consortium proposal has a superior chance to receive funding in a competitive situation. Drawing from the past experiences of WVMCCD, this paper offers guidelines for other colleges interested in becoming consortium partners. The sections of the paper cover: (1) the advantages of consortia arrangements in the development and implementation of programs; (2) strategies for organizing consortium arrangements; (3) sources of funding for consortium projects; (4) examples of successful consortium projects; (5) suggestions for consortium organizers; and (6) concluding tips to help consortium partners keep their pooled efforts on track. Appendixes (the bulk of the document) include the memorandum of agreement for GAIN (Greater Avenues to Independence) Consortium, the Intel Corporation/Mission College Cooperative
ED 318 491 JC 900 151 Overholt, Maurice C. Twenty-Year Overview: Financial Statistics, Com munity Colleges. Selected Financial Information-By System and Colleges-1964-65 1983-84. Pennsylvania State Commission for Community Colleges, Harrisburg. Pub Date-87 Note-91p. Pub Type Reports - Research (143) - Numeri cal/Quantitative Data (110) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Budgets, *Community Colleges, *Ed ucational Finance, Educational Trends, *Enrollment, Expenditure per Student, Expenditures, Financial Audits, Financial Support, Full Time Equivalency, Income, Institutional Characteristics, *Operating Expenses, *School District Spending, School Statistics, State Aid, State Surveys, Tables (Data), Two Year Colleges Identifiers—*Pennsylvania This document provides an overview of important financial statistics for Pennsylvania community colleges from the time they began operation in 1964 through the last completed audit of the colleges in 1983-84. The document is divided into eight major sections. Section I provides statewide institutional data for 1964-65 to 1983-84 on reimbursements for basic operating costs and stipends, net operating costs, reimbursement per full-time equivalent (FTE) enrollments and average tuition charges. Section II presents systemwide data for 1964-65 to 1973-74 on FTE enrollments, state appropriations, net operating costs, capital costs, state reimbursements, revenue sources, and the book value of the physical plant. Section III provides the same data for the years 1974-75 to 1983-84. Section IV examines FTE enrollments, net operating costs per FTE, state reimbursements for operations and for capital costs, and total capital costs by each college for the years 1964-65 through 1973-74, while section V offers the same data for the years 1974-75 to 1983-84, as well as total enrollments and stipends by college, net reimbursable operating costs, and debt and rental service by college. Section VI compares budget and audit data, by system and college, for 1974-75 to 1983-84. Section VII compares reimbursement requests to audits by college from 1980-81 to 1983-84 in terms of FTE enrollments, operating reimbursements, and capital reimbursement. Section VIII consists of appendixes showing state reimbursements of operating basic, stipend, total and total/FTE by college for the years 1980-81 to 1983-84; comparisons of net and gross costs operating and capital for 1978-79 to 1983-84; and comparisons of capital requested versus capital reimbursed for the system for 1981-82 to 1983-84. (JMC)
ED 318 495 JC 900 196 Crouse, Joan M. Core Curriculum Project (September 15, 1986-September 14, 1988). Hilbert Coll., Hamburg, NY. Spons Agency-Fund for the Improvement of Post secondary Education (ED), Washington, D.C. Pub Date [88] Grant-G008642164 Note-132p.; Appendixes contain light, broken type and may not reproduce well. Pub Type- Reports - Research (143) — Reports Descriptive (141) - Tests/Questionnaires (160) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Committees, Community Colleges, *Core Curriculum, Course Descriptions, Course Evaluation, *Curriculum Development, Financial Support, *General Education, Liberal Arts, Participative Decision Making, Two Year Colleges In 1982, a committee was formed to review, evaluate, and adjust the liberal arts core curriculum of Hilbert College in New York State. After completing its initial review, the committee concluded that, while there was a general appreciation within the college community for the current liberal arts core, a sufficient integration of the various components was lacking. A proposal was drafted to redesign the curriculum to provide students with: (1) a sound command of college-level liberal arts skills; (2) a breadth of exposure to the various liberal arts disciplines through a liberal arts distribution component; and (3) a capstone experience provided through one of 11 new interdisciplinary core courses. The curriculum proposal and a 2-year plan for implementation met with administrative and faculty approval. While the first two components of the core curriculum required only minor adjustments in existing programs, the development of the new interdisciplinary core courses involved the solicitation of faculty-generated course proposals, the provision of summer stipends or release time to faculty for course development, and the opportunity for faculty to enroll in graduate courses or attend conferences or workshops. Implementation also included faculty development workshops and guest lectures to prepare instructors to teach the new courses and the building of a supportive library of instructional materials. Student evaluations and faculty self-evaluations conducted for the first time in spring 1987 were highly favorable. Appendixes include course descriptions, conference programs, conference and student evaluation forms, and course outlines. (JMC)
ED 318 496 JC 900 203 Phelan, Daniel J. Kirkland, Travis P. A Study of the Relative Effect of the Community College on Transfer Students: Achievement and Satisfaction. Pub Date—22 Apr 90 Note33p.; Paper presented at the Annual Meet ing of the Council of Universities and Colleges at the Annual Convention of the American Association of Community and Junior Colleges (70th, Se attle, Washington, April 22, 1990). Pub Type— Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Academic Achievement, Account ability, College Attendance, College Credits, *College Transfer Students, Community Colleges, Higher Education, Mail Surveys, *Outcomes of Education, *Participant Satisfaction, *Student College Relationship, Student Educational Objectives, Two Year Colleges In 1989, North Iowa Area Community College (NIACC) conducted a study of transfer students to examine the relative effect of college attendance on academic achievement, transfer students' satisfaction with their college experience, and the college's fulfillment of general education goals. The study examined the length of exposure to college effects, as measured by total semester credit hours (SCH) earned, and student satisfaction with NIACC as determined through a mailed survey. Study findings, based on a 61.24% response rate, included the following: (1) a significant relationship existed between SCH earned at NIACC and the level of transfer student satisfaction with NIACC preparation for the workplace; (2) no significant difference or relationship was observed between SCH earned at NIACC and grade point average at graduation from a four-year institution; (3) no difference was observed between SCH and student satisfaction with the extent to which NIACC had prepared them as individuals, citizens, or family members; (4) the number of SCH earned at NIACC had little or no influence to student outcomes. However, the data did prove that the length of community college attendance was not negatively related to selected student outcomes. Appendixes state the purposes and hypotheses of the study, list general education goals, report findings from previous studies on community college effects, present the demographic characteristics of NIACC students, and offer a summary and conclusions. (JMC) ED 318 497 JC 900 205 The Accreditation Self Study Report of Los An geles Valley College. Presented to the Accrediting Commission for Community and Junior Colleges in Support of Application for Reaffirma tion of Accreditation. Los Angeles Valley Coll., Van Nuys, Calif. Pub Date—89 Note-133p. Pub Type— Reports - Evaluative (142) EDRS Price - MF01/PC06 Plus Postage. Descriptors—* Accreditation (Institutions), *Col lege Planning, Community Colleges, Educational Improvement, Formative Evaluation, Needs Assessment, Organizational Objectives, School Effectiveness, Self Evaluation (Groups), Two Year Colleges This accreditation self-study report was prepared by Los Angeles Valley College in support of its application for reaffirmation of accreditation. Introductory sections describe methods used in organization for the self-study, describe the college and its demographic make-up, and review responses to previous accreditation team recommendations. The remainder of the report is divided into 10 sections corresponding to accreditation standards. The
standards focus on: (1) goals and objectives, including an overview and appraisal of institutional mission, goals, and objectives; (2) educational programs, focusing on goals and innovations; (3) staff development and staff diversity; (4) student services, such as articulation, counseling, financial aid, and general campus services; (5) community education and services; (6) on-campus learning resources; (7) physical resources; (8) financial resources and college funding; (9) governance and administration; and (10) district relationships. Plans of action that respond to problems cited in the self-study are identified in each section. Specific college responses to such needs as better vocational education training, a more updated faculty handbook, a more formal review process for community service courses, and more planning of faculty and staff development activities fully involving colleges in the district are detailed. (WJT) ED 318 498 JC 900 208 Carraway, Cassandra T. Determining the Relationship of Nursing Test Scores and Test Anxiety Levels before and after a Test-Taking Strategy Seminar. Pub Date—Jun 87 Note—46p.; Ed.D. Practicum, Nova University. Pub Type - Dissertations/Theses - Practicum Pa pers (043) – Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Community Colleges, Nursing, Nurs ing Education, Program Effectiveness, Scores, Seminars, *Test Anxiety, *Test Wiseness, Two Year Colleges A study was conducted to determine whether participation in a test-taking strategy seminar significantly decreased test anxiety in first-year nursing students. The study also sought to compare nursing test scores of first-year nursing students who participated in the seminar with those who did not. The sample consisted of 30 first-year nursing students enrolled at a Southern California community college. Experimental and control groups were randomly drawn. A Test Anxiety Inventory (TAI) was administered to the control and experimental groups prior to and after taking the 3-hour seminar on test-taking strategies. Each nursing student completed two nursing tests prior to the first TAI and two nursing tests after the second TAI. The scores were analyzed and compared for both the experimental and control groups. The experimental group, only, attended a test-taking strategy seminar 1 week after completing the first TAI; the second TAI was administered to both groups 1 week after the seminar. The study found that the nursing students who participated in the test-taking seminar had significantly lower test anxiety levels and significantly higher nursing test scores than those who did not participate. (The mean nursing test score prior to the semester was 81.20 for the experimental group and 80.13 for the control group, indicating a similar sample population.) A 36-item bibliography, the Test-Anxiety Instrument and the test-taking strategies covered at the seminar are appended. (WJT) ED 318 499 JC 900 209 Rice, Gary Student Profile, College of DuPage, Fall 1986-1989. Topical Paper. College of DuPage, Glen Ellyn, Ill. Pub Date—Apr 90 Note-197p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC08 Plus Postage. Descriptors—Community Colleges, Credit Courses, *Enrollment, *Enrollment Trends, Full Time Students, Noncredit Courses, Part Time Students, School Demography, School Statistics, *Student Characteristics, Student Educational Objectives, Tables (Data), Two Year Colleges, *Two Year College Students Prepared to provide staff with a more comprehensive profile of the student body of the College of Dupage (COD), Illinois, this report looks at changes in the student body and its increasing diversity over the last 5 years, and raises issues for staff discussion and planning. The report is divided into 18 sections, each consisting of an introduction, observations and highlights, key implications and issues, and data tables and graphics. Each section contains fall term statistics for the past 4 years. Some sections report collegewide statistics only, while others are partitioned by campus. The report covers: (1) global college statistics; (2) credit vs. non-credit status; (3) ethnicity; (4) age; (5) residency/community; (6) previous high school; (7)
previous college; (8) highest education; (9) veteran; (10) full-time vs. returning enrollment status; (11) full-time vs. part-time class load; (12) freshman vs. sophomore student level; (13) on- vs. off-campus course location; (14) class meeting time; (15) division/department instructional area; (16) Illinois Community College Board funding category; (17) declared intent; and (18) occupational program. (Author/JMC) ED 318 500 JC 900 214 Cohen, Elaine And Others A Method for Determining Valid Course Place ments and Prerequisites: Findings & Recommendations from a Study of California Community Colleges. Pub Date—25 Apr 90 Note—31p.; Paper presented at the Annual Con vention of the American Association of Community and Junior Colleges (70th, Seattle, WA, April 22-25, 1990). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors College Planning, Community Col leges, Educational Testing, Predictive Measurement, *Predictive Validity, *Prerequisites, Student Attitudes, *Student Evaluation, Student Placement, Teacher Attitudes, Two Year Colleges In 1987, Santa Barbara City College, California, received a grant to develop valid and culturally fair assessment procedures for placing students into appropriate level courses. Specifically, the project sought to: (1) determine faculty and student perceptions of the skills needed to succeed in entry-level college classes; (2) examine the relationship between assessment test scores and grades; (3) develop statistical procedures to identify multiple variables for predicting students' grades; (4) establish procedures for determining valid prerequisites for entry-level, degree-applicable courses based on assessment test scores and other educational and demographic variables; (5) determine whether the procedures used to place students into courses systematically discriminate against students in any ethnic group; (6) develop a means for communicating to faculty, counselors, and students the probability of students succeeding in particular courses based on assessment scores and educational background characteristics; (7) identify the implications of the study; and (8) provide information on the replication of the project at other colleges. Surveys were administered to students and faculty members in a sample of precollegiate and entry-level courses at eight California community colleges. Based on surveys completed by 24,000 students and 1,600 faculty members, a series of 12 recommendations were developed. The study report includes findings and recommendations, and discusses the implications for assessment, orientation and advisement, instruction, and research. (JMC) ED 318 501 JC 900 216 Institutional Assessment Manual for the Review of Instructional Programs, Administrative Operations and Instructional Support Services. Florida Community Coll., Jacksonville. Pub Date-Nov 89 Note—55p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Community Colleges, Educational Assessment, *Evaluation Criteria, *Evaluation Methods, Institutional Characteristics, Institutional Research, Models, Performance Factors, Program Evaluation, *School Effectiveness, *Self Evaluation (Groups), Two Year Colleges The institutional assessment model described in this report is used by Florida Community College at Jacksonville (FCC)) to collect current information needed to update the goals of service and instructional units, identify opportunities for improvement and growth, and assess the resources of the college. The first sections of the paper explain the role of institutional assessment in a cycle of planning, research, and marketing and establish its scope, purposes, and uses. The next section presents an overview of the three phases of FCCU's assessment process: (1) an annual review of planning and marketing objectives, and of institutional and instructional program indicators; (2) scheduled in-depth reviews of all units by unit assessment committees, who prepare reports on strengths and weaknesses; and (3) reviews of such collegewide issues and concerns as funding, institutional and state policies, proposed legislation, and articulation agreements.
ing a database that would enable valid comparisons among NETC colleges. Following background information on the NĒTC, the report proposes a new definition of transfer rate (i.e., the number of transfers divided by the number of non-reenrolling students), arguing that this definition more specifically identifies the number of students who could reasonably transfer rather than the number of students out of the entire student body who transferred. The second section explores various factors that help determine a range of expected transfer rates for an individual college, including the local business environment, federal policies, college mission, academic program, and student demographics, and student services. Drawing from the NETC database, this section suggests that colleges with a high percentage of full-time students tend to have higher transfer rates than colleges with a low percentage of full-time students. The third section proposes a method for measuring transfer effectiveness that does not penalize colleges with large vocational/technological programs and, frequently, a large pool of students who neither want to transfer nor do so. The proposed model defines transfer effectiveness as the number of students who transfer compared to the number of students that are expected to transfer. Arguing that transfer effectiveness depends on a college's organizational environment and its successful implementation of specific transfer-related strategies, the report concludes with a college self-assessment guide. (WJT)
The next sections discuss the assessment procedures and evaluation criteria specific to instructional support services and instructional units. Lists of FCCİ's assessment units and operational definitions of indicators conclude the paper. (WJT) ED 318 502 JC 900 217 Minicucci, Catherine And Others An Evaluation of the Transfer Center Pilot Pro gram. Volume 1: Executive Summary and Recom mendations. Volume 2: Findings. Berman, Weiler Associates, Berkeley, CA. Pub Date-Aug 89 Note—241p. Pub Type- Reports - Evaluative (142) - Numeri cal/Quantitative Data (110) - Tests/Question naires (160) EDRS Price - MF01/PC10 Plus Postage. Descriptors—*Academic Advising, Asian Ameri cans, Black Students, *College Transfer Students, Community Colleges, *High Risk Students, Hispanic Americans, Intercollegiate Cooperation, Minority Groups, *Nontraditional Students, Program Effectiveness, Program Evaluation, State Universities, *Transfer Programs, Two Year Col leges, *Two Year College Students Identifiers—*Transfer Center Pilot Program CA Findings and recommendations are presented from a three-year evaluation of the Transfer Center Pilot Program (TCPP), which was implemented in 20 California community colleges and universities to increase community college transfer rates among Blacks, Hispanics, Native Americans, and low-income and disabled students. Transfer centers were established on community college campuses to identify, encourage, and assist potential transfer students, strengthen curricular coordination, and work with existing programs. Three models of service delivery were used: a group approach, an individual approach, and a mixed approach. Volume 1 presents an overview of evaluation results and recommendations pertaining to program continuation, expansion, and improvement. Major findings are highlighted, including that supportive administrative environments aided effective Transfer Center implementation, that individual and mixed approaches were most successful in identifying and serving students, that a campus-wide focus on transfer and faculty involvement in the program helped the centers meet their goals, and that counseling improvements and more work to help less motivated students were needed. Volume 2 begins with an introduction to the TCPP, a profile of transfer center campuses, and an overview of the evaluation methodology. Subsequent chapters focus on: (1) implementation of TCPP at community colleges and four-year institutions, and intersegmental cooperation; (2) a descriptive profile of transfer students, comparing students from colleges with state-funded transfer centers (SFTC's) and those from other colleges, and comparing students who were and were not transfer center students; (3) an assessment of the effectiveness of the TCPP in terms of transfer rates to University of California (UC) and California State University (CSU) campuses; and (4) a summary and conclusions regarding program implementation and program effectiveness. The appendixes include the evaluation topics covered during fieldwork interviews, the student questionnaire, and transfer data for 1982-83 through 1987-88, and statistical data and methods. (WJT)
ED 318 504 JC 900 220 Dean, Peter J., II A Critical Incident Study Investigating the Per ceived Effective and Ineffective Leadership Be haviors of Iowa Community College Presidents. Pub Date-Aug 86 Note—271p.; Ph.D. Dissertation, University of Iowa. Available from University Microfilms, P.O. Box 1764, Ann Arbor, MI 48106. Pub Type - Dissertations/Theses - Doctoral Dis sertations (041) — Tests/Questionnaires (160) Document Not Available from EDRS. Descriptors-Administrator Attitudes, * Adminis trator Effectiveness, * Administrator Evaluation, *Administrators, *College Administration, College Faculty, *College Presidents, *Community Colleges, Critical Incidents Method, School Personnel, Teacher Administrator Relationship, Teacher Attitudes, Two Year Colleges Identifiers--Iowa This study was conducted to identify critical incidents which presidents, administrators, faculty, and student services personnel reported as examples of effective and ineffective leadership behaviors of community college presidents. Of the 1,491 surveys mailed to personnel at 11 Iowa community colleges, 511 were returned, yielding 709 effective and 582 ineffective critical incidents. Effective critical incidents were in categories such as Addressing Financial Issues, Planning, and Promoting Positive Community Relations; while ineffective critical incidents were in categories such as Failing to Act, Inappropriate Staffing, and Showing Poor Judgment on Financial Issues. Study findings were as follows: (1) presidents, administrators, and faculty all perceived effective leadership as involving the planning and provision for the financial security of community college personnel; (2) administrators, faculty, and student services personnel preferred that presidents communicate with them about their financial security, while the presidents showed less concern with such communication; (3) presidents placed less emphasis on promoting public relations than any of the other groups; (4) presidents and administrators were less concerned than the other groups with the issue of appropriate staffing; (5) personnel, especially faculty, were substantially concerned with presidential action that alienated staff and faculty, while the presidents reported no such concern; and (6) presidents were less concerned than faculty and administrators about the president's failure to act on known problems. Appendixes include personal data on respondents, leadership questionnaire, letters, a list of Iowa's community colleges, and an 181source bibliography. (WJT) ED 318 505 JC 900 222 Kliman, Bernice W. Writing With and For Students. Pub Date—Dec 88 Note—9p.; Paper presented at the Annual Confer ence of the Modern Language Association (San Francisco, CA, December 27-30, 1988).
Pub Type- Opinion Papers (120) Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College English, Community Colleges, English Instruction, Free Writing, *Fresh Composition, *Teacher Developed Materials, *Teacher Role, Teaching Methods, Two Year Colleges, *Writing Exercises, *Writing Instruction, Writing Processes, Writing Teachers In an effort to actively engage students in writing and introduce them to more rigorous texts and assignments, the first-year literature/composition course at Nassau Community College (New York) was modified. The primary change consisted of the teacher participating in all classroom and takehome writing assignments. In addition, texts by authors such as Ovid, Shakespeare, and Kafka were used in place of contemporary poems and short stories. Writing assignments consisted of in-class freewriting, rewriting stories, comparison papers, and a research paper. The teacher participated in all activities and provided samples to help students. Freewriting exercises by both the teacher and students were read aloud, and students were encouraged to share with the class any ideas or questions that arose. The retelling of stories was used to encourage creativity as well as provide a subject for comparison papers. Students received their teacher's models first and then wrote their own retelling of a story with the teacher's model to be used as a writing aid. Research papers were also assigned, where students received a sample paper and then found their own topic, sought out the answer, and integrated their research into an essay. Few students seemed to have difficulties with documentation, and most students attempted to incorporate different styles of writing in their papers. At the end of the course, students expressed overall enthusiasm toward the paper examples provided by the teacher, saying that the papers guided and motivated them. (WJT) ED 318 506 JC 900 223 Spanbauer, Stanley J. Measuring and Costing Quality in Education: Using Quality and Productivity Methods To Improve Schools. Fox Valley Technical Coll., Appleton, WI. Pub Date—89 Note-102p. Available from-FVTC Bookstore, Fox Valley Technical College, 1825 N. Bluemound Dr., P.O. Box 2277, Appleton, WI 54913-2277 ($12.00). Pub Type- Reports - Descriptive (141) — Guides Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*College Planning, Community Col leges, *Cost Effectiveness, Cost Estimates, Educational Improvement, *Educational Quality, Models, Organizational Objectives, Program Costs, Program Descriptions, Two Year Colleges The Measurement and Costing Model (MCM) described in this book was developed and tested at Fox Valley Technical College (FVTC), Wisconsin, to enhance the college's quality improvement process and to serve as a guide to other institutions interested in improving their quality. The book presents a description of the model and outlines seven steps other schools can use to implement the MCM. The seven steps are as follows: (1) determine the key elements of educational quality; (2) establish criteria or "conforming requirements” for measuring quality in each area; (3) decide on measurement strategies; (4) implement measurement techniques; (5) design a costing system; (6) calculate the costs of quality; and (7) set goals. Appendixes contain charts for each of six quality elements, including information on conforming requirements, measurement strategies, and the cost of nonconformance. The six quality elements are human resources, curriculum and instruction, planning, marketing, use of technology, and customer service. In addition, 1987-88 costs of conformance and nonconformance are detailed. (WJT) ED 318 507 JC 900 224 Fox Valley Technical College Quality First Pro cess Model. Fox Valley Technical Coll., Appleton, WI. Pub Date—88 Note—59p. Available from-FVTC Bookstore, Fox Valley Technical College, 1825 N. Bluemound Dr., P.O. Box 2277, Appleton, WI 54913-2277 ($10.00). Pub Type— Reports - Descriptive (141) — Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage.
ED 318 503 JC 900 218 Berman, Paul And Others Enhancing Transfer Effectiveness: A Model for the 1990's. First Year Report to the National Effec tive Transfer Consortium. Executive Summary. Berman, Weiler Associates, Berkeley, CA. Spons Agency–National Effective Transfer Con sortium. Pub Date—Jan 90 Note-24p. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Transfer Students, Commu nity Colleges, *Enrollment Rate, Mathematical Models, Outcomes of Education, Self Evaluation (Groups), *Transfer Policy, *Transfer Programs, Two Year Colleges Identifiers—*National Effective Transfer Consor tium This first-year report of the National Effective Transfer Consortium (NETC) summarizes the progress made by the member colleges in creating standardized measures of actual and expected transfer rates and of transfer effectiveness, and establish Page 18
Descriptors—Community Colleges, Educational Quality, Guidelines, Institutional Evaluation, Models, *Organizational Effectiveness, Program Descriptions, *Program Implementation, Quality Control, School Effectiveness, Two Year Colleges An overview is provided of the Quality First Process Model developed by Fox Valley Technical College (FVTC), Wisconsin, to provide guidelines for quality instruction and service consistent with the highest educational standards. The 16-step model involves activities that should be adaptable to any organization. The steps of the quality model are as follows: (1) demonstrate management commitment; (2) establish a quality improvement council; (3) determine the cost of quality; (4) provide education and training; (5) identify roles and establish performance requirements; (6) implement a quality communication system; (7) measure and set goals; (8) identify and eliminate problems; (9) research and develop new initiatives; (10) create a structure for employee involvement; (11) establish accountability; (12) launch a customer revolution; (13) recognize, reward, and celebrate persons and teams responsible for institutional successes; (14) conduct quality audits; (15) create links with the community; and (16) strive for continuous improvement. In addition to describing each of these steps, this booklet suggests a list of committees to enhance the quality process. Appendixes list the common elements of quality and provide the job descriptions for FVTC's Quality Coordinator and Error Cause Removal Coordinator. (VVC)
Descriptors—* Academic Achievement, Academic Advising, Academic Records, Basic Skills, College Curriculum, Community Colleges, *Counseling Effectiveness, Counselor Counselor Performance, Counselor Role, Educational Counseling, Evaluation Methods, Experiential Learning, Grade Prediction, *Informal Assessment, *Prerequisites, *Student Evaluation, Two Year Colleges, *Two Year College Students In the San Jose/Evergreen Community College District, course and basic skills prerequisites have been established for all courses. Students who do not have a record of having completed these prerequisites cannot enroll unless they have been assessed by a counselor, have had their prerequisites verified in alternate ways, and have been granted override status for enrollment. In fall 1989, 16,267 overrides were granted based on completion of equivalent coursework, instructor evaluations, life experience, previous degrees, and other reasons. A study was conducted to compare the academic success of students who had completed all course and basic skills prerequisites with that of students who had enrolled on override status. Study findings included the following: (1) 67% of the students who had completed all course and basic skills prerequisites (N=32,248) received an A, B, C, or CR grade, compared to 59% of those who entered on override status; (2) 66% of those granted overrides on the basis of instructor evaluation received a C grade or higher, as did 65% of those with previous degrees, 65% of those with existing college transcripts, and 64% of those granted override based on life experience; (3) the greatest proportion of A and B grades were achieved by students with an override on the basis of previous degrees; (4) only 49% of the students who insisted upon taking a course above their assessment level received a C or better; and (5) overall, the counselors' successfully placed 57% of their students in spring 1988, 59% in fall 1988, 64% in spring 1989, and 59% in fall 1989. (WJT) ED 318 510 JC 900 232 O'Grady, Laurie T. Results of the 1988 Graduate Follow-Up Survey & Graduate Employer Survey. Anne Arundel Community Coll., Arnold, Md. Pub Date-Jan 90 Note-49p. Pub Type Reports - Research (143) — Numeri cal/Quantitative Data (110) – Tests/Question naires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*College Graduates, Community Col leges, *Education Work Relationship, * Employer Attitudes, Employment Patterns, Graduate Surveys, Outcomes of Education, *Participant Satisfaction, Program Effectiveness, Questionnaires, Student Educational Objectives, Two Year Colleges A follow-up survey was administered to all 1988 Anne Arundel Community College (AACC) graduates in order to evaluate the degree to which AACC assisted its students in achieving their goals. The second phase was a survey which solicited information from the employers of the graduates. Survey findings were used to compare AACC to other Maryland community colleges of the same size and with state norms. The phase 1 surveys were mailed to all 752 1988 AACC graduates. Survey findings, based on a 64% response rate, included the following: (1) 96% of the respondents rated the overall quality of AACC as good or very good, a higher percentage than peer colleges and the state average; (2) when asked if they would attend the same school again, 95% indicated they definitely or probably would; (3) reasons for attending AACC were to prepare for transfer to a four-year school (68%), earn an associate in arts degree (79%), and obtain a salary increase or job promotion (43%); and (4) more AACC graduates reported continuing their education at another college or university (53%) than did graduates from peer colleges (49%) and graduates from the rest of the state community colleges (43%). Of the 120 graduate employer surveys mailed, 50 were returned. Responses indicated that 96% considered the AACC graduates' overall preparation for employment as good or very good, which was the highest percentage among the state peer colleges. The graduates' specific program of study was an important or very important hiring factor for 62% of the respondents. Data tables, survey instruments, and employers' responses are appended. (WJT)
ED 318 508 JC 900 225 Spanbauer, Stanley J. Hillman, Jo Ann Quality First in Education... Why Not? Using Quality and Productivity Methods To Improve Schools. Fox Valley Technicai Coll., Appleton, WI. Pub Date—87 Note—215p. Available from-FVTC Bookstore, Fox Valley Technical College, 1825 N. Bluemound Dr., P.O. Box 2277, Appleton, WI 54913-2277. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC09 Plus Postage. Descriptors-College School Cooperation, Com munity Colleges, Educational Economics, *Educational Improvement, *Educational Objectives, Educational Planning, Educational Quality, Educational Strategies, Models, Program Descriptions, *Quality Control, Technical Education, Two Year Colleges, Vocational Schools A description is provided of the implementation at Fox Valley Technical College (FVTC), Wisconsin, of the Quality First Process Model, which was adapted from a model commonly used in manufacturing and service industries. The model uses private sector quality and productivity procedures and new management styles to serve students more effectively, create a better environment for students and employees, and maintain a cost-effective organization. The book's 10 chapters contain information on the following: (1) background information on Quality First processes and productivity models; (2) elements of the Philip B. Crosby quality model and FVTC's implementation of Crosby's 14-step process; (3) effective strategic planning; (4) a curriculum development approach which supports competency-based education; (5) perpetual enrollment/graduation plan; (6) economic development; (7) the use of technology in education; (8) partnerships between technical colleges and high schools and four-year universities; (9) responsibilities of the Quality First instructor in the technical college; and (10) special challenges faced when implementing formal quality processes. Appendixes include an acronym reference list, recommended books on quality and productivity, initial long-range targets, an implementation timeline, the coordinator job description, key guiding principles, Crosby's definition of “Zero Defects,” and a list of the members of the FVTC District Planning Council. (WJT)
An Institutional Model for Assessment. Pub Date-Mar 90 Note—90p.; Presentation presented at the Mont- clair Assessment Conference, “Strategies and Prospects for the Decade" (March 22-24, 1990, Montclair, NJ). Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Accreditation_(Institutions), College Administration, College Faculty, *College Outcomes Assessment, College Planning, *Followup Studies, *Institutional Evaluation, Long Range Planning, Models, Organizational Objectives, Private Colleges, School Effectiveness, *Student Evaluation, Two Year Colleges Identifiers—* Brevard College NC In March 1986, Brevard College, a private two-year liberal arts college, was evaluated for reaccreditation under the new criteria of the Southern Association of Colleges and Schools. Recommendations resulting from the visit focused on long-range planning, identification of expected educational outcomes, and development of outcomes assessment strategies. In response, the college conducted a a campus-wide workshop on educational outcomes, formulated a planning process, and tentatively reformulated the goals of the college. An Institutional Effectiveness Committee, consisting of faculty and administrators, was formed to recommend strategies and processes to the administrative staff for annual and long-range planning, as well as the means for evaluating the effectiveness of each action. The committee's directives for the 1987-88 academic year included: (1) discuss the function of planning and assessment with faculty, staff, and administrative units; (2) assist administrative units in following the approved planning process; (3) evaluate the effectiveness of the planning process; (4) assess the college's data collection activities; and (5) propose an overall method of outcomes assessment. Using Ken Yamada's variables for comprehensive institutional assessment, the committee developed an outcomes assessment model. The student assessment component of the model includes basic skills and diagnostic data, academic progress data for the first and second years, follow-up alumni surveys, transfer performance data, level of satisfaction determinations at various points, and personal development. Other aspects of institutional effectiveness assessed in the model are faculty and administrator employment satisfaction, professional development, the quality of the faculty, system openness, community interaction, ability to acquire resources, and organizational health. Appendixes include a list of the recommendations made to Brevard College and the college's responses, a synthesis of college goals, Brevard's model for faculty, staff, and institutional assessment, and year-end reports. (WJT) ED 318 512 JC 900 236 Usera, John J. Labette Community College Analysis of Alumni Survey Results for 1989 Graduates. Labette Community Coll., Parsons, KS. Pub Date—Apr 90 Note-42p.; For earlier analysis, see ED 303 215. Pub Type- Reports - Research (143) - Tests/ Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*College Graduates, College Transfer Students, Community Colleges, Educational Assessment, Employment Patterns, Followup Studies, Graduate Surveys, *Outcomes of Education, *Participant Satisfaction, Questionnaires, School Demography, Student Characteristics, Student Educational Objectives, Two Year Colleges, Vocational Followup In 1989, a survey was mailed to graduates of Labette Community College (LCC), in Kansas, to gather information on their educational experiences, employment status, and satisfaction with the college's programs and services. Questionnaires were sent to 150 of the 216 1989 graduates. Study findings, based on a 67.6% response rate, included the following: (1) the majority of the respondents were female (71.6%), Caucasian (94.7%), and married (55.2%), with a median age of 35 years; (2) 64.9% entered LCC several years after high school; (3) respondents attended LCC for an average of 2.73 years; (4) 93.8% of the graduates attended LCC to pursue an associate degree, either as a full-time student (62.5%) or a part-time student (31.3%); (5) the three major reasons given for choosing LCC were availability of a particular program or course, convenient location, and low cost; (6) 18.8% of the
who waited several terms to begin their mathematics study had a lower success rate in the recommended course than those who began their study immediately after assessment or only one semester later. Therefore, it was not recommended that SC students be required to retake the mathematics assessment test if they delayed enrollment in the mathematics curriculum. (JMC)
respondents transferred to another college after completing their degree; (7) 81.3% attended LCC to acquire job-readiness skills; (8) respondents were "satisfied” to “very satisfied” with the faculty, the quality of instruction, and the college in general; and (9) 67% of the respondents were employed full time, and 28% reported that they had been prepared "very well” for their occupation. The survey instrument and respondent comments are attached. (JMC) ED 318 513 JC 900 237 Snapshots of Maryland Community Colleges. Maryland State Board for Community Colleges, Annapolis. Pub Date-Mar 90 Note-19p. Pub Type-- Numerical/Quantitative Data (110) — Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrators, *Community Col leges, Educational Equity (Finance), Educational Needs, Employees, Enrollment Trends, Financial Support, *Institutional Characteristics, Profiles, Student Characteristics, Two Year Colleges Identifiers—*Maryland These statistical profiles of 17 Maryland community colleges were prepared for use by the executive and legislative branches of the Maryland state government. The 17 colleges profiled are Allegany Community College, Anne Arundel Community College, Community College of Baltimore, Catonsville Community College, Cecil Community College, Charles County Community College, Chesapeake College, Dundalk Community College, Essex Community College, Frederick Community College, Garrett Community College, Hagerstown Junior College, Harford Community College, Howard Community College, Montgomery College, Prince George's Community College, and Wor-Wic Tech Community College. For each college, a one-page fact sheet provides the following data: (1) name of the president; (2) county/counties served; (3) city where located; (4) year founded; (5) telephone number; (6) names of members of the board of trustees appointed by the governor; (7) fall 1989 credit and non-credit enrollment; (8) number of fulland part-time faculty, full-time employees, and student-faculty ratio; (9) revenue sources; (10) value of land and physical plant; (11) planned capital projects; (12) significant achievements; and (12) most important needs. (JMC) ED 318 514 JC 900 238 Sworder, Steve An Analysis of the Relationship between Student Success and Delayed Entry into the Mathematics Curriculum Following Completion of the Matriculation Process at Saddleback College. Saddleback Community Coll., Mission Viejo, Pub Date-[90] Note-10p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, Admission (School), *College Mathematics, Community Colleges, Course Selection (Students), Curriculum Development, Enrollment Trends, Mathematics Tests, Predictive Measurement, *Remedial Mathematics, *Student Placement, Two Year Colleges Identifiers—Strategic Planning In 1989, a study was conducted at Saddleback College (SC) to analyze the success rates of students who delayed enrollment into a mathematics class after completing the assessment process. The study population consisted of 1,027 students who participated in the mathematics assessment process between July and August 1988 and who enrolled in at least one mathematics class during the period from fall 1988 through fall 1989. Students were considered successful if they completed the class with a grade of C or better. Study findings were as follows: (1) 68.7% of the students enrolled in a mathematics а class with no delay; (2) 62% enrolled in the class recommended, 36% enrolled in a higher-level course, and approximately 2% enrolled in a course lower than that recommended; (3) of the students enrolling in a math class one year after assessment, 41% enrolled in a more advanced class, and 14% enrolled in a lower course; (4) the success rate of students was fairly constant at approximately 42% over the four terms of the study; and (5) generally, overall success rates increased as the course level increased (from arithmetic through algebra). The data did not support the hypothesis that students
ED 318 515 JC 900 239 Green, Donald W. Corgiat, Raylene Program Development and Evaluation: A Model ing Process. Genesee Community Coll., Batavia, N.Y. Pub Date — [90] Note47p. Pub Type- Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Community Colleges, Course Objec tives, Deduction, *Evaluation Criteria, *Evaluation Methods, Induction, Models, *Outcomes of Education, *Program Development, * Program Evaluation, Two Year Colleges A model of program development and evaluation was developed at Genesee Community College, utilizing a system theory/process of deductive and inductive reasoning to ensure coherence and continuity within the program. The model links activities to specific measurable outcomes. Evaluation checks and feedback are built in at various levels so that program changes can be made without redesigning the whole program. The model consists of the following six steps: (1) define the purpose of the course or program; (2) identify three to six general activities which will achieve the defined purpose; (3) break down each activity to three to six more specific activities, making sure that the outcomes remain consistent; (4) continue to breakdown the activities to new levels of specificity until all activities are clearly defined and understood; (5) identify all input and output at each level of activity; (Ó determine relationships among the activities; and (7) identify constraints, such as attitudes, policies, and funding, which influence outcomes. The completed model should be checked to ensure that activities and outcomes are properly matched at each level and that all outcomes are clearly defined in measurable, behavioral terms. Graphic depictions of these steps are appended. (WJT) ED 318 516 JC 900 240 Preparing Workforce 2000 through Vocational Technical 2+2 Programs. Portland Area Vocational-Technical Education Consortium, OR. Pub Date—90 Note-28p. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Annual Reports, * Articulation (Edu cation), *College School Cooperation, Community Colleges, Cooperative Programs, Educational Legislation, Expenditures, High Schools, Labor Needs, Program Descriptions, *Technical Education, Technical Occupations, Two Year Colleges, *Vocational Education Identifiers—*Oregon (Portland), *Two Plus Two Programs An overview is provided of the 1989 accomplishments of the Portland Area Vocational Technical Education Consortium (PAVTEC), which was created to strengthen partnerships between Portland Community College (PCC) and local high schools to provide high quality articulated vocational-technical programs. The first section looks at the roles of PAVTEC, local school districts, PCC, and the State Department of Education in efforts to prepare a regional workforce for the year 2000. Financial highlights are discussed next, including PAVTEC's use of federal and local resources and funding from the new Oregon Workforce 2000 Act. This section also includes a five-year revenue profile, and graphs showing PAVTEC's yearly expenditures from 1986 to 1989, its budgets for 1989-90 and 1990-91, and 1990-91 Workforce 2000 funding. The next section looks at PAVTEC's accomplishments during 1989-90, focusing on the following areas: (1) program management and organization; (2) the work of a Special Needs Task Force to meet the needs of the disabled and disadvantaged; (3) a 2+2+2 Tech Prep Model Program in Electronic Engineering Technology, which links PCC's associate degree program to a high school electronics cluster and the Oregon Institute of Technology's upper-division programs; (4) the accomplishments of committees and subcommittees on demonstration projects, pro
gram continuance/improvement, staff development, forecasting and advising, marketing and communications, and new avenues for articulation and partnerships, and of the PAVTEC steering committee; (5) results of an impact evaluation of regional cooperative vocational technical education and 2+2 programs; (6) data on student and school district participation; (7) updates to PAVTEC's three-year plan; and (8) the expansion of the Assistantship internship program for vocational-technical teachers and counselors. Following a summary of PAVTEC's first four years, the report suggests future directions in the areas of technology, trade, hospitality, and health education; meeting the education and training needs of employers; and local-state-federal partnerships to ensure funding. Members of PAVTEC's Representative Council are listed. (JMC) ED 318 517 JC 900 241 Stanojevic, Patricia S. B., Comp. Coming Back Home: Making the Most of Interna tional Experiences: Proceedings of Workshop (Toronto, Canada). George Brown Coll., Toronto (Ontario). Pub Date-Aug 89 Note-32p. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Community Colleges, Cultural En richment, Cultural Exchange, *Faculty Development, Foreign Countries, *Professional Development, * Teacher Exchange Programs, *Travel, Two Year Colleges, Workshops Identifiers—Canada With the support of the Association of Canadian Community Colleges and the Canadian International Development Agency, a one-day workshop was held in April 1989. The workshop explored techniques by which individuals who have had overseas professional development experiences may enhance their institution's and their community's understanding of international issues. Following introductory information on the workshop, these proceedings present Garth Jackson's keynote address, "Development Education Issues,” which focuses on Canada's role in worldwide economics and key concerns for the world such as equality, the environment, poverty, and peace. Next, a list developed by workshop participants of the personal, professional, institutional, and community benefits that result from overseas experiences is presented. Following a brief summary of Dr. M. Karen O’Kain's presentation on the concept of culture shock and the parallel phenomenon of re-entry shock, the proceedings describes a role-play exercise designed to allow participants to experience a sample of feelings related to an employee coming back home. The final phase of the workshop provided an opportunity to identify activities or techniques for maximizing the value of an international experience. A form, "Preparing for Re-entry," provided a structure for discussion and emphasized the importance of setting personal, professional, institutional, and community-related goals for the overseas experience, even before leaving. Appendixes to the proceedings contain the following: (1) a chart and outline illustrating the cycle of culture/re-entry shock; (2) “Re-entry and Effective Readjustment: Personal Reflections"; (3) instructions and roles for the role-play exercise; (4) the "Preparing for Re-entry” form; and (5) an 18-item annotated bibliography. (WJT)
ED 318 518 JC 900 242 Kelly, Diana K. Reviving the “Deadwood”: How To Create an Institutional Climate To Encourage the Professional Growth and Revitalization of Mid-Career Faculty in the Community College. Pub Date-2 May 90 Note—55p.; Graduate Seminar Paper, Claremont College. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—College Environment, *College Fac ulty, College Planning, *Community Colleges, *Faculty College Relationship, *Faculty Development, Faculty Workload, Scholarship, *Teacher Burnout, Teacher Morale, Teacher Persistence, Teacher Shortage, Two Year Colleges, Universities This paper explores the lack of vitality among community college mid-career faculty, arguing that this may be an even more severe problem at two-year colleges than at four-year institutions. Emphasis is placed on the role of community colleges completion rates by college preparatory students; and (4) the appropriateness of current placement examinations and minimum scores for college placement should be periodically assessed. Appendixes include Florida statutes and codes related to preparatory programs, course approvals and designated area vocational education schools, selected results from surveys of remedial program and vocational deans, and vocational and college preparatory cost analyses. (WJT)
and the institutional changes required to revitalize mid-career faculty. The problem of faculty vitality is examined in terms of the impending faculty shortage, symptoms of faculty burnout, measures of faculty vitality, and the specific nature of the problem of faculty vitality in the community college. Institutional causes of the problem are also examined with particular attention to the campus culture, the departmental climate, the influence of colleagues, faculty workload, changes in the student population, the tenure system, and the reward structure. Finally, solutions to the problem are suggested in terms of successful practices for revitalization which have been used in business and in institutions of higher education. These practices include individualized growth plans, career planning, faculty exchanges, faculty internships, sabbaticals, job variety, faculty development programs, post-tenure evaluations, and incentives and rewards. A brief conclusion offers some specific suggestions for ways community colleges can enhance the professional growth and vitality of mid-career faculty. (JMC)
population and enrollment trends over the next decade. Interviews were conducted with over 40 Florida education policy leaders, including staff and leaders from community colleges, public universities, and independent institutions. The study found that the capacities of postsecondary institutions were being strained by the state's rapidly growing population and demand for services. The following priority goals were identified: strengthen long range, statewide planning; improve undergraduate education; and improve the enrollment, retention, and graduation of the state's minority students. Specific recommendations included the following: (1) the existing structure for the governance and delivery of Florida's postsecondary education should be maintained; (2) planning processes of the state university and community colleges should occur within the framework of the Master Plan for Florida Postsecondary Education; (3) a statewide planning process should be developed for creating new postsecondary institutions; (4) joint-use university facilities involving a university presence on a community college campus should be located no more than one hour from a main university campus; (5) independent colleges and universities should be consulted in state planning for future postsecondary services; (6) Florida's two-plus-two system should be reinforced in all enrollment planning and policy development; (7) the impact of limited access programs on the ability of both native lower-division students and community college students to enter the upper division should be monitored; and (8) an evaluation and reward system should be developed to promote effective teaching. The bulk of the document is a consultant's report, “An Examination of the Overall Structure for the Delivery of Public Postsecondary Education in Florida,” which is attached. Ten tables of data are appended. (WJT) ED 318 521 JC 900 246 An Assessment of College and Vocational Prepara tory Programs: Report and Recommendations of the Postsecondary Education Planning Commis sion. 1990-Report 8. Florida State Postsecondary Education Commis sion, Tallahassee. Pub Date-19 Apr 90 Note—91p.; Appendices A and B (Florida statutes and regulations) virtually illegible. Prepared in response to Specific Appropriation 587 of the 1989 General Appropriations Act, Chapter 89-253, Laws of Florida. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Administrative Organization, Basic Skills, College Faculty, *College School Cooperation, Community Colleges, Educational Assessment, Enrollment, Higher Education, *Instructional Student Costs, Intercollegiate Cooperation, Program Costs, *Remedial Programs, School Holding Power, State Legislation, State Surveys, State Universities, *Statewide Planning, Student Characteristics, *Student Placement, Two Year Colleges, *Vocational Education Identifiers—*Florida In 1989, a study was conducted to assess college and vocational preparatory programs in Florida's community colleges and at Florida A & M University. With respect to college preparatory programs in Florida, the study looked at organizational structure, state-level coordination, student placement, enrollment, student characteristics, program descriptions and evaluations, student retention and progression, performance on the College-Level Academic Skills Test, faculty, relations with the state university system, and funding. Regarding vocational preparatory education, the study investigated organizational structure, entry-level testing, enrollment, student characteristics, delivery of instruction, remediation and retention, and funding. Major issues emerging from the study were state-level coordination, financing, placement in preparatory programs, completion of preparatory requirements, and postsecondary/secondary coordination. Recommendations developed to address these issues included the following: (1) the Division of Community Colleges (DCC) and the Division of Vocational, Adult, and Community Education (DVACE) should each conduct a program review of vocational preparatory programs by no later than 1992-93; (2) one comprehensive annual analysis should be prepared jointly by the DCC, DVACE, and the Division of Public Schools, in order to assist local and state decision makers in evaluating vocational program quality; (3) guidelines should be developed to link special program funds to improved
ED 318 519 JC 900 244 Instructional Program Manual for Maryland Com munity Colleges. Maryland State Board for Community Colleges, Annapolis. Pub Date-1 Mar 90 Note-104p. Pub Type- Reports - Descriptive (141) — Guides · Non-Classroom (055) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Community Colleges, *Curriculum Development, *Program Development, Program Evaluation, Program Guides, *Program Proposals, Program Termination, *Statewide Planning, Two Year Colleges Identifiers—*Maryland This fifth edition of the Maryland Community Colleges Instructional Program Manual was designed to be used in the development, submission, review, and approval of all new instructional programs in the Maryland community colleges. The first section provides a timetable for program proposals and program evaluations. The next sections contain instructions related to instructional program proposals; revisions, options, and transfer patterns; and changes in title for existing programs. The fifth section describes a directed technology certificate proposal, while the sixth outlines steps in inactivating and discontinuing instructional programs. The seventh section provides an overview of statewide designation of programs. The final section focuses on the Maryland Community College Program Evaluation System. A series of appendixes are attached which provide the following forms: instructional program proposal form; Maryland Vocational-Technical Education proposal transmittal forms; a directed technology certificate program proposal form; a request for program discontinuance form; a proposal for statewide designation form; and a projected programs form. In addition, a market analysis survey, a breakdown of the distribution for statewide instructional program funds, a guide for users of the program data monitoring system printout, and the minimum requirements for associate degree-granting institutions are provided. (JMC) ED 318 520 JC 900 245 The Structure of Public Postsecondary Education in Florida: [Report and Recommendations of the] Postsecondary Education Planning Commission, 1990–Report 9. Prepared in response to Specific Appropriation 587 of the 1989 General Appro priations Act, Chapter 89-253, Laws of Florida. Florida State Postsecondary Education Commis sion, Tallahassee. Pub Date—19 Apr 90 Note—84p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*College Planning, Community Col leges, Educational Assessment, Educational Development, *Educational Needs, Educational Objectives, Enrollment, Enrollment Trends, *Governance, Higher Education, Minority Groups, Population Trends, *Postsecondary Education, Public Colleges, State Surveys, State Uni versities, *Statewide Planning, Two Year Colleges Identifiers—*Florida In 1989, a study was conducted to examine the structure of public postsecondary education in Florida, focusing on the missions, locations, and capacity of existing institutions in light of projected
ED 318 522 JC 900 250 Registration in Public Community Colleges and Universities: [Report and Recommendations of the] Postsecondary Education Planning Commission, 1990–Report 5. Prepared in response to Specific Appropriation 587 of the 1989 General Appropriations Act, Chapter 89-253, Laws of Florida. Florida State Postsecondary Education Commis sion, Tallahassee. Pub Date-15 Feb 90 Note-63p.; Prepared in response to Specific Ap propriation 587 of the 1989 General Appropria tions Act, Chapter 89-253, Laws of Florida. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Academic Advising, Community Colleges, Comparative Analysis, Computer Software, Computer Uses in Education, Higher Education, *Public Colleges, *Registrars (School), *School Registration, State Surveys, State Universities, Statewide Planning, *Student Attitudes, Two Year Colleges Identifiers—*Florida This study was conducted in 1989 to analyze the registration processes used in Florida's public community colleges and universities, focusing on procedures, staffing, technologies used to facilitate registration, the relationship between student automated advisement systems and existing registration processes, and institutional procedures for determining a registration master schedule. Two surveys were distributed to the 37 postsecondary registrars in Florida, and a survey was disseminated to 1,000 students at 5 community colleges and 3 universities to gauge student satisfaction with institutional registration and advisement policies and procedures. Surveys were returned from all registrars and 794 students. Six on-site visits were conducted to interview registration personnel and to observe registration procedures. Study findings included the following: (1) all 9 state universities used interactive real time data input registration systems, with 7 using on-line terminal registration, one using interactive scanners, and 6 using touchtone telephone registration; (2) 67% of the university student survey respondents indicated that they registered by phone for fall 1989 classes, and the same percentage reported that they were satisfied with their registration experience; (3) all 28 community colleges used on-line terminal registration for at least one phase of registration, and 6 community colleges used touchtone telephone registration; and (4) only 17% of the community college respondents registered by phone in fall 1989, however, 73% were satisfied with registration. Recommendations for improving registration are included in the study report, along with a discussion of state-level centralization or decentralization of registration in California, Tennessee, Maine, North Carolina, New York, and Georgia. Selected survey results are appended. (WJT) ED 318 523 JC 900 252 Arellano-Romero, Ofelia Eggler, John Recruitment, Retention, and Innovative Instruc tional Strategies for Culturally Diverse Minority College Students: A Review of the Literature. Santa Barbara City Coll., CA. Office of Instruction. Pub Date—Sep 87 Note—77p. Pub Type - Information Analyses (070) – Opinion Papers (120) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Affirmative Action, American Indian Education, Black Students, College Curriculum, Community Colleges, Hispanic Americans, Institutional Research, Instructional Development, Literature Reviews, *Minority Groups, Minority Group Teachers, Nontraditional Students, School Community Relationship, *School Holding Power, Student Attrition, *Student Recruitment, *Teaching Methods, Two Year Colleges, *Two Year College Students Prepared to help Santa Barbara City College (SBCC) improve its recruitment/retention efforts and graduation and transfer rates, this paper presents a review of the literature relating to recruitment, retention, and teaching strategies for the culturally diverse minority community college student. Chapter 1 discusses the growing concern over the underrepresentation of Hispanics, Blacks, and Native Americans in California's postsecondary institutions. Each of the subsequent chapters offers a literature review, followed by specific recommendations for implementation at SBCC. Chapter 2 reviews the literature on recruitment strategies, and includes recommendations related to parent involvement, mentor programs, links to minority organizations and business/industry, articulation, faculty and administrative efforts, and alternatives to on-site registration. Chapter 3 focuses on the retention of culturally diverse minority college students and recommends changes in financial aid, orientations, faculty-student interaction, promotion of a culturally diverse campus climate, academic support services, and student support services. Chapter 4 discusses curriculum and instructional strategies, focusing on the implications for faculty, variables contributing to minority students' academic success, and innovative teaching strategies and curriculum case studies. Recommended teaching strategies for use at SBCC include grouping techniques, culturally relevant curriculum,
mastery learning, anxiety reducing activities, and monitoring of student progress. Chapter 5 provides directions for further research in areas such as testing, learning assessment, and supplementary audio visual units. Finally, chapter 6 presents conclusions regarding curriculum, faculty, research, programs, and activities. Appendixes include population projections for California, and data on degrees earned by Hispanics, Blacks, Native Americans, and Asians. (WJT) ED 318 524 JC 900 254 Accreditation: Evaluating the Collective Faculty. Academic Senate for California Community Col leges, Sacramento. Pub Date—90 Note-8p.; Prepared by the Educational Policies Committee. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement, Accredita tion (Institutions), College Faculty, *Community Colleges, Evaluation Criteria, Faculty Development, Faculty Evaluation, Faculty Workload, Self Evaluation (Groups), *Teacher Characteristics, *Teacher Effectiveness, Teacher Selection, Two Year Colleges Identifiers—*California Community Colleges The Academic Senate for the California Community Colleges developed this series of criteria for use by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges as a basis for developing standards for evaluating the collective faculty of a college. Criteria dealing with the characteristics of the faculty focus on the following: (1) the hiring process, suggesting that each college insure that faculty are chosen for their ability to perform their professional responsibilities and their understanding of the characteristics of the students they will serve; (2) preparation in the discipline, suggesting that more than 90% of the full- and part-time faculty should possess qualifications that at least meet state minimum hiring standards, and more than 50% should exceed the state minimum hiring standards; (3) staff development, focusing on the accessibility and faculty awareness of professional development opportunities, and the adoption of measures of faculty currency in their field; (4) evaluation, suggesting that the evaluation process focus on faculty effectiveness, currency in his/her field, extracurricular activities, service to the community, and self-evaluation and identification of self-determined goals; (5) assignment and load, recommending faculty involvement in the accreditation process and in academic senates and that data be collected to evaluate instructors' performance in non-teaching roles and measure faculty-wide participation in committees; (6) faculty effectiveness, suggesting that evaluation of the faculty as a whole measure the percentage of faculty judged by students and their peers to be satisfactory or better, and the percentage who have received training in pedagogy and working with a multicultural student body; and (7) staff diversity, encouraging colleges to strive for racial and cultural diversity in their faculty and staff. The final section argues that the ideal measure for evaluating the collective faculty is the degree to which they contribute
to the motivation and achievement of students. (JMC) ED 318 525 JC 900 255 Faculty Development Policy Guidelines. Academic Senate for California Community Col leges, Sacramento. Pub Date—90 Note-12p. Pub Type - Opinion Papers (120) – Guides Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Governing Councils, *Com munity Colleges, Curriculum Development, Educational Legislation, *Faculty Development, Guidelines, *Instructional Development, *Organizational Development, Staff Development, Teacher Improvement, Two Year Colleges Identifiers—*California Community Colleges These guidelines were developed to provide an overview of faculty development issues and concerns. The first section reviews the principles of faculty development, citing the California Postsecondary Education Commission's (CPEC) classification of faculty development activities into the categories of professional, instructional, curriculum, and organizational development. The next section discusses the role of the local academic senate in making recommendations to college administrators and district governing boards pertaining to academic and professional issues and as the steward of faculty development activities. Drawing from the Education Code and guidance from the Chancellor's Office of the California Community Colleges, the next section offers guidelines for faculty and staff development. Legislatively authorized uses of funds are listed, including improvement of teaching; maintenance of current academic and technical knowledge and skills; in-service training for vocational education and employment preparation programs; retraining to meet changing institutional needs; intersegmental exchange programs; development of innovations in instructional and administrative techniques; computer and technological proficiency programs; and programs supporting affirmative action and upward mobility goals. After defining these areas, the paper looks at the purposes of staff development as articulated by CPEC and at the proper balance of professional, instructional, curricular, and organizational development. The next section focuses on the legislative mandate that each campus develop a human resources development plan, arguing for a major role for the academic senate. The final section advocates the adoption of a flexible calendar plan for staff development. (WJT)
of dean of instruction; (4) frustrations and satisfactions experienced by female deans of instruction; (5) experiences of Black deans; (6) experiences of Hispanic deans; (7) deans' views on leadership as compared to the views of community college presidents; (8) advice for those aspiring to the dean of instruction position, and for those deans aspiring to the community college presidency; and (9) conclusions and recommendations, including suggested ways of improving the relationship between the dean of instruction and college president. The questionnaires used in the study are appended. (WJT) ED 318 527 JC 900 259 Baker, George A., III And Others Teaching as Leading: Profiles of Excellence in the Open-Door College. American Association of Community and Junior Colleges, Washington, D.C. Pub Date-90 Note—359p. Available from American Association of Commu nity and Junior Colleges, One Dupont Circle, N.W., Suite 410, Washington, DC 20036 ($28.50). Pub Type- Opinion Papers (120) — Reports - Re search (143) — Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*College Faculty, *Community Col leges, *Instructional Leadership, Student Motivation, Teacher Attitudes, *Teacher Effectiveness, Teacher Qualifications, *Teacher Role, *Teacher Student Relationship, Teaching Methods, Teaching Skills, Teaching Styles, Two Year Colleges Drawing from interviews with 869 award-winning community college professors and instructors from the United States and Canada, this book describes the behaviors and techniques used by outstanding teachers in their roles as leaders, influencers, and motivators. Chapter 1 provides a foundation for the 1 concept of teacher as leader, including operational definitions of “teaching" and "learning" and a discussion of motivation theories. Chapter 2 employs an analysis of leadership theory to demonstrate the clear link between leaders and followers, highlighting the path-goal model of leadership as the process of gathering behavioral information about teaching. Chapter 3 presents the research methodology used to describe effective teaching behavior, predict the behavior of effective teachers, develop recommendations for improvement through self-evaluation, and explain ways in which effective teachers motivate students. Chapter 4 presents a profile of the award-winning instructors, including information on experience, age, gender, ethnicity, teaching fields, retention rates, and institutional policies. Chapter 5 provides a framework for employing the path-goal theory of leadership to explain the interaction between teaching and learning. Chapter 6 introduces the Teaching as Leading Inventory (TALI), a tool used to classify an instructor's dominant teaching style as Supporter, Theorist, Achiever, or Influencer. Chapters 7 through 10 offer detailed descriptions of each of these four teaching styles. After summarizing the four separate styles, chapter 11 reviews leadership theories supporting situational teaching and a holistic and contingent view of teaching. Chapter 12 highlights current professional development programs in the U.S. and Canada. Finally, chapter 13 reviews the recommendations from three major educational reform reports as strategies for making teaching and learning a central aspect of all community colleges. Includes a compact version of the TALI and the survey instrument. (WBT) ED 318 528 JC 900 260 Knoell, Dorothy Transfer, Articulation, and Collaboration: Twenty-Five Years Later. American Association of Community and Junior Colleges, Washington, D.C. Spons Agency-Ford Foundation, New York, N.Y. Report No.- ISBN-0-87117-211-9 Pub Date—90 Note-109p. Available from-American Association of Commu nity and Junior Colleges, One Dupont Circle, N.W., Suite 410, Washington, DC 20036 ($15.00). Pub Type— Reports - Descriptive (141) - Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Articulation (Education), *College
ED 318 526 JC 900 258 Vaughan, George B. Pathway to the Presidency: Community College Deans of Instruction. American Association of Community and Junior Colleges, Washington, D.C. Pub Date—90 Note-228p. Available from American Association of Commu nity and Junior Colleges, One Dupont Circle, N.W., Suite 410, Washington, DC 20036 ($24.50). Pub Type-Books (010) - Reports - Research (143) – Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Academic Deans, *Administrator Characteristics, Administrator Qualifications, Administrator Responsibility, *Administrator Role, Black Leadership, Career Ladders, College Administration, College Presidents, Community Colleges, Females, Hispanic Americans, *Instructional Leadership, National Surveys, Questionnaires, Two Year Colleges Written to enhance the understanding of administrators, faculty members, and board members regarding the position of community college dean of instruction, this book reports and analyzes study findings on the background, preparation, and roles of people in this position. The book draws from a national survey of the careers and lifestyles of current deans; separate surveys of female, Black, and Hispanic deans; and interviews with 15 deans of instruction from 13 different states. The nine chapters of the book focus on the following: (1) the dean of instruction's role as the institution's chief academic officer; (2) profiles of current deans of instruction, including both family and educational background; (3) the career pathway to the position
ing the final assignment of the quarter a revision of their first assignment. (WJT)
Transfer Students, Community Colleges, Educational Trends, Higher Education, *Intercollegiate Cooperation, Transfer Programs, Two Year Colleges Comparing data from two studies of community college transfer conducted 25 years apart, this report describes policies, programs, regulations, and practices governing relationships between two- and four-year colleges at state, regional, and local levels. The study that led to this report gathered information from 11 states on transfer admission, assessment, remediation, baccalaureate degrees for vocational students, equal opportunity programs, databases, special arrangements to encourage transfer, state incentives, staff preparation and development, and articulation. The 11 chapters of the report focus on: (1) the need for and methods of the current study, the differences between the 1965 and 1989 studies, and the aims and focus of the report; (2) the educational contexts of the early 1960's and the mid-1990's, with comparisons of governance, community college mission, enrollments, admission, remediation, financial aid, affirmative action, and articulation; (3) the major dimensions of the study; i.e., state-mandated policies and practices, voluntary statewide and interinstitutional agreements, faculty involvement in articulation, and special funding for transfer and articulation; (4) admission policies and practices for limited access programs and campuses and associate degree programs; (5) skills assessment and remediation as articulation issues; (6) ethnic minority students and the transfer function; (7) articulation of career education programs, including information on secondary/postsecondary articulation, 2 + 2 + 2 programs, special degree programs, and articulation of non-credit coursework; (8) databases of transfer data and state information systems; (9) other developments in areas of counseling, staff preparation and transfer, program review, and joint use of facilities and resources; (10) conclusions regarding undergraduate admission, assessment, remediation, educational equity and opportunity, and career education leading the baccalaureate degrees; and (11) concluding comments with respect to the roles of states and faculty, special funding, intercollegiate cooperation, and changes over the 25-year period between the two studies. National guidelines for transfer and articulation, a detailed description of study methodology, and state profiles are appended. (AYC)
naire asked students to assess how well the program achieved its stated goals and objectives for student preparation and to rate each semester of the program in terms of difficulty. Open-ended questions solicited opinions on the program's strengths and weaknesses. The post-graduation questionnaire consisted of questions on demographics; nursing goals; perceptions of preparation to work as a beginning practitioner in pediatrics, obstetrics, psychiatry, medicine, and surgery; rating of tools, roles, and aspects of patient care management; and openended questions about program strengths and weaknesses. Questionnaire results identified only five areas for improvement: (1) fostering a desire to continue education in nursing throughout one's professional life; (2) fostering student-teacher collaboration in the learning process; (3) managing time effectively with regard to patient care; (4) meeting the demands of the average patient assignment; and (5) delegating tasks to auxiliary personnel. The main program strengths included nursing laboratory facilities and availability, professors' teaching skills, integration of classroom content and laboratory activities with clinical practice, and individual development. Overall, nursing graduates considered their preparation to be good to excellent in certain areas of the program, both before and after graduation. (WJT)
ED 318 530 JC 900 263 Carter, Edith H., Ed. Community College Journal for Research and Planning, Volume VI, Numbers 1 and 2. American Association of Community and Junior Colleges, Washington, D.C. National Council for Research and Planning. Pub Date—88 Note-120p. Available from Director, Research Evaluation and Instructional Development, Johnson County Community College, 12345 College of Quivira, Overland Park, KS 66210 ($9.00 non-members). Journal Cit-Community College Journal for Re search and Planning; v6 n1-2 1988 Pub Type - Collected Works - Serials (022) ) Opinion Papers (120) - Reports - Research (143) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*College Planning, Community Col leges, Economic Development, *Educational Trends, Enrollment Influences, Enrollment Projections, *Institutional Research, Management Information Systems, Program Effectiveness, Program Evaluation, Research Utilization, School Business Relationship, Stopouts, Testing Programs, Trend Analysis, Two Year Colleges, Withdrawal (Education) Designed as a forum for the exchange of information among members of the National Council for Research and Planning (NCRP), this journal provides articles on various aspects of community college research, management, and planning. The two issues of volume 6 contain the following articles: (1) “The President's Forum: What Have We Accomplished?” by the NCRP's president, John Losak; (2) “An Analysis of Course Withdrawals at a Rural Community College in Florida,” by Donald A. Dellow, Cordelia Douzenis, and Steven M. Ross; (3) "Assessment in Tennessee Community and Technical Colleges," by H. James Owen; (4) “Enrollment Projections: Template and Guide," by George L. Findlen; (5) “Proving What We Are Doing Is Working: The Student Flow Research Model,” by Janis Cox Coffey; (6) “Using Research to Stimulate Local Initiative for Economic Development,” by P. Anthony Zeiss; (7) “Recent Research on Community College Developmental/Remedial Programs: An ERIC Report," by Diane Zwemer; (8) "The Myths and Realities of Planning,” by G. Jeremiah Ryan; (9) “A Study of Former Students: Dropouts or Stopouts?" by Harriott Calhoun and Tammie Brown; (10) “Predicting Training Success in a Customized Industry Project," by Jerry Moorman and P. Anthony Zeiss; (11) "Towards a New Perspective on Community College Involvement in Economic Development,” by Stephen G. Katsinas and Vincent A. Lacey; (12) “MIS in California Community Colleges: Shared Governance or State Control?” by Janis Cox Coffey and William B. Hamre; (13) “Evaluating College Remedial/Developmental Programs: Results of a Cooperative Effort among Community Colleges,” by Trudy Bers; (14) “Faster and More Accurate Catalog Changes," by George L. Findlen; and (15) “Research of Enrollment Influences at Community Colleges: An ERIC Report," by Mary Hardy. (JMC) ED 318 531 JC 900 264 Iton, Carmen Sabiston, Judy Comparison of Perceptions of “Preparedness” of John Abbott C.E.G.E.P. Nursing Graduates: Prior to Graduation and After. John Abbott Coll., Sainte Anne de Bellevue (Que bec). Pub Date-5 Jan 89 Note-15p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Community Colleges, Employment Experience, Followup Studies, Graduate Surveys, *Nurses, *Nursing Education, Outcomes of Education, * Participant Satisfaction, *Program Effectiveness, Program Evaluation, Student Attitudes, Two Year Colleges, Two Year College Students A study of John Abbott College's nursing graduates was conducted to determine how well prepared for their professional responsibilities the graduates saw themselves just prior to graduation and later after working in the nursing field. A sample of 98 nursing students who graduated between 1986 and 1988 was surveyed, with 93% responding to the pre-graduation survey and 68% responding after working in the field. The pre-graduation question
ED 318 529 JC 900 261 Herrmann, Daryl E. Beppler, Eleanor , Motivating Students in Developmental Writing Programs. Pub Date—8 Feb 90 Note-15p.; Paper presented at the Annual Liberal Arts Network for Development Conference (5th, East Lansing, MI, February 8-9, 1990). Pub Type - Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Basic Writing, Community Colleges, Feedback, Journal Writing, *Reality Therapy, *Remedial Programs, Teacher Attitudes, Teacher Student Relationship, Two Year Colleges, *Writing Assignments, Writing Attitudes, Writing Difficulties, *Writing Instruction In recognition that remedial writing students, regardless of age, are accustomed to failure in written English, instructors of Glen Oaks Community College's developmental writing classes emphasize positive attitudes and activities, students' responsibility for their success or failure, and positive and reassuring instructor attitudes. The writing program follows the principles of Reality Therapy, whereby an individual has the power to make his/her own choices, including success and failure. While instructors support the student and provide examples by their own behavior, they do not assume responsibility for the student's success or failure. Instructors do not accept excuses, but assist the student in evaluating the situation and recognizing the ramifications of his/her behavior. Activities intended to promote positive attitudes include the following: (1) starting the class off with a “question of the day” in place of roll; (2) an ungraded weekly journal assignment on which the instructor makes only positive comments; (3) focusing on the process used to arrive at answers, rather than labeling answers as "wrong"; (4) student attendance at computer lab once a week where they work with tutorials coordinated with classwork and a simple word processing program used for writing exercises; and (5) enabling students to see the progress they have made by mak
ED 318 532 JC 900 265 Johnson, Walter The Labour Process of Teaching at John Abbott College (Part One). John Abbott Coll., Sainte Anne de Bellevue (Que bec). Pub Date—Oct 89 Note-69p. Pub Type- Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Collective Bargaining, *College Fac ulty, Community Colleges, *Faculty College Relationship, Foreign countries, Job Satisfaction, Questionnaires, School Surveys, *Teacher Attitudes, *Teacher Characteristics, Teacher Morale, *Teacher Motivation, Teaching Conditions, Two Year Colleges, Unions This survey was conducted at John Abbott College to gauge teachers' responses to issues concerning their job satisfaction, interaction with colleagues, perceptions of student abilities, and perceptions concerning union negotiating priorities and areas of conflict within the institutional environment. Of the 75 teachers contacted, 47 returned questionnaires, for a response rate of 63%. Major findings were as follows: (1) for females, “more interesting work” would be the most important factor if they were considering another job, whereas “higher pay and better benefits” would be the most important consideration for men; (2) less than half of the respondents chose their work as teachers as their most satisfying activity, although 100% of the non-permanent teachers in the sample chose teaching as their most satisfying activity; (3) 51.1% indicated that maintaining some form of interaction with their immediate colleagues at the college was “very important"; (4) over 65% considered contact with persons at the college, other than departmental colleagues, to be "somewhat important" or "very important”; (5) 80.9% of the respondents found students to be highly or somewhat motivated to learn; (6) respondents were almost evently divided in their opinions of whether incoming students were adequately or inadequately prepared; (7) 40.4% of the respondents indicated that salary should be stressed most in contract negotiations, whereas 59.6% chose non-salary related issues as the most important; and (8) 55.3% chose administration policy as the area in which they would make the most changes if given the chance. The survey instrument and sample comments are attached. (JMC) ED 318 533 JC 900 266 Dickie, L. O. Preconcepts in Physics. Report to the John Abbott College Research and Development Committee. John Abbott Coll., Sainte Anne de Bellevue (Que bec). Pub Date-Apr 88 Note—25p. Pub Type Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Community Colleges, Comparative Analysis, Foreign countries, French Canadians, *High School Students, *Knowledge Level, Language of Instruction, *Mechanics (Physics), Page 19
subsequently chose programs in commerce and social sciences; (7) both genders, but particularly the females, perceived themselves as having little control over their lack of success; (8) both males and females ranked chemistry as the most difficult subject; and (9) female persisters' parents tended to be more highly educated than female transferees' parents, but no such differences were found for males. The survey instrument and student comments are appended. (WJT)
ED 318 537 JC 900 272 Pflaster, Gail Students' Preferences in Types of Classroom Instruction and the Compatibility between Teach ing Learning Styles. John Abbott Coll., Sainte Anne de Bellevue (Que bec). Pub Date—Apr 88 Note-9p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cognitive Style, College Faculty, Community Colleges, Discussion (Teaching Technique), Foreign countries, Instructional Films, Lecture Method, Psychology, Student Attitudes, Student Reaction, Teacher Attitudes, *Teaching Methods, Two Year Colleges, Two Year College Students This study was conducted at John Abbott College to determine the preferences of psychology students among five styles of classroom instruction: films, group discussions, lectures, teacher-led questions and answers, or videos. Questionnaires were distributed in four psychology teachers' upper-level courses, lower-level courses, and continuing education courses. Usable data were obtained from two teachers and 585 students. Teachers were asked to anticipate the students' responses as to preferences of the teaching styles. Films were ranked as first preference by 31% of the students, videos second (31%), group discussions third (31%), teacher-led questions and answers fourth (34%), and lectures fifth (31%). Student rankings coincided with the teachers' predictions. Due to limited teacher participation, not enough data were collected to draw conclusions about preferred learning styles or teacher awareness of these preferred styles. (WJT)
*Physics, Science Instruction, *Science Tests, Student Evaluation, Two Year Colleges, *Two Year College Students This study was conducted to examine the basic conceptual knowledge and understanding of physics possessed by students enrolled in introductory physics, mechanics and waves and optics courses at John Abbott College (JAC). The study used a 36-item multiple-choice test of physics preconcepts developed by Halloun and Hestenes. The Halloun and Hestenes test was administered to 510 JAC students and to 57 high school students at a neighboring feeder high school, and results were compared with Halloun and Hestenes' results of an administration of the test to high school, university, and college students in Arizona. Results were also compared with those of Desautels, who used an 11-item test to assess francophone two-year college students' preconcepts and understanding of uniformly accelerated motion. Study findings included the following: (1) the conceptual knowledge of the Quebec high school students was consistent with that of the Arizona high school students; (2) conventional instruction did little to improve JĄC students' and Arizona college students' understanding of mechanics concepts; (3) the mechanics scheme held by most JAC students was comparable to that held by students in other countries; (4) in Quebec, language of instruction did not affect the development of students' understanding of the conceptual framework of mechanics; and (5) Halloun and Hestenes' test could not serve by itself as a placement test for the mechanics course at JAC. (WJT) ED 318 534 JC 900 267 Conroy, Sherrill Intellectual and Moral Development in College Student and Graduate Female Nurses. John Abbott Coll., Sainte Anne de Bellevue (Que bec). Pub Date-Mar 89 Note—98p.; Masters Thesis, McGill University, Montreal. Pub Type- Reports - Research (143) Tests/ Questionnaires (160) Dissertations/Theses Masters Theses (042) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Case Studies, Community Colleges, *Epistemology, Ethics, Females, Foreign Countries, *Intellectual Development, *Moral Development, *Moral Values, *Nurses, Nursing, Student Characteristics, *Student Development, Two Year Colleges This study of seven female nurses who were presently students at or had graduated from John Abbott College was conducted to determine whether the moral and intellectual development of the participants followed parallel courses; whether the participants adopted a “justice" or a "care" approach to moral questions per Carol Gilligan's model; whether the novice students had already adopted an ethic of care; and whether the nurses changed in their moral outlook as they evolved from novices to experienced graduates. Two first-year nursing students, three third-year nursing students, and two graduates working in an intensive care setting were interviewed and audiotaped. The interviews, which explored views of education, relationships, learning, and moral dilemmas, were analyzed using: (1) Kohlberg's stages of moral development; (2) Belenky's intellectual and moral development schema with epistemological perspectives of silence (i.e., women finding themselves mindless and voiceless), received knowledge (i.e., they can receive and recreate knowledge given to them by external authority figures but cannot create their own), subjective knowledge (i.e., truth and knowledge and personal and private), procedural knowledge (i.e., women are keen to know and gain this knowledge in an objective way), and constructed knowledge (i.e., all truth and knowledge are contextual and created by self and others); and (3) L.M. Brown's "A Guide to Reading Narratives of Moral Conflict and Choice For Self And Moral Voice.” Gilligan's ethic of care and responsibility is discussed. The interview schedule and research proposal are appended. (WJT) ED 318 535 JC 900 269 Oregon Community Colleges, Profile: 1988-89. Oregon State Dept. of Education, Salem. Office of Community Coll. Services. Pub Date- May 90 Note-142p. Pub Type - Numerical/Quantitative Data (110) Reports - Descriptive (141) EDRS Price - MF71/PC06 Plus Postage.
Descriptors-Administrators, *College Faculty, College Libraries, Community Colleges, Community Services, Developmental Studies Programs, *Educational Finance, *Enrollment, Expenditures, Facility Inventory, Full Time Equivalency, Income, *Institutional Characteristics, School Personnel, State Surveys, *Student Characteristics, Tables (Data), Two Year Colleges, *Two Year College Students Identifiers–Oregon A statistical profile is provided of the 16 Oregon community colleges and their services for the academic year 1988-89. First, a directory is presented of the address, phone number, and chief administrative officer of each college. The next section focuses on the colleges' students, providing tables on full-time equivalent (FTE) enrollment by program and institution; unduplicated headcount by program; percentage distribution of headcount and FTE by program; the change in FTE for 1988-89 by institution and program; systemwide headcount by age, gender, racial/ethnic distribution, and residency; and public high school graduates in community college districts. Information is then provided on faculty and staff, including data on gender, racial/ethnic distribution, full-time/part-time status, permanent/temporary status, administrator characteristics, non-teaching professionals, support staff, salaries, and employees by expense function. Next, financial data are presented, including general fund operating revenues and expenditures; special revenue fund revenues and expenditures; operating expenditures by program; costs per FTE; capital expenditures; taxes; tuition rates; financial aid expenditures; and appropriations. Data presented on community college facilities include inventories of total available area, square footage, and optimum stations. The final section provides data on libraries; contracted out-of-district FTE and associated costs and resources; developmental education FTE headcount by age and race; general educational development students; and small business development centers. (JMC) ED 318 536 JC 900 270 Boisset, Annick And Others Persistence in Science: Gender and Program Dif ferences. John Abbott Coll., Sainte Anne de Bellevue (Que bec). Pub Date—89 Note-62p. Pub Type - Reports - Research (143) Tests/ Questionnaires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors—* Academic Achievement, *Aca demic Persistence, Community Colleges, Females, Foreign countries, Majors (Students), Males, Questionnaires, School Surveys, Science Education, Science Interests, *Science Programs, *Sex Differences, Student Attitudes, *Student Attrition, Student Characteristics, Two Year Colleges, Two Year College Students This study was conducted to investigate persistence rates and gender differences among science students at John Abbott College (JAC). Issues addressed in the study included the differences between students persisting in and those transferring out of science programs, female representation in science programs at JAC, and the differences, if any, between male and female students' performance in science courses and their reasons for transferring out of science. All students accepted into science programs for fall 1986 were mailed an admissions survey which solicited data on educational background, reasons for choosing science, university plans, and perceptions of factors which influenced their enrollment and performance in science. A very high return rate yielded 455 usable surveys. For the next four semesters, all students who requested a change of program filled out a questionnaire designed to identify their reasons for leaving the program. After winter 1988, transcripts were studied for academic performance and to confirm data. Study findings included the following: (1) female representation (37.6%) was much lower than male representation in the science programs; (2) females enrolled at a much higher rate in health science (22.2%) than in pure and applied science (15.3%); (3) female students had significantly higher overall grade point averages after four semesters than the males; (4) in health sciences, females enrolled in basic courses rather than advanced courses much more often than males; (5) only 20% of the male students graduated after four semesters, compared to 32% of the females; (6) transferees out of science
ED 318 538 PS 018 282 McAdoo, Harriette P. Crawford, Vanella A. Project SPIRIT Evaluation Report: 1987-1988. Congress of National Black Churches, Inc., Wash ington, DC. Spons Agency-Carnegie Corp. of New York, N.Y. Pub Date—88 Note-30p. Pub Type-- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-After School Programs, *Blacks, *Community Programs, Counselor Training, Daily Living Skills, *Parent Attitudes, Parent Ed. ucation, *Program Effectiveness, Program Evaluation, Program Improvement, Religious Organizations, *Student Attitudes, Tutoring Identifiers—*Project SPIRIT The 1987-1988 Project SPIRIT programs were evaluated for effectiveness from the points of view of the participants, both parents and children. An initiative of the Congress of National Black Churches that was begun in the summer of 1986, Project SPIRIT aims to nurture children's strength, perseverance, imagination, responsibility, integrity, and talent through after-school tutoring and living skills enhancement, parent education, and pastoral counseling training. Assessments of 253 5. to 7-year-olds in Indianapolis, Atlanta, and Oakland were made, and pilot data from parents in Oakland were collected. Evaluation findings indicate that parents: (1) perceived an improvement in children's behavior; (2) felt that the program components their children most liked concerned Black history and the positive contributions of the Black race; (3) averaged less than a high school education but expected higher achievement from their children; and (4) exhibited unusually high levels of stress. The majority of parents were members of Baptist churches, though attendance was irregular. The vast majority of the children attended Sunday School. Black children maintained positive feelings about themselves throughout the year. Children accurately identified
early childhood education and care services, the International Association for the Evaluation of Educational Achievement (IEA) Preprimary Project, is now being conducted. The High/Scope Éducational Research Foundation serves as the international coordinating center for the Preprimary Project. In this report, a brief overview of the IEA Preprimary Project is followed by examples of data from official records and from families. Implications of the information for public policy and educational practices are discussed. Preliminary findings from family survey data from the People's Republic of China and Portugal are discussed. It is concluded that as the United States plans for future early childhood programs, information from other countries should be used to allow a wider examination of the major issues and potential solutions to problems. Such use may result in the most comprehensively based system of services possible for preprimary children. (RH)
themselves by race. Recommendations for program improvement are offered, and tables of data are appended. (RH) ED 318 539 PS 018 551 Fensholt, Mary Caring for the Future: Child Care Need and Availability in Glendale. Glendale Community Coll., CA. Planning and Re search Office. Pub Date-29 Aug 89 Note—40p.; A Study Conducted for the Greater Glendale Child Care Council. Pub Type- Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Community Problems, Community Surveys, *Day Care Centers, *Delivery Systems, Early Childhood Education, Elementary Education, Elementary School Students, *Fees, Infants, *Needs, Preschool Children, Program Develop ment, Questionnaires Identifiers—*Availability Rate, California (Glen dale), Community Needs, Program Expansion, Wait Time This study examined the need for and availability of child care for infants and children through the first six grades in the Glendale, California area in 1989. A total of 46 center-based providers were sent a Child Care Provider Survey that focused on: (1) number of full- and part-time child care spaces at the center; (2) ages of the children served by the center; (3) number of children on the center's waiting list; (4) number of spaces, if any, the center planned to add during 1989-90; and (5) fees charged for each child. The area's need for child care was established on the basis of the population of children residing in Glendale and recent statistics on the proportion of children likely to need child care. Although surveys concerning employer involvement in the provision of child care services for employees were sent to 2,500 local employers, only 17 surveys were returned. That Glendale has a severe shortage of child care facilities is suggested by the great difference between the number of children with probable need and the number of child care spaces available from organized providers. There are large numbers of children on waiting lists for child care. Child care, especially infant care, is expensive in the area. (RH) ED 318 540 PS 018 575 The Education for Parenting Organization. Education for Parenting, Philadelphia, PA. Pub Date-[89] Note-13p. Pub TypeGuides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors Curriculum Development, *Elemen tary School Curriculum, Elementary Secondary Education, *Individual Development, Parent Child Relationship, *Parenthood Education, Parent Influence, *Parenting Skills, *Secondary School Curriculum, *Units of Study Identifiers—*Educating for Parenting Program Features of the Education for Parenting program's Learning About Parenting: Learning to Care curriculum, Parts I, II, and III are described in detail. The curriculum aims to sensitize students to the responsibilities of parenting and teach students the information and skills needed for parenting and caregiving. It is expected that students who complete the instruction program will understand the complexities, potentials, and variations in infants and young children, the process of human development, and the vital role of parents and caregivers in promoting the full development of the child. The curriculum is based on the assumptions that caring is an ability that can be learned and that study of the interaction of parents and infants adequately introduces students to most of the essential elements of caring. The curriculum calls for babies and parents to be brought together in the classroom, usually once a month, so that students may observe interaction between parents and their baby. Of the three age-appropriate parts of the curriculum, Part I is for the early elementary grades, Part II is for the later elementary grades, and Part III is for middle through beginning high school. (RH)
Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors College Students, Decision Making, Foreign countries, Higher Education, High School Students, *Individual Development, *Individual Differences, Interviews, Models, *Moral Development, *Personal Autonomy, Questionnaires, Research Methodology, Secondary Edu cation Identifiers—Australia (Melbourne), *Justification (Psychology), Kohlberg (Lawrence), Moral Reasoning, Multidimensional Models, Theory Development Reported are four studies of the development of moral autonomy among 720 individuals ranging in age from 12 to 21 years. A questionnaire and a focused interview technique were used to find indications of autonomy in moral judgments and the justifications for these judgments. Tasks elicited moral decisions in the areas of child rearing, schools, work, and political and economic management. The aim of the research program was to extend the analysis of the development of moral autonomy offered by a multidimensional model of the development of moral reasoning. Specific objectives were to examine: (1) developmental change and stability in the content of attitudes about autonomous decision-making; (2) types of justifications offered for choices; and (3) relations between justification types and the content of judgments. Findings revealed the need to add the dimension of individual differences to the single dimension used to describe autonomy-related developmental changes in the content of judgments. Another dimension that indexed individual differences in the use of justification types was identified. It was found that justifications for moral judgments were more theoretical than those obtained in a Kohlberg-style interview. Content-related categorization of justifications revealed a substantial connection between justification and judgment content. (RH) ED 318 542 PS 018 713 The Use of the Gesell Screen in the Placement of Young Children: A Research Review. Beryl Buck Inst. for Education, San Rafael, CA. Pub Date- [89] Note-18p. Available from—Beryl Buck Institute for Educa tion, P.O. Box 4950, San Rafael, CA 94903 (free). Pub Type- Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Admission (School), *Early Child hood Education, *Grade Repetition, Individual Development, *School Readiness, *Screening Tests, *Student Placement, *Transitional Programs, Young Children Identifiers—*Gesell Developmental Tests This research review summarizes the current research literature regarding Gesell screening. It also explores the controversy over whether developmentally unready children should be held out of kindergarten, retained at the end of the kindergarten year, or placed in pre-kindergarten or pre-first grade classes. A seven-page bibliography on developmental screening and retention is included. (PCB)
ED 318 544 PS 018 715 Weinberg, Anita Employers and Child Care: New Jersey's New Partnership. A Summary of the Conference Pro ceedings (June 8, 1988). New Jersey Task Force on Employer Supported Child Care, Princeton. Pub Date—89 Note—64p.; For a related document, see PS 018 716. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC03 Plus Postage. Descriptors Early Childhood Education, *Em ployed Parents, *Employer Supported Day Care, Family Problems, Federal Government, Government Role, *Labor Force, *Program Development, State Government, *State Programs, Statewide Planning, Tables (Data), Workshops Identifiers Business Role, New Jersey On June 6, 1988, a statewide conference was held in New Jersey to increase cooperation between public, private, voluntary, and business communities working to expand child care services in the state. Substantive sections of this report of the conference provide: (1) statistics on child care in New Jersey; (2) a description of the day care situation that focuses on projected needs and currently operating assets; and (3) three plenary presentations on the labor environment that discuss the changing roles of women in the new labor market, the effect of increased demand for workers on the development of solutions to the crisis in day care, and the child care problems facing employees. The 12 workshops are very briefly summarized Also included in the report are luncheon and keynote addresses by United States Senator Bill Bradley, New Jersey Governor Thomas Kean, and the Secretary of the United States Department of Labor, Ann McLaughlin. These addresses focus on the role of the federal and state government in programs serving children and families and the need for businesses to become more extensively involved in providing child care services for their employees. (RH) ED 318 545 PS 018 716 New Jersey Employers and Childcare: Through the 1990's Together (Materials Related to a Confer ence] (October 16, 1989). New Jersey Task Force on Employer Supported Child Care, Princeton. Pub Date-16 Oct 89 Note—60p.; For a related document, see PS 018 715. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Annotated Bibliographies, *Child Advocacy, *Cost Effectiveness, Early Childhood Education, *Employer Supported Day Care, Policy Formation, Program Descriptions, *Program Development, Resource Materials, *State Pro grams, Statewide Planning, Workshops Identifiers—*Business Role, *New Jersey On October 16, 1989, a statewide conference was held in New Jersey to assist in increasing the supply of employer supported, affordable, high quality child care in the state through a working partnership with the public, private, voluntary, and business sectors of the community. One of the conference objectives was to provide employers with information indicating the need for and benefits of providing child care assistance to their employees. Other objectives were to develop blueprints for employer action, highlighting existing experience with different options available to novice and more experienced employers, and to establish a forum to present and
ED 318 543 PS 018 714 Olmsted, Patricia P. And Others The International Perspective on Preprimary Edu cation. Pub Date-Apr 90 Note—13p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cross Cultural Studies, Educational Practices, *Family Characteristics, Foreign * Countries, Global Approach, *Intercultural Communication, *Preschool Education, *Public Pol icy, Research Needs Identifiers—China, High Scope Educational Re search Foundation MI, IEA Preprimary Project, Portugal, *Program Characteristics Among nations throughout the world there is a need to share information about early childhood services. This information would allow a given country to examine its early childhood services in light of the systems developed by other nations. At present, comprehensive and detailed information about early childhood services in most countries around the world is not readily available in the United States. As a major step in collecting the general information needed, a cross-national study of
ED 318 541 PS 018 711 Langford, Peter E. Four Studies of Non-Kohlbergian Tasks To Assess the Development of Moral Autonomy during Adolescence. Pub Date—90 Note-47p.
network resources of the New Jersey Task Force on Employer Supported Child Care. Substantive materials in this conference report include: (1) a brochure, “Child Care: A Challenge to New Jersey Employers"; (2) very brief summaries of 11 workshops; (3) information resources for employers, including statistics on child care in the state, information guides on current options and trends in employer-supported child care, and examples of employer involvement in child care assistance; (4) a selected bibliography on employer-supported child care with 14 annotated citations; (5) general information on family day care, school-age child care, and guidelines for parents on speaking with employers about child care assistance; and (6) articles discussing benefits accruing to businesses that provide child care services. (RH)
Pub Date—90 Note-94p.; Ed.D. Practicum, Nova University. Pub Type— Dissertations/Theses - Practicum Pa- pers (043) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Administrator Role, *Cultural Influ ences, *Educational Environment, Elementary Education, *Family School Relationship, Leadership Responsibility, Organizational Climate, Parent Role, *Principals, *School Orientation, School Policy, School Support, Student Role Identifiers—*School Culture, *School Unity The principal of a newly opened elementary school implemented a practicum study designed to unify faculty, parents, staff, and children; add direction to the program; develop a sense of purpose; and increase participation. It was expected that a vision statement would be developed in the school's first year of operation, and that parents and staff would join in planning experiences to maximize the program's effectiveness. The vision statement focused on a supportive school environment, and offered the guarantee that every participating child would complete the program knowing and believing that he or she was loveworthy and capable. In an effort to obtain results on teachers, parents, and students, a needs assessment was conducted; the diversity of children and teachers was assessed; and climate surveys were administered. Practicum evaluation data indicated that objectives were, for the most part, accomplished. Daily attendance and honor roll participation were high. Discipline data reflected a low referral rate, and an exceptionally low rate of aggressive behaviors. It is concluded that a strong vision appears to have several positive effects. Ten appendices provide related material, including the vision statement, a 28-item bibliography for teacher in-service, and newspaper articles on the program. Cited are 24 references. (RH)
ED 318 546 PS 018 717 Guynn, Stephen J. Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report. Volume I: Executive Summary. Indianapolis Public Schools, Ind. Pub Date—May 89 Note—20p.; For other volumes in this report, see PS 018 718-719. Pub Type-- Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Elementary Education, *Montessori Method, Nontraditional Education, *Parent Attitudes, Program Evaluation, *Program Implementation, *Public Schools, *Report Cards, Tables (Data) Identifiers—*Indianapolis Public Schools IN Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. Questionnaires were sent to the households of 536 pupils and to 50 school staff members in the 3 Montessori Option elementary schools. Parents and guardians replied positively to 25 closed-ended questions; were neutral about none; and responded negatively to four. School staff replied positively to 27; were neutral about none; and responded negatively to two. Parents and guardians expressed concern about more than 46 survey-related topics. Parent-initiated topics included: competitiveness and comparison between students, curriculum design and development, learning environments, parent-teacher conferences, program expansion, public school use of Montessori philosophy, and staff certification and training. School staff expressed concern about classroom mangagement, instructional materials, parent involvement, parent-teacher conferences, skills and knowledge analysis, student progress, and the district-wide testing program. Questions and responses (along a Likert-type scale) are provided for parents and school staff members. (RH)
parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This main report describes survey methodology, reports results and conclusions, and offers recommendations. Related materials are appended. (RH) ED 318 548 PS 018 719 Guynn, Stephen J. Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report. Volume III: Appendix. Indianapolis Public Schools, Ind. Pub Date—May 89 Note-57p.; For other volumes in this report, see PS 018 717-718. Portions of document contain light and broken type. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Elementary Education, *Montessori Method, Nontraditional Education, *Parent Attitudes, Program Evaluation, *Program Improvement, *Public Schools, Questionnaires, *Report Cards, Research Design, Tables (Data) Identifiers—*Indianapolis Public Schools IN Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and 3 open-ended questions. The five sections of the survey introduced the topics of the evaluation key, report card headings and philosophy, report card delivery to parents and guardians, and basic principles of the Montessori method. The survey elicited parent opinions about the program. The households of 536 pupils and 50 school staff members in the 3 Montessori Option elementary schools received questionnaires. This appendix to the main report provides: (1) survey design input from parents, teachers, and others; (2) the Montessori Option Pupil Progress Report Survey; and (3) parent and teacher responses for each item. (RH) ED 318 549 PS 018 729 Teitz-Hornyak, Kathleen A. Development of a Child Care Resource and Refer ral Agency in a Corporate Eastern Metropolitan Area. Pub Date-90 Note-33p.; Master of Science Practicum, Nova University. Pub Type - Dissertations/Theses - Practicum Pa pers (043) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Day Care, Early Childhood Educa tion, *Information Services, *Program Development, * Program Effectiveness, *Program Implementation, Questionnaires, *Referral, Sur veys Identifiers—* Agency Development A practicum study was planned and implemented by a working mother for the purpose of developing a child care resource and referral agency in an eastern metropolitan area. The objective of the practicum was to increase the number of child care referrals available to working families by 10 percent over a 10-week period. Of the 110 surveys mailed to businesses in the area, 30 percent were returned. Child care facilities were visited in an effort to gather information about their characteristics. In addition, 600 licensed child care facilities were mailed surveys concerning general facility information, staff qualifications and training, space, and children's programming. Of the 600 facilities, only 27, or 4.50 percent, returned surveys. Implementation efforts resulted in the entry of only 45 of 600 child care facilities into a data base for child care resource and referrals. It was concluded that the low number of responses to the child care survey was responsible for the failure to meet the practicum objective. (RH) ED 318 550 PS 018 732 Currie, John R. Unifying Faculty, Staff, Students, and Community by Establishing and Implementing a Unique Vision for a New Elementary School.
ED 318 547 PS 018 718 Guynn, Stephen J. Evaluation of the Indianapolis Public Schools' Montessori Option (K-6) Pupil Progress Report. Volume II: Main Report. Indianapolis Public Schools, Ind. Pub Date—May 89 Note—30p.; For other volumes in this report, see PS 018 717-719. Pub Type-- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Educational Principles, Elementary Education, *Montessori Method, Nontraditional Education, *Parent Attitudes, Program Evaluation, *Program Improvement, *Public Schools, *Report Cards, Tables (Data) Identifiers—*Indianapolis Public Schools IN Parents and guardians of children in the Indianapolis Public Schools' Montessori Option Program for kindergartners through sixth graders were surveyed. Parents and guardians were surveyed on: (1) the pupil progress report, which was used on a pilot basis during the 1988-89 school year; (2) the Montessori method; (3) strengths and weaknesses of the program; and (4) changes the program needed. The survey instrument consisted of a section on respondent characteristics, 32 closed-ended questions, and three open-ended questions. The five sections of the survey covered the evaluation key, report card headings and philosophy, report card delivery to
ED 318 551 PS 018 734 Williams, Trefor And Others Food, Environment and Health: A Guide for Pri mary School Teachers. World Health Organization, Geneva (Switzerland). Report No.-ISBN-92-4-1544007 Pub Date-90 Note-151p. Available from—WHO Publications Center USA, 49 Sheridan Avenue, Albany, NY 12210 ($18.40, plus $2.00 shipping). Pub Type— Books (010) — Guides - Classroom Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Disease Control, *Family Environ ment, *Food, Guidelines, Health, *Health Promotion, *Hygiene, Instructional Materials, *Learning Activities, Primary Education, Water Quality, Water Treatment This book for primary school teachers provides a practical collection of facts, advice, projects, games, stories, and sample questions for use in teaching children the importance of healthy habits. Food, personal hygiene, and the home environment are areas of particular concern. Details range from advice on ways to start a school garden or design a class growth chart to instructions for a game of "germ warfare" that illustrates how pathogens invade the human body. Throughout, the work emphasizes simple, imaginative tools for correcting errors of food safety, nutrition, and personal hygiene commonly found in developing countries. The book.consists of seven self-contained teaching units which can be used in any sequence. Units deal with: (1) food and the body; (2) keeping food safe; (3) a safe water supply; (4) safe collection and disposal of waste; (5) personal hygiene; (6) the role of insects, pests, and domestic animals in spreading disease; and (7) a healthy home environment. Teachers are given guidance for explaining to children the body's need for water, the types of food the body needs to stay healthy, and the means by which disease can be spread through a community. The liberally illustrated book contains numerous suggestions for involving children in practical activities that will reinforce what they learn and help them appreciate the relevance of their new knowledge to their lives outside the school. (Author/RH) ED 318 552 PS 018 735 Sultana, Michael Dissemination of the Project's Findings. National Seminar (3rd, Msida, Malta, May 9-13, 1988). The CDCC's Project No. 8: "Innovation in
concerns and recommendations of the general rapporteur. (RH)
Primary Education." Council for Cultural Cooperation, Strasbourg (France) Report No.-DECS/EGT(88)65 Pub Date—15 Jan 90 Note—45p.; For related documents, see ED 315 172-175 and PS 018 736-740. Pub Type- Collected Works - Proceedings (021) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Curriculum Development, *Educa tional Innovation, Educational Practices, Educational Technology, Elementary Education, *Elementary School Curriculum, Foreign Countries, Information Dissemination, Leadership, Parent Participation, * Program Implementation, Record Keeping, Seminars, Student Evaluation, Teacher Role Identifiers—*Barriers to Change, Head Teachers, *Malta A national seminar was held in Msida, Malta, for the purpose of disseminating results of the Council of Europe's Council for Cultural Cooperation's project on Innovation in Primary Education (IPE). Another aim was to discuss in depth the recommendations in the final report on the IPE project in the context of the Maltese system of education. A total of 67 heads of private and state primary schools in Malta attended. Participants were asked to briefly describe a curriculum innovation they had introduced into their schools and to rate the importance and difficulty of 12 issues related to innovation in school systems. Lectures at the seminar concerned: (1) sources of change and the need for innovation in the primary school; (2) resistance to change and variables related to the introduction of innovations to schools; (3) the traditional role of the head teacher and demands for innovation; (4) the contemporary role of the head teacher as an innovation agent; (5) curriculum development in the primary school; (6) assessment, appraisal, and record keeping; (7) parent participation; and (8) new technologies. Working groups discussed matters raised by lecturers during plenary sessions. The report provides summaries of opening speeches and lectures, and reports, conclusions, and recommendations of the working groups. (RH)
ED 318 554 PS 018 737 Delmelle, Rene Dissemination of the Project's Findings. National Seminar: French-Speaking Belgium (10th, Brussels, Belgium, December 2, 1988). The CDCC's Project No. 8: "Innovation in Primary Educa tion." Council for Cultural Cooperation, Strasbourg (France) Report No.-DECS/EGT(88)71 Pub Date—18 Sep 89 Note—32p.; For related documents, see ED 315 172-175 and PS 018 735-740. Pub Type- Collected Works - Proceedings (021) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Citizenship Education, Curriculum Development, *Educational Innovation, #Educational Practices, Educational Technology, Elementary Education, *Elementary School Curriculum, Foreign Countries, Information Dissemination, Migrant Youth, *Program Implementation, *School Schedules, Seminars, Teacher Education Identifiers—*Belgium, Biorhythms, Circadian Ac tivity Rhythms, French Speaking, Research Results A seminar was held in Brussels for the purpose of disseminating results of the Council of Europe's Council for Cultural Cooperation's (CDCC) Project 8, Innovation in Primary Education (IPE), and information about IPE-related educational innovation in French-speaking Belgium. Participants were 92 educators. A review of aims of the CDCC and aspects of the IPE was followed by lectures on: (1) implications of differentiated education; (2) the IPE network of contact schools; (3) a move towards reorganization of the school day; (4) an application of the results of a project carried out by a state primary school; and (5) innovation in elementary education in French-speaking Belgium. The lecture on the reorganization of the school day focused on biorhythms, annual rhythms, and circadian rhythms in relation to the structure of an ideal school day. The lecture on innovation in elementary education in French-speaking Belgium analyzed major innovations in curricula and teacher training. Also discussed were four areas of research and action: continuity between nursery and primary school that involves a new approach to the written word; the use of information technology; reduced school failure; schooling for children from migrant families; and the process of preparing pupils for European citizenship. (RH)
of the IPE was offered. Lectures on new information technologies, science teaching at primary school, and innovation in mathematics teaching were then given. General discussion explored expectations of post-primary education, the new curriculum, organization of the school day, the role of head teachers, parents as part of the educational community, contact schools, and an international information network on education. Included in the appendices are the seminar program, an address by the Minister for Education and Youth, and a list of participants. (RH) ED 318 556 PS 018 739 Lavin, Patrick Dissemination of the Project's Findings. National Seminar (13th, Vienna, Austria, March 29-31, 1989). The CDCC's Project No. 8: “Innovation in Primary Education." Council for Cultural Cooperation, Strasbourg (France) Report No.-DECS/EGT(89)26 Pub Date—19 Feb 90 Note—44p.; For related documents, see ED 315 172-175 and PS 018 735-740. Pub Type- Collected Works - Proceedings (021) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Curriculum Development, *Educa tional Innovation, Educational Objectives, *Educational Practices, Educational Technology, Elementary Education, *Elementary School Curriculum, Foreign countries, Individualized Instruction, Information Dissemination, Mainstreaming, Outcomes of Education, *Program Implementation, School Libraries, School Organization, Seminars, Teaching Methods Identifiers—* Austria A 3-day conference on the child-oriented primary school was convened in Vienna for the purposes of disseminating findings of the Council of Europe's Council for Cultural Cooperation's (CDCC) Project No. 8, Innovation in Primary Education (IPE), and examining issues relating to a review of Austria's primary school curriculum. Participants were academics, teacher educators, inspectors, head teachers, lower secondary and primary teachers, and representatives of teacher unions and parent associations. A total of 11 member states of the Council of Europe were represented. A review of CDCC's elementary school project was followed by lectures on: (1) tasks and aims of the primary school; (2) opportunities and limits of integration for pupils with special needs; (3) new approaches to learning and teaching in primary school; and (4) alternative models for the organization of the introductory per-, iod of schooling. Interrelated topics were discussed in group sessions; these concerned individualization of instruction, various types of primary schools, integration of special needs students, new approaches to teaching and learning, organization of the school entrance phase, new information technologies, school libraries, and the effect of elementary school change on schools of higher education. The concluding presentation compared elementary schools in several countries. (RH)
ED 318 553 PS 018 736 van den Hoven, Gerard H. Dissemination of the Project's Findings. National Seminar (4th, Reykjavik, Iceland, May 19-20, 1988). The CDCC's Project No. 8: “Innovation in Primary Education.” Council for Cultural Cooperation, Strasbourg (France) Report No.--DECS/EGT(88)66 Pub Date—17 Oct 89 Note-44p.; For related documents, see ED 315 172-175 and PS 018 735-740. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Behaviorism, *Child Development, Communication (Thought Transfer), Cooperation, *Educational Innovation, Educational Objectives, *Educational Practices, Educational Theories, Elementary Education, *Elementary School Curriculum, Foreign Countries, Information Dissemination, *Program Implementation, Seminars, Teacher Education, Teacher Role, Teaching Methods Identifiers—Constructivism, Iceland, Netherlands A seminar was held in Reykjavik, Iceland for the purposes of disseminating results of the Council of Europe's Council for Cultural Cooperation's (CDCC) Project 8, Innovation in Primary Education (IPE), and exploring issues in educational reform in Iceland, particularly the revision of the core curriculum. Participants were civil servants of the ministry of education, inspectors, staff of the teacher training college, directors of the eight school districts, teachers, and representatives of the teachers' union. Preliminary addresses provided background information and covered the educational situation in primary schools in Iceland. Lectures focused on: (1) the methods, reports, results, and recommendations of the IPE; (2) the primary school in a changing world, with a special emphasis on new knowledge about child development; (3) innovation in the new primary school in Holland; (4) the education of teachers with regard to innovations in teaching 6- through 12-year-old children; and (5) school-based innovation in school development. The report provides summaries and discussion of the lectures, conclusions of discussion groups, and
ED 318 555 PS 018 738 Hierzig, Francis Dissemination of the Project's Findings. National Seminar (12th, Luxembourg, February 22, 1989). The CDCC's Project No. 8: “Innovation in Primary Education." Council for Cultural Cooperation, Strasbourg (France) Report No.-DECS/EGT(89)25 Pub Date-16 Oct 89 Note—24p.; For related documents, see ED 315 172-175 and PS 018 735-740. Pub Type Collected Works - Proceedings (021) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Curriculum Development, *Educa tional Innovation, Educational Objectives, * Educational Practices, Educational Technology, Elementary Education, *Elementary School Curriculum, Foreign countries, Information Dissemination, Leadership, Parent Participation, *Program Implementation, Science Education, Teacher Role A day-long study session was held in Luxembourg to publicize the results of Project No. 8, Innovation in Primary Education (IPE), of the Council of Europe's Council for Cultural Cooperation. Participants were instructed to view the session in relation to efforts to disseminate the results of the IPE and the revision of Luxembourg's primary school curriculum. The session, which was conducted in French, was attended by about 70 educators, including school inspectors, designers of the new primary curriculum, representatives of primary teachers' trade unions, and representatives of post-primary education. Intitial addresses concerned curriculum revision and the aims of primary education. An account
ED 318 557 PS 018 740 Galton, Maurice Dissemination of the Project's Findings. National Seminar (14th, Zagreb, Yugoslvaia, July 5-7, 1989). The CDCC's Project No. 8: "Innovation in Primary Education.” Council for Cultural Cooperation, Strasbourg (France) Report No.-DECS/EGT(89)27 Pub Date—12 Dec 89 Note—36p.; For related documents, see ED 315 172-175 and PS 018 735-740. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Educational Innovation, #Educa tional Policy, *Educational Practices, Educational Theories, Elementary Education, *Elementary School Curriculum, Foreign Countries, Information Dissemination, Leadership, *Program Implementation, Seminars, Teacher Role Identifiers—Barriers to Change, Head Teachers, *Yugoslavia A 3-day conference was convened in Zagreb, Yugoslavia for the purpose of disseminating results of the Council of Europe's Council for Cultural Cooperation's (CDCC) Project 8, Innovation in Primary Education (IPE). Changes in theoretical approaches to and organizational practices of primary education in Yugoslavia were discussed. A total of 61 educators attended. A review of the IPE project was followed by lectures on: (1) the need for innovation in primary school, sources of and resistance to change, and variables related to the introduction of innovations; (2) the rationale and implementation strategies of the IPE; (3) theoretical bases and empirical testing of experimental models of internal reform of primary schools; (4) major issues and changes in educational policy for primary school in Yugoslavia in an international perspective; and (5) the traditional role of head teachers, their contemporary role as agents of innovation, and demands for innovation. After the lectures, a number of participants made short presentations describing innovations in Yugoslavia. The presentations were then discussed. Summarized in this report are lectures, participants' contributions and discussion of them, and rapporteurs' reports. (RH) ED 318 558
PS 018 741 Hitz, Randy Massoni, Betty Trends in Kindergarten and First Grade, Fall 1989. Survey Report and Recommendations of the Early Childhood Advisory Committee. Oregon State Dept. of Education, Salem. Pub Date—89 Note-19p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Class Size, *Educational Trends, *Grade 1, Grade Repetition, Home Visits, *Kindergarten, Parent Role, Parent Teacher Conferences, Primary Education, School Entrance Age, School Policy, School Schedules, State Surveys, Teacher Aides, Textbooks, Transitional Pro grams, Volunteers Identifiers—*Oregon, Staffing Patterns Findings of a recent Oregon Department of Education survey of elementary school principals are reported. In fall, 1988, questionnaires were mailed to 789 elementary school principals in the state. A total of 694 responded. The survey was designed to provide insight into important trends in kindergarten and first grade. The following topics were covered: (1) class size; (2) aide time; (3) number of kindergarten teachers per building; (4) kindergarten schedules; (5) home visits, parent-teacher conferences, and parent volunteers; (6) early entrance policies; (7) retention and transition classrooms; and (8) use of textbooks to teach reading and writing and other curriculum areas. Each of the eight sections of this report includes survey results and a brief commentary citing current national trends and research on the topic in question. Recommendations of the Department's Early Childhood Advisory Committee are also included in each section. (RH)
the program, and student perceptions of program benefits, strengths, and weaknesses. Findings indicated that student and staff perceptions of ITCP goals coincided to a great degree. Interview data showed that over half the students felt that participating in the program gave them a greater sense of the realities of parenting. Many students said their grades had improved since they entered the program. More than 90 percent of the staff rated the program as moderately to highly successful in improving student progress and providing child care services. The program was less successful in improving student parenting skills and preparing students for life after high school. A list of recommended readings is appended. (RH) ED 318 560 PS 018 743 Mei, Dolores M. And Others Infant/Toddler Care Program. Administrative Structure Report, 1987-88. New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. Pub Date-Apr 90 Note—39p.; For a related document, see PS 018 742. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Administrator Attitudes, Communi cation Problems, Early Parenthood, *High Risk Students, High Schools, Inservice Teacher Education, Interviews, Pregnancy, *Program Administration, Program Descriptions, Program Evaluation, School Surveys, Teacher Attitudes, *Teacher Supervision, Urban Schools Identifiers—*Infant Toddler Care Program, *New York City Board of Education, Program Characteristics An evaluation was made of the structure and adequacy of the administration of the Infant/Toddler Care Program (ITCP), a program that helps teenage parents in New York City complete their high school education. Infant and toddler care is one of the four program components. The ITCP provides both early childhood and secondary education and is administered for the New York City Board of Education by the Office of Alternative High Schools and Special Programs. Field supervisors provide early childhood education administrative services, while on-site administrators provide secondary education administrative services. Objectives of the evaluation were to determine the roles and types of on-site supervision at ITCP sites, the nature of field supervision of program staff, and the nature and sufficiency of the program's central staff. During spring and summer, 1988, survey and interview data were collected from program staff and administrators. All program staff were sent surveys, and interview data were collected from a representative staff sample. In addition, all central administrators, project coordinators, and six site supervisors were individually interviewed. Findings indicated that early childhood education paraprofessionals received the least communication and training. Recommendations for program improvement are offered. (RH) ED 318 561 PS 018 744 Caring for New Mothers: Pressing Problems, New Solutions. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, One Hundred First Congress, First Session (October 24, 1989). Congress of the U.S., Washington, DC. House Select Committee on Children, Youth, and Families. Pub Date—90 Note-283p.; Some pages contain small, light type. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 052-070-066-35-1, $9.00). Pub Type— Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC12 Plus Postage. Descriptors—Birth Weight, Demography, Drug Abuse, *Federal Programs, Health Promotion, Hearings, Infant Mortality, *Insurance, Low Income Groups, Malpractice, *Medical Services, *Pregnancy, *Program Improvement, Tables (Data) Identifiers—*Access to Health Care, Congress 101st, Prenatal Care A hearing was held to consider problems women face in obtaining preventive care or early comprehensive prenatal care. Testimony concerned: (1) the Public Health Service Expert Panel's report on prenatal care; (2) Los Angeles' critical shortage of maternity care providers; (3) new research from
Detroit that suggests that even when prenatal care is available, women at highest risk receive the worst care; and (4) promising approaches to improving maternity care, including the March of Dimes Campaign for Healthier Babies and a prenatal care program for employees of the First National Bank of Chicago. Fact sheets on problems and solutions related to providing care for new mothers, and numerous tables of data on care and related topics are included in the report. Also included are answers to questions posed by Representatives Bliley and Miller to James O. Mason, M.D., Assistant Secretary of the Public Health Service of the Department of Health and Human Services, concerning the President's plan to improve child health and reduce infant mortality. (RH) ED 318 562 PS 018 745 Butts, Katherine G. Partners in Excellence: Enriching the Kindergar ten Curriculum through Effective Utilization of Community Resources in the School. Pub Date -Jun 85 Note-161p.; Master's Practicum Report, Nova University Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Art Education, Community Involve ment, *Community Resources, Environmental Education, Health Education, *Kindergarten, Nutrition Instruction, Outreach Programs, *Primary Education, Safety This document describes a program which used community resources to enrich the kindergarten program. The program was organized into three phases. The phases concerned children's care for their health, care for the environment, and involvement with arts in the community. Resource persons from the community, such as a dentist, a psychologist, a forester, and an artist, came into the classrooms to teach the children about their areas of expertise. Teachers developed objectives for each phase. Pre- and posttests were administered to the children. Evaluation forms, lists of materials and activities, program outlines, and a letter to parents are included in the appendices. (PCB) ED 318 563 PS 018 746 Kambiss, Patricia A. The Effects of Cooperative Learning on Student Achievement in a Fourth Grade Classroom. Pub Date—90 Note—90p.; Research Project Report, Mercer Uni versity. Pub Type- Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Academic Achievement, Coopera tive Learning, Grade 4, *Grouping (Instructional Purposes), Intermediate Grades, Pretests Posttests, *Spelling Instruction, *Student Improvement The purpose of this study was to examine the effects of cooperative learning on spelling achievement in fourth grade. During the 12-week treatment period, students (n=25) in the experimental group were heterogeneously grouped and received instruction by means of cooperative learning techniques. The control group (n=26), which was not grouped in any specific manner, received an equal amount of instruction in spelling using traditional techniques. Both groups received the same assignments and covered the same content. Pretests and posttests were administered. There was a significant difference between the spelling achievement of the two groups of students in favor of the students who worked together cooperatively. (PCB) ED 318 564 PS 018 747 O'Neil, Robin Facilitating Children's Academic Achievement: Does Maternal Employment Matter? Spons Agency-Spencer Foundation, Chicago, Ill. Pub Date-Aug 89 Note-19p.; Paper presented at the Annual Meet ing of the American Psychological Association (New Orleans, LA, August 11-15, 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, Educa tional Attainment, *Elementary School Students, *Employed Parents, Grade 1, Homework, *Kindergarten Children, *Mothers, *Parent Influence, Parent Responsibility, Primary Education, Stimu lation, Stress Variables Identifiers—*Commitment
ED 318 559 PS 018 742 Mei, Dolores M. And Others Infant/Toddler Care Program. Staff and Student Characteristics and Perceptions of the Program 1987-88. Evaluation Section Report. New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. Pub Date-Apr 90 Note—36p.; For a related document, see PS 018 743. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Early Parenthood, *High Risk Stu dents, High Schools, Interviews, Mothers, Pregnancy, Program Effectiveness, Program Evaluation, Program Improvement, School Surveys, *Student Attitudes, *Student Characteristics, Student Improvement, *Teacher Attitudes, Teacher Characteristics, Urban Schools Identifiers—*Infant Toddler Care Program, *New York City Board of Education This evaluation of the New York Public High Schools' Infant/Toddler Care Program (ITCP) delineates staff and student characteristics and perceptions of the program. In 1987-88, the ITCP program, which has a dual focus of supplying early childhood and secondary education, provided 526 teenage parents at 20 public high schools with comprehensive services designed to help them complete high school. Data on the early childhood and secondary education services was collected through interviews with a sample of 64 student participants, and surveys and interviews of staff. Emphasis was given to ascertaining the staff's education and related work experience; staff perceptions of program strengths and weaknesses; student attitudes toward Page 20
This study concerned effects of maternal work hours, education, and sex of child on the amount of supervision and guidance of children's study and homework and the amount of cognitive stimulation provided by the mother. Analyses were conducted to examine the relative contribution of commitment to the parental role and role strain to parent-child relationships. Participants were 52 married mothers of a kindergarten or first-grade child. Of the mothers, 22 were not employed, 18 were employed part-time, and 10 were employed full-time. Survey items concerned demographic characteristics, employment status, child supervision and guidance practices, cognitive stimulation activities, parental commitment, and role strain. There were no significant relationships between the number of hours that a mother was employed and the extent to which she provided supervision and guidance of her child's schoolwork and cognitive stimulation. Findings suggest that parental commitment plays an important role in the provision of supervision, guidance, and cognitive stimulation to the child. The effect of role strain on parenting processes appears to reflect a reduction in the amount of time a mother has for supervision and guidance functions. (RH) ED 318 565 PS 018 749 New, Rebecca S. Projects and Provocations: Preschool Curriculum Ideas from Reggio Emilia, Italy. Pub Date—90 Note-19p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Art Products, Communication (Thought Transfer), Curriculum Development, Early Childhood Education, *Educational Innovation, Foreign countries, *Preschool Curriculum, Program Descriptions, Public Schools, *Student Projects, Student Role, *Teacher Role, Teacher Student Relationship, *Teaching Meth ods Identifiers—*Italy, *Symbolic Representation This paper explores implications of the preschool program in Reggio Emilia, Italy for the early childhood education curriculum in the United States. Reggio Emilia's municipal early childhood program incorporates high quality day care with a carefully articulated philosophy of education. The curriculum of the preschools is based on a project approach to learning that emphasizes symbolic representation. Children and teachers are viewed as partners in learning. Teachers serve as facilitators of a constructivist curriculum: as provocateurs who create discontinuous or discrepant experiences and problems. Teachers also serve as careful observers who document children's growth. Teachers view art as central to the educational process, as a form of exploration and expression. Each preschool has an art teacher who is available to work with the children and their teachers throughout the day. Projects, which provide numerous opportunities for symbolic representation, may last for several days or months. A sequence of responding, recording, playing, exploring, hypothesis building and testing, and provoking occurs in most projects. The projects described in detail concern shadows, self-portraits, war play, enemies, and outer space. (RH) ED 318 566 PS 018 750 Basic Skills. Addison-Rutland Supervisory Union, Fair Haven, Vt. Pub Date—Jul 89 Note—62p. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Basic Skills, Computer Uses in Edu cation, #Educational Objectives, Elementary Education, *Elementary School Curriculum, Language Arts, Mathematics Skills, Reading Readiness, Reading Skills, Science Instruction, Social Studies Identifiers—* Addison Rutland Supervisory Union VT, *Vermont This publication lists basic skills curriculum objectives for kindergarten through eighth grade in the schools of the Addison-Rutland Supervisory Union in Fair Haven, Vermont. Objectives concern language arts, reading, mathematics, science, and social studies instruction. Kindergarten objectives for general skills, physical growth, motor skills, and academic skills are also listed. In the final section, objectives for computer instruction are organized by four grade levels. (RH)
ED 318 567 PS 018 751 Allen, Michael G. Profile of Vermont Schools in the Middle: A Research Report. Vermont Association for Middle Level Education, Castleton. Pub Date—90 Note-48p. Available from-VAMLE, Box 664, Middlebury, VT 05753 ($4.00). Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrative Organization, Com parative Analysis, *Elementary School Curriculum, Elementary Secondary Education, *Instruction, *Middle Schools, Principals, Profiles, Program Evaluation, Program Implementation, *School Organization, *Staff Development, State Surveys Identifiers—*Vermont This study provides a data profile on Vermont's middle level schools and draws several comparisons between these data and those collected in a similar study conducted in 1980. Section One reports the current data from surveyed principals. Section Two offers several comparisons between 1980 and 1989 data. Section Three draws conclusions and offers recommendations. Data were collected by means of a 19-item questionnaire that was mailed to the 31 middle grades schools in Vermont. A total of 23 questionnaires were returned. Reported findings concern: (1) administrative organization, including grade configuration, housing arrangements, and articulation; (2) establishment of the middle school; (3) decisions concerning grade organization; (4) staff development; (5) curriculum, including common subjects, and required and elective programing; (6) instruction, including instructional organization and schedule, grouping for instruction, independent study, reports of pupil progress, and counseling of students; (7) school evaluation; and (8) other data, including home-based and teacher advisory programs, faculty preparation, plans for evaluation, and major problems. Comparisons in Section Two focus on basic curriculum and instruction. Conclusions reflect expectations for improving middle level education for Vermont's early adolescents. (RH) ED 318 568 PS 018 753 Siegel, Wendi Feldman Fostering Prosocial Behavior in Preschool Chil dren through Teacher, Student, and Parent In volvement. Pub Date—90 Note-81p.; Ed.D. Practicum, Nova University. Pub Type- Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Aggression, * Antisocial Behavior, *Behavior Change, Child Rearing, *Early Childhood Education, *Parent Attitudes, Parent Child Relationship, Parent Participation, Peer Relationship, Preschool Children, Preschool Education, *Prosocial Behavior Ten preschool children who were not demonstrating age-appropriate, acceptable, social behavior in school were identified. A program was developed, the objectives of which were to decrease children's aggressive behavior and increase the frequency of social activity. The ten children attended three individual sessions with an adult in which they learned about prosocial solutions to everyday problems. The parents of these children were asked to complete a q-sort dealing with parental values. Parents also spent time with their children in school every week and received information on developmentally appropriate practices relating to social skills and on the priorities that other parents set for their children. Although each objective was not met for each child, positive results were generated by the project. (PCB)
Descriptors—Elementary Education, Guidelines, *Parent Role, *School Readiness, School Registration, *School Role Guidelines for parents who are preparing their child for his or her first day at school are provided. Contents concern what needs to be brought to registration, basic skills the child should have mastered before entering school, the need to familiarize the child with the school and the school grounds, and things parents should know about their child's school. The school's part in the family-school relationship is described in sections concerning learning activities, the health and safety of children at school, and reports to parents from the school. (RH) ED 318 570 PS 018 755 Greer-Smith, Sandra The Effect of a Full-Day Kindergarten on the Student's Academic Performance. Pub Date—May 90 Note-25p.; Master of Science Thesis, Dominican College. Pub Type- Reports - Research (143) — Disserta tions/Theses - Masters Theses (042) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adjustment (to Environment), Em ployed Parents, Enrichment Activities, *Full Day Half Day Schedules, *Kindergarten, Primary Education, Questionnaires, *Teacher Attitudes, Teacher Student Relationship Identifiers-Academic Stress The purpose of this study was to determine whether the length of the school day has an effect on kindergarten students' academic performance. Ten full-day and ten half-day kindergarten teachers were asked to complete a questionnaire regarding the effects of full-day kindergarten on students. A majority of the half-day teachers were concerned that: (1) children in full-day kindergarten programs leave school tired; (2) there is more academic pressure on children in full-day kindergarten programs; (3) too much school at an early age can have a negative effect; and (4) children need half-day programs as a transition time between home and school. The majority of full-day teachers surveyed thought that full-day programs: (1) meet the needs of working parents; (2) have more enrichment activities; and (3) provide more opportunities for teachers to work with students. (PCB) ED 318 571 PS 018 757 Charlesworth, Rosalind And Others Kindergarten Teachers' Beliefs and Practices. Pub Date—16 Apr 90 Note-48p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-Reports - Research (143) -Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Beliefs, *Check Lists, Classroom Observation Techniques, Classroom Research, Classroom Techniques, Educational Practices, Factor Structure, *Kindergarten, Measures (Individuals), *Preschool Teachers, Primary Education, Questionnaires, Teacher Attitudes, Test Construction, Test Reliability Identifiers—*Developmentally Appropriate Pro grams, *Teacher Rating Scale The major objectives of this study were to: (1) develop a questionnaire based on the National Association for the Education of Young Children's 1986 guidelines for developmentally appropriate practice in early childhood education; and (2) use the questionnaire to obtain information regarding kindergarten teachers' beliefs and instructional activities. The measure developed was a 27-item Checklist for Rating Developmentally Appropriate Practice in Kindergarten Classrooms. The measure, composed of two scales, the Teachers' Beliefs Scale and the Instructional Activities Scale, was administered to 113 kindergarten teachers from 4 Southern states. Findings suggested that psychometric properties of the measure were encouraging; they revealed positive correlations between developmentally appropriate beliefs and activities and between developmentally inappropriate beliefs and activities. Factors of both scales were fairly strong and independent. Teachers characterized as more developmentally appropriate felt themselves to be more in control than did teachers characterized as less developmentally appropriate. It is concluded that the teacher questionnaire shows promise of being a useful instrument for the study of teachers' perceptions of their beliefs and practices. Results support the contention that a great
ED 318 569 PS 018 754 A Parent's Guide to That First Day at School. National School Public Relations Association, Ar lington, Va. Pub Date—90 Note-17p. Available from National School Public Relations Association, 1501 Lee Highway, Suite 201, Arlington, VA 22209 (Publication No. 411-13378, $0.69 each, minimum order of 25 copies. No ship ping charge on prepaid orders.) Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS.
context of journal characteristics and general changes in content areas. (RH) ED 318 574 PS 018 762 Horm-Wingerd, Diane M. Assesssing Tests: What Do Teachers Need To Know? Pub Date—Nov 88 Note--21p.; A portion of this paper was presented at the Annual Meeting of the National Association for the Education of Young Children (Ana heim, CA, November 10-13, 1988). Pub Type Guides - Non-Classroom (055) – Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Criterion Referenced Tests, Educa tional Practices, Guidelines, Norm Referenced Tests, Resource Materials, Standardized Tests, *Teacher Responsibility, Test Reliability, *Test Selection, *Test Use, Test Validity This paper provides an overview of standardized tests and a summary of important psychometric and test construction properties that educators must consider when they make critical evaluations of standardized tests. Sections of the paper concern: (1) basic characteristics of standardized tests; (2) differences between norm-referenced and criterion-referenced tests; (3) reliability and validity; (4) the importance of reliability and validity; and (5) sources of additional information. Guidelines for appropriate test selection and use are included. (Author/RH)
deal of inappropriate practice occurs in kindergarten classrooms. (Author/RH) ED 318 572 PS 018 758 Schwager, Mahna Balow, Irving H. An Analysis of Retention Policies and Their Possi ble Effects on Retention Rates. Spons Agency-California Educational Research Cooperative, Riverside. Pub Date—Apr 90 Note-23p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Board of Education Policy, *Classi fication, Criteria, Decision Making, Elementary Education, *Grade Repetition, *Remedial Programs, Research Methodology, *School Districts, Teacher Attitudes Identifiers—Analytical Methods, California, Effort, Operational Concepts, *Policy Implementation Seventeen Southern California school districts participated in a pilot study intended to develop a framework for classifying district policies on retaining students. It was assumed that differences in district policy created varying levels of objectification of standards for decision making and varying degrees of work effort needed to implement the policies. It was hypothesized that these variances influenced districts' retention rates. All districts participating in the pilot study provided a copy of their policy on elementary student retention and promotion and a count of students retained in 1987-88. Three classification variables were used. An objectification of standards scale ranged from silence on criteria to the use of standardized tests. Difficulty of policy implementation was assessed through two variables. An administrative work effort scale ranged from simple notification of parents to referral to a child study team. A child remediation work effort scale ranged from no required remediation to remediation before and after retention. In an effort to validate the framework, district policies and retention data of another 54 California school districts were analyzed. Findings from the 71 participating districts indicated significant correlations across grades 2-6 on objectivity of standards. Increased administrative work consistently inhibited retention rates, which declined markedly at upper elementary grade levels. (RH) ED 318 573 PS 018 759 Howe, Nina Cheyne, Allan Recent Trends in Developmental Research: A Quantitative Analysis. Pub Date-Jan 90 Note-39p.; Portions of this paper were presented at the University of Waterloo Conference on Child Development (Waterloo, Ontario, Canada, May 1984), and at the Biennial Meeting of the Society for Research in Child Development (Tor onto, Ontario, Canada, April 25-28, 1985). Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Child Development, *Cognitive De velopment, Content Analysis, *Editors, *Learning Processes, *Scholarly Journals, Social Development Identifiers-Keywords, *Research Trends An assessment of recent trends in developmental research examined all articles published in the periodical “Child Development" from 1967-1983. Of the articles that were included in the “Child Development Abstracts and Bibliography” in the same period, 200 articles from each year of the period were randomly selected for assessment. Sixteen keywords were used to categorize the content of articles: (1) abnormal development; (2) cognition; (3) communication-language; (4) education; (5) emotion; (6) family relations; (7) intelligence; (8) learning; (9) memory; (10) methodology;(11) moral development; (12) perception; (13) personality;(14) physical development; (15) social development; and (16) theory. Findings revealed an initial increase and subsequent decrease in the amount of research citing cognitive development. There was a dramatic decline in learning research. Several publication trends specific to "Child Development” were identified. In particular, research on social development was more prominent in “Child Development” than in other developmental journals. It was concluded that journal editorial policy may influence publication trends. Research trends are discussed in the
ED 318 575 PS 018 763 Aberbach, Amy J. And Others Parental Helping Strategies and Children's Auton omous Learning Behaviors in the Classroom. Pub Date - Apr 90 Note-24p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Classroom Research, *Elementary School Students, Family Environment, Grade 4, Helping Relationship, *Help Seeking, Intermediate Grades, *Mothers, Parent Attitudes, *Parent Influence, Performance Factors, *Persistence, Personal Autonomy, Problem Solving, Sex Differences, *Student Behavior The impact of the home learning environment on children's autonomous learning behaviors (ALBs) was examined. The three key topics addressed were: (1) the relation of types of helping techniques used by mothers to their children's help-seeking and persistence behaviors in the classroom; (2) the relation of children's ALBs to gender; and (3) mothers' general beliefs regarding the importance of encouraging children's independence in solving schoolwork problems. Specific ALBs studied were telling, showing, hinting, and encouraging children to solve problems on their own. Subjects were 54 boys and 55 girls in the fourth grade, their teachers, and their mothers. The effect of gender was considered to be of particular interest. Findings indicated that the type of help a mother reports providing for her child does not appear to be important to children's ALBs, especially girls'. Telling a boy what a word means appears to relate negatively to boys' reading persistence, although the direction of the effect is not clear. Mothers' general beliefs about the importance of having children solve schoolwork problems on their own seems to relate positively to girls' ALBs. Mothers' belief in the importance of independent problem solving was associated with increases in the frequency of help-seeking behaviors among boys. (RH)
Descriptors—*Business Responsibility, *Child Health, Day Care, Demography, *Employed Parents, Fringe Benefits, Medical Services, Private Sector, Program Descriptions, Social Problems, Sociocultural Patterns, Special Health Problems, *Work Environment Identifiers—Corporations, *Maternal Health, *Pre natal Care, Public Private Relationship This report considers the National Commission to Prevent Infant Mortality's recommendations for ways for the private sector to become more involved in promoting maternal and child health. The first chapter presents demographic data on changes affecting the workforce, including statistics on women in the workforce, changing family lifestyles, national infant mortality rates, and teenage pregnancy, Chapter two provides an overview of the costs and insurance coverage involved with maternity benefits. The role of corporate maternity benefits is discussed. Chapter three, which focuses on the health of children up to 5 years of age, presents demographic information related to the use of health care, insurance coverage, immunizations, and well child care. Special health concerns of children under 5 include injuries, lead poisoning, child abuse, AIDS, mental health, and chronic illness. The final chapter of the report addresses such concerns of working parents as flexible work arrangements and child care. Comments of participants in the 1989 Washington Business Group in Health's Health Resources and Services Administration Leadership Seminar on Maternal and Child Health have been inserted into the text when relevant. A list of resources for companies interested in additional information, the seminar agenda, and the list of participants are appended. (RH) ED 318 577 PS 018 768 Promises To Keep: Title I/Chapter 1 in Ohio, 1965-1990. Ohio State Dept. of Education, Columbus. Spons Agency-Department of Education, Wash ington, DC Pub Date—90 Note—20p.; Photographs will not reproduce. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Compensatory Education, Educa tional History, Elementary Secondary Education, Program Descriptions, *State Programs Identifiers Education Consolidation Improve ment Act Chapter 1, Elementary Secondary Education Act Title I, *Ohio, Program Characteristics This publicatica celebrates a quarter century of Elementary and Secondary Education Act programs in Ohio. Characteristics of Title I from its origin in 1965, through the change of Title I to Chapter 1 in 1982, to the present, are reviewed. Of particular concern are basic premises of Title I, administrative problems in getting the program going, school districts' responses to the availability of the new federal funds, factors associated with the success of the program in Ohio, the use of Ohio's Title I progrm as a sounding board in shaping Title I nationally, the role of Ohio's Spring Conferences for Title I and Chapter 1 personnel in providing staff with current information about a constantly changing program, and the long-term growth of the program. It is concluded that Ohio has kept Chapter 1's promises and that the Ohio program has stood the test of time. (RH) ED 318 578 PS 018 769 Marx, Elisabeth And Others Raising Child Care Salaries and Benefits: An Evaluation of New York State Salary Enhancement Legislation. Bank Street Coll. of Education, New York, N.Y.; Center for Public Advocacy Research, New York, NY. Pub Date-Jan 90 Note-111p. Available from Bank Street College of Education, Division of Research, Design and Policy, 610 West 112th Street, New York, NY 10025 ($10.00) Pub Type - Reports - Evaluative (142) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Child Caregivers, *Day Care Cen ters, Early Childhood Education, Labor Turnover, *Program Effectiveness, Program Evaluation, *Salaries, State Legislation, State Programs, Teacher Recruitment, Teacher Salaries Identifiers—*New York, New York (New York), Project Head Start, *Salary Enhancement
ED 318 576 PS 018 764 Cronin, Carol Hartman, Rebecca The Corporate Perspective on Maternal & Child Health. Washington Business Group on Health, Washing ton, DC. Spons Agency–Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Maternal and Child Health and Resources Development. Pub Date—Dec 89 Note-68p. Available from-Washington Business Group on Health, Attn: Publications, 229 1/2 Pennsylvania Avenue, S.E., Washington, DC 20003 ($25.00). Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage.
Descriptors—*Day Care, *Definitions, *Early Childhood Education, Educational Change, Educational Development, Educational History, *Educational Quality, *Equal Education, Excellence in Education, Futures (of Society), *Organizational Change, Social Change Considering that the field of American early childhood education and care is at the brink of a major shift in how it views its mission, this paper provides policymakers with ways to help understand the emergent situation, to define excellence in early education and care, and to plan a strategy to improve provision of services. A glance toward the past indicates dimensions of the changing climate in the field, focusing on the history of fragmentation among programs with limited scope, antecedents of the perceptual shift regarding the field, and, briefly, the need for broad agreement on how to reorganize the delivery system. A first step toward developing a preliminary concensus proposes three elements of a definition of excellence in early education and care: (1) the production of high quality programming that takes into account research findings on and between behavioral and environmental variables; (2) the clarification of equality in the context of early childhood programs; and (3) the development of an integrated system to obtain efficiencies of operation and economies of scale. A second step, from fragmented delivery systems toward a system providing comprehensive, improved services, offers three strategies for change. Strategies contrast thinking in terms of a program model, particulars, and the short-term, with planning more systemically, universally, and for the long haul. Fifty-seven references are cited. (RH)
Effects of the first year of New York State's salary enhancement program for classroom and supervisory staff in licensed, not-for-profit child care centers, including Head Start, were evaluated. The evaluation was designed to help New York policy3. makers assess the effectiveness of this approach to improving child care staff recruitment and retention and to assess its strengths and weaknesses as a model. After a brief introduction, contents focus on background and related work, methodology, problems relating to recruitment and retention of staff before the salary legislation, funding recipients, funding use, program impact on recruitment and retention, program impact on low-income child care, and plans for sustaining the gains of the salary legislation. Evaluation findings suggest that early results of the legislation are promising. In New York City's subsidized day care centers, the only centers which had funding for a full year, turnover rates for classroom and supervisory personnel fell considerably. The allocation of funding across the state was accomplished equitably in accordance with the goals of the legislation. Conclusions are drawn and recommendations offered. An appendix details the evaluation methodology. The text is supplemented by 17 tables of data. (RH) ED 318 579 PS 018 770 The Learning Environments of Early Childhood in Asia: Research Perspectives and Changing Pro grammes. International Development Research Centre, Ot tawa (Ontario).; United Nations Children's Fund, New York, N.Y.; United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific. Pub Date—88 Note—45p.; Photographs will reproduce poorly. Pub Type- Collected Works - Proceedings (021) - Guides - Non-Classroom (055) able from EDRS. Descriptors—Cognitive Development, Community Characteristics, Developmental Continuity, *Educational Environment, *Educationally Disadvantaged, Family Environment, Foreign Countries, Guidelines, *Preschool Children, *Program Design, *Research Methodology, So cial Development, Workshops Identifiers—* Asia Pacific Area, India, Indonesia, Malaysia, Nepal, Philippines, Sri Lanka, Thailand Highlights of a workshop (held in Bangkok, De- nations and resource persons from four continents attended. Participants were asked to explore the home and community environment of preschool children in disadvantaged areas. Participants were to consider implications of the outcomes of their deliberations for the design of home- and institu- tion-based programs in preschool and early primary school education. An introduction in Chapter One is followed by Chapter Two's report on common themes and findings of research reviews and back- ground papers prepared for the workshop. Topics include: (1) community attitudes, beliefs, and per- ceptions; (2) parental self-image; (3) language stim- ulation; (4) emotional responsiveness of caregivers; (5) opportunities for exploratory play and appropri- ate play materials; and (6) behavioral restrictions and types of discipline. Strengths in the children's environments are listed. Chapter Three outlines the- oretical frameworks for research. Chapter Four of- fers conclusions and discusses implications for research and programs. Three appendices provide research outlines, a program design outline, and a list of participants. (RH) ED 318 580 PS 018 906 Characteristics and Next-Decade Strategies. Policy Perspectives Series. Office of Educational Research and Improvement (ED), Washington, DC. Report No.-IS-90-986 Pub Date-Jul 90 Note—36p. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00415-1, $1.75). Pub Type - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage.
ED 318 581 RC 017 482 Gutierrez, David, Comp. Trujillo, Roberto G., Comp The Chicano Public Catalog: A Collection Guide for Public Libraries. Pub Date—87 Note-188p. Available from Floricanto Press, Inc., 16161 Ven tura Blvd., Suite 830, Encino, CA 91436. Pub Type- Reference Materials - Bibliographies (131) - Books (010) Document Not Available from EDRS. Descriptors-Hispanic American Culture, Humani ties, Library Materials, *Mexican American History, *Mexican American Literature, *Mexican Americans, Social Science Research Identifiers—Chicano Studies, Mexican American Culture, Mexican American Studies The field of Mexican American studies has come of age only in the past 15 years. This bibliography represents a core library collection of works in Mexican American studies and the Mexican American experience. Works significantly influencing Chicano scholarship are also included. The bibliography is weighted to reflect the historical period from 1848 to the present; however, notable works pertaining to the Spanish colonial period are also cited. The biliography cites all major authors and publishers in the field, but excludes children's literature, non-print materials, and periodical literature because bibliographies already exist in these areas. The availability of titles cited was a criterion for inclusion. Chicano materials included are almost exclusively in English. The bibliography groups materials into 8 categories, as follows: (1) general works and bibliographies; (2) religion; (3) social sciences; (4) language; (5) arts and music; (6) literature; (7) history; and (8) periodicals. A brief annotation is provided for each entry, describing the scope and content of the material. There are both an author and a title index. This bibliography contains 487 references. (DHP)
Descriptors—*Females, History, *Latin American Culture, *Latin American History, *Mexicans, Spanish Culture, Womens Studies Identifiers—*Latin American Studies, Mexico This collective biography offers insight into the more famous and infamous women in Mexico's history and weaves the tale of how their ways and deeds have shaped both a culture and a nation. The book starts with the conquest and ends with the twentieth century, outlining the lives of Mexican women and their causes. The women described in the book are socially diverse, embracing "saints, sinners, wives, mothers, business women, nuns, politicians, and transvestites"; their stories are presented without bias. The 7 chapters are: (1) The Conquistadoras; (2) Of Tribulations and Trials; (3) Practical Nuns and Other Sisters; (4) La Decima Musa; (5) Freedom Fighters; (6) The Lovers; and (7) Carlota and Company. The book contains an extensive bibliography and an index. (ALL) ED 318 583 RC 017 485 Nabokov, Peter Easton, Robert Native American Architecture. Report No.-ISBN-0-19-503781-2 Pub Date-89 Note-431p. Available from Oxford University Press, 200 Madison Ave., New York, NY 10016 ($50.00). Pub Type - Books (010) - Historical Materials (060) Document Not Available from EDRS. Descriptors—*American Indian Culture, American Indian History, American Indians, Anthropology, * Architectural Character, Architectural Research, * Architecture, Indigenous Populations, Social Science Research, Structural Elements(Construction) This book presents building traditions of the major Indian tribes in nine regions of the North American continent, from the huge, plankhouse villages of the Northwest Coast, to the moundbuilder towns and temples of the Southeast, to the Navajo hogans and adobe pueblos of the Southwest. Indian buildings are a central element of Indian culture, the symoblic summation of tribal activity; they also provide the security of a sense of "place" for the tribal inhabitants in their environment. Native American architecture is more than buildings, villages, or camps; its definition includes the environment, the people's social mores, religious beliefs, and utilization of space. The book portrays the ancient social customs, economic lives, and technological skills of each tribe, emphasizing the major role played by cosmological concepts and ritual life in the architectural systems of the particular tribe. The chapters are (1) Wigwam and Longhouse-Northeast and Great Lakes; (2) Mound, Town, and ChickeeSoutheast; (3) Earthlodge, Grass House, and Tipi-Great Plains; (4) Pit House and Extended Tipi-Plateau; (5) Winter House, Iglu, and TentArctic; (6) Plank House-Northwest Coast; (7) Wood, Earth, and Fiber-California; (8) Hogan, Ki, and Ramada-Southwest 1; and (9) Pueblo-Southwest II. The book contains historical photographs, architectural renderings, interpretative diagrams, charts, and maps. An annotated bibliography is formatted to correspond to the chapter divisions. A glossary and index are included. (ALL) ED 318 584 RC 017 488 Sparks, William Wayman, Landace Multicultural Understanding in Physical Educa tion. Pub Date-Feb 90 Note-38p. Pub Type- Reports - Research (143) - Tests/ Questionnaires (160) EDRS Price - MF01/ř002 Plus Postage. Descriptors—*Educational Practices, Elementary Secondary Education, Equal Education, Mail Surveys, *Multicultural Education, Physical Education, Physical Education Teachers, Questionnaires, *Rural Urban Differences, Teacher Attitudes Identifiers—*Kansas, Michigan This study compares the knowledge, attitudes, and current practices of physical education teachers in urban and rural areas, with regard to multicultural education. A mailed questionnaire was completed by 70 public school physical education teachers, 44 from rural Kansas and 26 from Detroit and Flint, Michigan. Of those responding to specific questions, 60% were male; 40% were 31-45 years old; 60% had over 10 years teaching experience; 33% had been teaching physical education for over 20
ED 318 582 RC 017 483 Gugliotta, Bobette Women of Mexico: The Consecrated and the Commoners, 1519-1900. La Mujer Latina Series. Report No.-ISBN-0-915745-16-X Pub Date—89 Note-191p. Available from—Floricanto Press, 16161 Ventura Blvd., Suite 830, Encino, CA 91436. Pub Type— Books (010) Historical Materials (060) — Creative Works (030) Document Not Available from EDRS.
Puerto Rico. To prepare the report researchers examined the last two years of states' data. The report compiles information on each state's migrant program organization and unique secondary programs, provides a summary of the state plans for 1987 and 1988, lists secondary components, and includes secondary staff development, needs assessment, and demographic information. Related topics include basic skills learning, vocational and employment training, tutoring and counseling, learning English as a second language, and parents' involvement. High school equivalency programs are listed in the state profiles, but secondary students are not included in state performance reports or demographic data. The document contains 85 references. (DHP)
years; and 75% had some sort of training in multicultural education. Ethnic mixtures within the school population ranged from 70% Hispanic or Black to 88% White. Compared to urban teachers, rural teachers had a poorer understanding of ethnic diversity; had a better understanding of the customs and traditions of differing cultures; had stronger beliefs in providing opportunities for students of different ethnic origins to have intercultural experiences; and had weaker beliefs in developing students' interpersonal communication skills as a means of promoting problem solving and conflict resolution. Physical education programs in rural areas seldom integrated role models from both sexes at the secondary level, or role models from the non-dominant race at either the elementary or secondary level. Neither rural nor urban programs provided an appropriate balance of activities of interest to both sexes. This report contains the survey instrument, recommendations for overcoming inequities in physical education programs, and 11 references. (SV) ED 318 585 RC 017 489 Szasz, Margaret Connell Indian Education in the American Colonies, 1607-1783. Pub Date-88 Note-333p. Available from University of New Mexico Press, Albuquerque, NM 87131. Pub Type- Historical Materials (060) Document Not Available from EDRS. Descriptors Acculturation, American Indian Culture, * American Indian Education, * American Indian History, American Indian Studies, *Colonial History (United States), Cultural Exchange, Ethnology Indian schooling in colonial America was continuously immersed in the exchange between cultures that involved religion, land ownership, disease, alcohol, and warfare, and was molded by trade in furs and hides, and Indian slaves. In the past two decades American scholars have begun to reinterpret colonial North American Indian history and the relations of Indians and whites through an ethnohistorical framework that takes these factors into account. This book examines colonial education of the Indians from this viewpoint, as described in the introduction. The book considers education as the entire process of cultural transmission in its more narrow, institutional form. Colonial Euroamerican education is described, and a history of specific efforts to school the Indians in the American colonies is given. The diversity that characterized the colonies was reflected in colonial efforts to school the Indians and the Indians' perception of such schooling. Indians educated in Euroamerican schools became culture brokers for the colonial world. A number of their stories are told. The book also discusses native childrearing and education practices as they affected native children schooled by the colonials. Native responses to the changes of colonization are also considered. The book contains portraits of Colonial educators, historical pictures, maps, and about 450 references. (DHP) ED 318 586 RC 017 490 Salerno, Anne State and Local Activity Overview. Abridged Ver sion. State Univ. of New York, Geneseo. Coll. at Geneseo. Migrant Center. Spons Agency-Office of Elementary and Secondary Education (ED), Washington, DC. Migrant Education Programs. Pub Date-89 Note—240p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC10 Plus Postage. Descriptors—Basic Skills, English (Second Lan guage), High School Equivalency Programs, *Migrant Education, *Migrant Programs, Migrant Youth, *Needs Assessment, Parent Participation, Secondary Education, Staff Development, *State Programs, Tutoring, Vocational Education Identifiers—*Migrant Education Secondary Assist ance Project Migrant Education has historically served elementary students. In recent years a significant amount of effort and resources have gone into secondary education, but baseline data have not been available about this activity. This report examines current practices in all states, entered in alphabetical order but excluding Hawaii, which has no migrant programs, the District of Columbia, and
ED 318 587 RC 017 491 Salerno, Anne Fink, Mary Dropout Retrieval Programs. Florida State Dept. of Education, Tallahassee.; State Univ. of New York, Geneseo. Coll. at Geneseo. Migrant Center. Spons Agency-Office of Elementary and Secondary Education (ED), Washington, DC. Migrant Education Programs. Pub Date—89 Note59p.; Contains a 3 page summary written by Anne Salerno. I Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Adult Education, Adult Vocational Education, *Dropout Programs, Dropouts, *High School Equivalency Programs, *Migrant Education, Migrant Programs, *Nontraditional Education, Profiles, *Reentry Students, Secondary Education Identifiers—Migrant Education Secondary Assist ance Project This paper describes 15 dropout retrieval programs that have components with potential for helping migrant dropout youth return to an educational program. Each profile contains information on eligibility, identification or recruitment method, funding, services, and contacts. In addition, each program is categorized as to type of sponsoring institution or agency, format, components, and special features. Some entries include a profile of an exemplary student. The programs are: (1) adult education programs, available nationwide; (2) Colorado's Finest Alternative High School, Englewood, Colorado; (3) Educational Clinics, Inc., in Washington and California; (4) Giving Rural Adults a Study Program, East Bloomfield, New York; (5) high school equivalency programs, available nationwide; (6) Individualized Learning Center, Delano, California; (7) Jefferson County High School programs, Louisville, Kentucky; (8) Kenan Trust Family Literacy Project, in Kentucky and North Carolina; (9) Migrant Alternative School, Yakima, Washington; (10) Migrant Dropout Reconnection Program, a national linkage system; (11) Project READY, Bettendorf, Iowa; (12) Rich's Academy, Atlanta, Georgia; (13) Secondary Migrant Project, Pendleton, Oregon; (14) Youth Education Program, Corpus Christi, Texas; and (15) 70001 Training and Employment Institute, a national program operating in 26 states. A summary, a glossary, and a list of 14 additional programs are included. (SV) ED 318 588 RC 017 492 Castle, Emery, Ed. Baldwin, Barbara, Ed. National Rural Studies Committee: A Proceedings (2nd, Stoneville, Mississippi, May 17-18, 1989). Western Rural Development Center, Corvallis, Oreg. Spons Agency-Kellogg Foundation, Battle Creek, Mich. Pub Date—May 89 Note—96p.; For 1988 Proceedings, see ED 308 997. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Economic Development, Elemen tary Secondary Education, Higher Education, Labor Force Development, *Poverty, Poverty Areas, *Public Education, *Racial Relations, Regional Attitudes, Regional Characteristics, *Rural Areas, Rural Development, Rural Education, Ru ral Population Identifiers-Mississippi, *United States (South) The National Rural Studies Committee seeks to identify important rural problems and encourage scholarly work on such problems. This annual meeting focused on the relationships between rural poverty and race relations and between rural and urban problems. Individual papers are: (1) “The Rural
South as Seen by a Historical Geographer," by Charles Aiken; (2) "Home Sweet Home: Perspectives on the Culture and Politics of Shelter," by Carol Stack; (3) “Interdependent Development: Evidence and Policy,” by Edward Bergman; (4) “Persistent Low Income Areas in the United States: Some Conceptual Challenges,” by David L. Brown and Mildred Warner; (5) "Rural People in Poverty: Persistent versus Temporary Poverty,” by Peggy J. Ross and Elizabeth S. Morrissey; (6) "Down South: The Inferior Country?” by William Howarth; (7) “Halfway Home-How Do We Get the rest of the Way?" by William Winter; (8) "The Land-Grant University and Economic Development," by Walter Washington; (9) “Public Education in the Rural South,” by David L. Powe; (10) “The Delta Project: A Perspective for Social and Economic Research and Development," by Arthur G. Cosby; (11) "Traditional and Alternative Agriculture," by Chip Morgan; and (12) “Politics in a Small Delta Town," by Robert Gray. (SV) ED 318 589 RC 017 493 Kobberdahl, Wayne, Comp. Mid-America and Its Future: 1989. Proceedings of a Four-State Economic Development Conference (13th, Shenandoah, Iowa, April 18, 1989). Spons Agency–North Central Regional Center for Rural Development, Ames, Iowa. Pub Date—18 Apr 89 Note-47p. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Community Development, Devel opmental Programs, *Economic Development, *Entrepreneurship, Leadership Training, Rural Areas, *Rural Development, Small Businesses, Tourism, Waste Disposal, Water Quality Identifiers-Cooperative Extension Service, Iowa, Kansas, Missouri, Nebraska, Small Towns This volume contains summaries of presentations and excerpts from workshops at a conference organized by the Cooperative Extension Services of Iowa, Kansas, Nebraska, and Missouri. The conference brought together community officials and leaders from the four-state area to share experiences and gain new ideas about community development. Topics included: (1) the history of rural development since the establishment of the Cooperative Extension Service system in 1914; (2) a profile of the "futurist”-a person with the attitudes needed to properly plan for the future; (3) community development through the social action process; (4) water quality, risk assessment, and groundwater protection; (5) community revitalization and successful tourism projects in Hamilton, Missouri, Brownsville, Nebraska, Westmoreland, Kansas, Knox County, Nebraska, and Denver, Missouri; (6) Tomorrow's Leaders Today-leadership training in clusters of rural Iowa communities; (7) solid management and education in rural communities, toxic waste cleanup, and development of landfili regulations; (8) development of a small-scale venture capital fund; (9) starting home-grown businesses in small towns; and (10) preschool, child care, and adult day-care programs in nursing home facilities. (SV) ED 318 590 RC 017 494 Askov, Eunice N. ABC Rural: A Report on Adult Literacy in Rural Pennsylvania Spons Agency-Center for Rural Pennsylvania, Harrisburg. Pub Date-[88] Note-15p. Pub Type-- Information Analyses (070) - Reports - Evaluative (142) EDRS Price - NF01/PC01 Plus Postage. Descriptors-Adult Basic Education, *Adult Literacy, Basic Skills, Illiteracy, Labor Force, Literacy Education, Rural Areas, Rural Education, *Rural Population, Rural Urban Differences Identifiers—*Pennsylvania According to U.S. Census data, in rural Pennsylvania, 37% of adults did not complete higher school, and 21% did not go beyond 8th grade. As a consequence of present demographic and literacy trends, the proportion of the workforce with low levels of basic skills is growing. At the same time, a changing labor market is creating new jobs that demand higher skills and job performance from entry-level employees than in the past. Inadequate workforce literacy is expected to be a costly drain on businesses and industries in the future. A variety of federally legislated programs focus on the literacy
the group; (9) approaching problem solving democratically; (10) emphasizing attempt versus outcome; and (11) interpreting the process and the task involved in activities. (ALL)
model, which has these advantages: (1) builds self-esteem; (2) builds on student's success, and improves motivation; (3) raises students' expectations; and (4) shifts the focus of need for change from the student to the institution. Specific recommendations and various topical concerns presented in this paper address staff training, school improvements, Migrant Education program service, and direct services for students. (ALL)
problem. In addition, a state program funded by the Pennsylvania Adult Literacy Act of 1986 is aimed at adults with a 5th grade reading level or less. However, 25 of Pennsylvania's 41 nonmetropolitan counties offer no literacy programs under this act, perhaps due to a priority to serve minorities. The act also seems to favor funding to urban areas with their greater numbers of undereducated adults, while neglecting the greater proportion of undereducated adults in rural areas. Designers of literacy programs for rural areas must take into account the unique features and inherent disadvantages of rural areas: geographic isolation, lower population density, social and demographic composition, lack of organizations to provide programs, low self-esteem and motivation, the need to use existing rural networks to recruit students, and the need to incorporate distance education technologies. This report contains 21 references. (SV) ED 318 591 RC 017 495 Matranga, Myrna Superintendent Search: Special Considerations for Rural School Districts. Pub Date—[89] Note-6p.; Paper presented at the Annual National Rural Education Association Conference (81st, Reno, NV, October 7-11, 1989). Tests/Questionnaires (160) — Reports - Descrip tive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Selection, Check Lists, Elementary Secondary Education, Public Schools, Rural Areas, *Rural Schools, *School Districts, *Superintendents Few actions are more important to a school board than the selection of a new superintendent. A rural district can use the search process to unify constituents and clarify its mission. This paper presents a 17-item checklist that outlines the steps in the selection process. The checklist is currently undergoing pilot study in Nevada to determine its relevance for use in rural school districts. Six items appear to have special significance in rural settings and address the issues of: (1) the lack of administrative depth in rural areas; (2) how to make salary decisions; (3) whether to develop a brochure; (4) the scope of the search; and (5) who to involve in the screening and selection process. Other items cover the areas of district goals and priorities, superintendent qualifications, content of the application, background checks, interview questions, contracts, and future evaluation. (SV)
ED 318 593 RC 017 497 Rubendall, Robert L. A Humanistic Approach to Emotional Risk Man agement. Pub Date—[Oct 88] Note-10p. Pub Type - Opinion Papers (120) EDRS Price - MF01/P001 Plus Postage. Descriptors—*Adventure Education, Experiential Learning, Outdoor Activities, Outdoor Educa tion, Program Design, *Risk, Stress Management Identifiers-Outdoor Recreation, *Risk Manage ment Adventure programs attempt to control or limit injuries in high-risk programming. This risk management has concentrated on the physical safety of participants at the expense of emotional and developmental security. In the zeal for accident-free statistics, a highly controlled, directive approach is created that treats individuals according to a presubscribed plan of objectives, rather than as the unique combinations of experiences, fears, skills, and needs that they really are. A two-fold need exists, one for consistency and uniformity to control accidents and the other for individual adaptation and diversity to ensure success. Two of the most important elements in risk management are a positive attitude and an understanding of the real risks to participants involved in the activity. These elements are accommodated by following a sequential learning pattern in which basic skills are mastered before allowing individuals to get in over their heads. Rules are carefully explained and the real dangers isolated to place the responsibility for safety ultimately in the hands of the participants. While most programs have developed a curriculum based on this cumulative approach to physical safety, this strategy has not been applied to the management of psychological risk. Programs must foster development of the same two processes in psychological risk management as those developed in physical risk management, that is, to create a positive attitude towards risk-taking, and to provide a competency-based, sequential approach to the amount of emotional and psychological risk required in each activity. (ALL)
ED 318 595 RC 017 501 Salerno, Anne Fink, Mary Dropout Retrieval Report: Thoughts on Dropout Prevention and Retrieval. Florida State Dept. of Education, Tallahassee.; State Univ. of New York, Geneseo. Coll. at Geneseo. Migrant Center. Spons Agency-Office of Elementary and Secondary Education (ED), Washington, DC. Migrant Education Programs. Pub Date—89 Note-48p. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Dropout Characteristics, Dropout Programs, *Dropouts, Interviews, *Migrant Ēducation, Migrant Programs, *Migrant Youth, Program Improvement, Secondary Education Identifiers-Migrant Education Secondary Assist ance Project The present high school graduation rate for migrant students is approximately 50%, as compared to the 90% dropout rate of 20 years ago. Migrant Education's success has encouraged recent changes in funding to extend services to those youths between 17 and 21 who have not graduated. Attempts to draw dropout youths back to regular or alternative schools must take into account the reasons the students had for dropping out. Three leading indicators of students at high risk of dropping out are: (1) they are old for their age group; (2) they show poor academic achievement; and (3) they have low socio-economic status. Économic and cultural pressures not only increase the students' chances for leaving early, but also increase the difficulties of luring them back. This report presents summaries of interviews of 13 experienced migrant educators conducted by staff of the Migrant Education Secondary Assistance (MESA) project. The educators presented ideas for administrative and educational practices that could be effective in increasing the number of dropouts returning to educational programs, including: (1) the work study concept; (2) flexible scheduling; (3) the dropout prevention specialist or advisor role; (4) community involvement; (5) role models; () parent involvement; and (7) a pre-General Educational Development Test (GED) program. (ALL) ED 318 596 RC 017 502 Fink, Mary Salerno, Anne At Risk Youth. An Annotated Bibliography for Migrant Educators. Florida State Dept. of Education, Tallahassee.; State Univ. of New York, Geneseo. Coll. at Geneseo. Migrant Center. Spons Agency-Office of Elementary and Secondary Education (ED), Washington, DC. Migrant Education Programs. Pub Date—89 Note-36p. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—At Risk Persons, •Migrant Educa tion, *Migrant Youth, Secondary Education, Youth Problems Identifiers-Migrant Education Secondary Assistance Project This annotated bibliography on the education of secondary-school-aged migrant students or at-risk youth contains over 100 entries for books, journal articles, government reports, and audio-visual materials, organized alphabetically by personal authors' names and document titles in case of no personal author. The bibliography was compiled by a systematic search of ERIC database and a scrutiny of migrant education specialists' review of the literature. Each entry contains the author, title, publication date, publisher, and ERIC accession number where applicable. (ALL) ED 318 597 RC 017 503 Hazi, Helen M. Teachers and the Recht Decision: A West Virginia Case Study of School Reform. A Technical
ED 318 594 RC 017 500 Salerno, Anne Characteristics of Secondary Migrant Youth. Florida State Dept. of Education, Tallahassee.; State Univ. of New York, Geneseo. Coll. at Geneseo. Migrant Center. Spons Agency-Office of Elementary and Secondary Education (ED), Washington, DC. Migrant Education Programs. Pub Date—89 Note-26p.; Photographs will reproduce poorly. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors Dropouts, *Migrant Education, Mi grant Programs, *Migrants, Migrant Youth, Program Development, Secondary Education, *Student Characteristics Identifiers-Migrant Education Secondary Assist ance Project Migrant students on the secondary level comprise an ethnically diverse population with many educational needs. Migrant Education programs assist students in overcoming problems that result from language barriers, cultural differences, school interruptions, credit deficiencies, educational tracking, and grade retention in order to ensure high school graduation and the pursuit of postsecondary education. Despite the obstacles facing migrant youth, their resilience and determination-in combination with the intervention of Migrant Education-have enabled greater numbers of migrant students to graduate from high school in recent years. At the 1988 meeting of Migrant Education Secondary Assistance (MESA), migrant educators listed positive characteristics of various migrant ethnic groups: extended family support, family unit support, a strong work ethic, group cooperation, religious and ethnic identity, respect for authority, strong life and survival skills, and a valuing of education. A general list of strengths that individual migrant students may possess includes maturity, responsibility, optimism, self-advocacy, resiliency, resourcefulness, cooperation, endurance, and a sense of humor. The focus on positive characteristics was described as an asset
ED 318 592 RC 017 496 Rubendall, Robert L. Building Communities through Camping. Pub Date-Dec 88 Note-17p. Pub Type-- Opinion Papers (120) — Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors Camping, *Community, *Participa tive Decision Making, *Resident Camp Programs, Summer Programs, Team Training, Teamwork, Youth Programs Summer camp is a type of laboratory for community living. Society's needs have changed from providing a positive summer challenge for idle youth to experimenting with the demands and rewards of working in community groups. Decentralized camping emphasizes the team decision-making approach to teach self-reliance and awareness of democratic responsibilities. Using the dynamics of group theory in staff training and in the supervision of the summer camping experience enhances teambuilding. Based on transactional analysis theory, camp groups move through four stages as they gain independence and assume responsibilities: child, adolescent, adult, and parent. Initially, leadership in the camp group is provided by the counselor but as the group matures, leadership evolves from within. The counselor's role in the maturing group is that of a guide, leading by example, using creative feedback to help campers learn from their actions, and serving as a moderator and facilitator. Several steps are proposed to ensure that campers develop positive attitudes about themselves and their future community roles: (1) structuring decision-making experiences; (2) sharing leadership activities; (3) dealing openly with issues; (4) participating with the group; (5) emphasizing the importance of all group members; (6) creating activity schedules that allow a variety of children to to excel; (7) structuring team-building exercises; (8) integrating cliques into Page 21
Tapahonso. A checklist outlines criteria to use in choosing non-racist and undistorted books about the lives and histories of Native Americans. This document also contains reviews of 110 children's books about Native Americans; brief descriptions of 26 Native American publishers; a list of additional teacher resources; bibliographies (one annotated) of 178 children's books by or about Native Americans; an index; and numerous illustrations. (SV)
principalship. One quarter of respondents were willing to move to accept an administrative position. Seeking an administrative position was related to having received encouragement to apply. It was not related to family responsibilities or age. (SV)
Report. Spons Agency-Appalachia Educational Lab., Charleston, W. Va.; West Virginia Univ., Morgan town. Pub Date—Sep 89 Note—83p. Pub Type- Reports - Research (143) - Informa tion Analyses (070) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Change Strategies, Educational Change, Educational Research, Elementary Secondary Education, *Public Education, Public Schools, Public School Teachers, Qualitative Research, *Rural Education, Teacher Alienation, *Teacher Attitudes, Teacher Morale Identifiers-Pauley v Bailey, *Reform Efforts, *West Virginia In 1982 the "Recht decision,” in Pauley v. Bailey, found school financing in West Virginia to be inequitable and prescribed quality standards for every aspect of public education. This report examines teachers' responses to resulting school reform efforts. In-depth interviews were conducted with over 200 selected teachers and administrators at five West Virginia sites, and relevant national and state documents were analyzed. Recurrent themes were that teachers: (1) knew little about reform efforts in their county and state, and saw little change in their classrooms; (2) viewed reform as an ineffective "paper exercise”; (3) were angry over low salaries, failing benefits, and excessive paperwork; and (4) felt that they have little control of decision-making in their schools. Elementary teachers have felt the brunt of reform, with the imposition of time requirements on the instructional day, while secondary teachers have been relatively untouched in their classroom practices. Teacher responses fit various profiles, including accommodative, resistant, and self-protective. These themes and profiles support the conclusion that West Virginia teachers are disconnected from and disenfranchised within their schools. Since teachers are the element most crucial to quality education, their exclusion from decision-making in the reform process will certainly impede the achievement of reform goals. This report contains 125 references, a list of West Virginia reform activities since 1982, excerpts from West Virginia State Board of Education policy, and an overview of U.S. school reform and the unique needs of rural schools. (SV)
ED 318 599 RC 017 506 Why Waste a Second Chance? A Small Town Guide to Recycling. National Association of Towns and Townships, Washington, DC. Spons Agency-Kellogg Foundation, Battle Creek, Mich. Report No.-ISBN-0-925532-00-2 Pub Date—89 Note-46p.; The training package includes this guidebook, a 12-minute video, and a guide to con ducting training sessions. Available from National Association of Towns and Townships, 1522 K Street, N.W., Suite 730, Washington, DC 20005 ($11.00 postpaid, quan tity discounts available). Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Community Action, Community Attitudes, Community Problems, *Local Government, Program Development, Publicity, *Recy. cling, *Rural Areas, Solid Wastes Identifiers—*Small Towns In many communities, garbage disposal-solid waste management-is the third largest municipal expenditure and a fast growing budget item. Many small local governments have controlled the growth of these costs by recycling up to 40% of the total solid waste they produce. This guidebook can help communities identify and develop opportunities available through recycling. Chapters cover: (1) recycling as part of an overall community strategy to deal with limited landfill space, rising disposal costs, stricter federal and state regulations, and environmental problems; (2) information gathering and problem assessment to locate the right solutions to solid waste problems; (3) locating buyers and creating a market for recycled materials; (4) making deci. sions in the design of a recycling program; and (5) educating the public through media coverage, flyers, school programs, and other approaches that encourage household and business participation. Appendices include state government recycling agencies; state recycling associations; a selected bibliography of 24 books, reports, journals, school curricula, and EPA publications; and an outline of financing options. (SV)
ED 318 601 RC 017 508 Chapter 1 & Migrant Education in North Carolina, 1987-88. North Carolina State Dept. of Public Instruction, Raleigh. Pub Date-Aug 89 Note-55p. Pub Type-- Reports - Evaluative (142) — Numeri cal/Quantitative Data (110) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Compensatory Education, #Educa tional Assessment, Elementary Secondary Education, *Migrant Education, Remedial Instruction, Remedial Programs, School Districts, School Statistics, *Supplementary Education Identifiers—*Education Consolidation Improvement Act Chapter 1, North Carolina A major goal of public education is to provide all students an equal chance to achieve to their full potential regardless of background. To attain this goal, schools often must compensate for the disadvantaged backgrounds of some students who have needs that cannot be fully met by the regular instructional program. Compensatory programs represent a way to assist these students. This two-part report views Chapter 1 and migrant program activities in North Carolina during 1987-88. The review of Chapter 1 programs examines program administration, participants served, instruction delivered, staff employed, funds expended, and outcomes measured. In 1987-88, North Carolina Chapter 1 allocations totaled $72.4 million. Seventy-five percent of schools were eligible to receive Chapter 1 funds, based upon poverty indices, and 92% of eligible schools provided services. Most services were provided to students in grades 4-8. At least 75% of the Chapter 1 instruction occurred in a location other than the regular class. These "pullout activities" were successful as measured by students' scores. Reading was the most prevalent instructional activity. Program costs were reasonable. Review of migrant programs suggests that this North Carolina migrant education program is adequately meeting the legislative requirements and the national program objectives. Recommendations generally encourage continuing current successful migrant education programs. This document contains numerous tables and figures. (Author/DHP) ED 318 602 RC 017 510 Curiel, Herman Forming Practice & Academic Partnerships in Recruitment of Hispanic Students for the Field of Aging. Pub Date—Oct 89 Note—13p.; Paper presented at the Annual Confer ence of the National Association of Social Work ers (San Francisco, CA, October 14, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Gerontology, Field Ex perience Programs, Gerontology, *Hispanic Americans, Internship Programs, *Older Adults, Postsecondary Education, Social Workers, *Student Recruitment, Summer Programs The Hispanic elderly population shares a common language and similar belief systems, although the population is comprised of subgroups of various national origins. Hispanic elderly are a rapidly growing proportion of the total Hispanic population, and are also among the most economically, physically, and emotionally vulnerable populations. This paper describes a recruitment program to identify Hispanic college students interested in pursuing a career of service to Hispanic elderly. Four partnerships were established with universities located in regions with high concentrations of Hispanic elderly. The paper describes the 10-week summer internship, a major component of the year-long training program. Students were placed with selected national agencies located in Washington, D.C., such as the U.S. Congress House Select Committee on Aging or the National Hispanic Council on Aging. Goals of the summer internship were to increase students' general knowledge of and interest in gerontology careers. Student interns provided auxiliary staff personnel for selected agencies, increased agencies' awareness of Hispanic elderly needs, and offered opportunities for agencies to in
ED 318 598 RC 017 504 Slapin, Beverly, Ed. Seale, Doris, Ed. Through Indian Eyes. Books without Bias, Revised Edition. Report No.-ISBN-0-9625175-0-X Pub Date—89 Note-452p. Available from-Oyate, 2702 Mathews Street, Berkeley, CA 94702 (individual-$25.00, institu tions-$35.00). Pub Type- Collected Works - General (020) — Creative Works (030) — Reference Materials Bibliographies (131) EDRS Price - MF01/PC19 Plus Postage. Descriptors-American Indian Culture, American Indian Education, American Indian History, * American Indian Literature, American Indians, Book Reviews, *Childrens Literature, Elementary Education, Essays, *Ethnic Stereotypes, Minority Group Children, Multicultural Education, Poetry, Racial Attitudes, *Racial Bias, Reading Materials, *Reading Material Selection, Story Telling Identifiers—*Native Americans This collection contains poems and stories by Native Americans, articles on American Indian stereotypes and on providing unbiased reading materials for Native American children, and book reviews and bibliographies. In several articles, Beverly Slapin, Doris Seale, and Michael A. Dorris discuss American Indian stereotypes in children's books and school activities, their effects on children's self-concept and attitudes, and efforts to persuade educators and libraries to eliminate children's books that preserve racial stereotypes. In two articles, Joseph Bruchac discusses the use of traditional Native American stories as lessons for children and adults, problems related to the telling of American Indian stories by non-Indian storytellers, and suggestions for the non-Indian storyteller to follow. Other authors of articles and poems include Ceni Myles, Mary Gloyne Byler, Paula Gunn Allen, Marilou Awiakta, Beth Brant, Diane Burns, Chrystos, Jimmie Durham, Gogisgi/Carroll Arnett, Linda Hogan, Louis (Littlecoon) Oliver, Lenore Keeshig-Tobias, Ted D. Palmanteer, Mary Tallmountain, and Luci
ED 318 600 RC 017 507 Grady, Marilyn L. Women with Administrative Certification: Iowa, Kansas, Nebraska, North Dakota, South Dakota. Pub Date [89] Note-12p.; Paper presented at the Annual Meet ing of the National Rural Education Association (81st, Reno, NV, October 7-11, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PĆ01 Plus Postage. Descriptors—*Administrators, Certification, Edu cational Administration, Elementary Secondary Education, *Employed Women, Employment Level, Job Applicants, Mail Surveys, *Occupa tional Aspiration, Work Attitudes Identifiers—*United States (Midwest) Although the number of female graduate students in educational administration approaches that of male graduate students, the number of women in administrative positions has not shown any significant increase. This study examined reasons why women with administrative certification are not administrators. Surveys were mailed to 250 certified women not in administrative positions, randomly selected from a population of 1,172 such women in North Dakota, South Dakota, Kansas, Nebraska, and lowa. Of the 196 respondents, 65% had not applied for an administrative position in the last 5 years, and 77% had not been interviewed for an administrative position in the last 5 years. The most frequently cited reasons for not applying were: (1) satisfaction with current position; (2) no interest in being an administrator; (3) family responsibilities; (4) no vacancies in the area; and (5) no incentives to change positions. Applicants for administrative positions most frequently sought the elementary
teract with each other. The paper describes orientation, placement activities, seminars, student program evaluations, and program implementation. There was consensus among participants and supervisors that such a program should be continued. (DHP)
Bragg, Daryl Schladweiler, Kathryn Education. Pub Date—[89] Note-5p. Pub Type-Speeches/Meeting Papers (150) - Re- ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors Elementary Secondary Education, *Improvement Programs, Intermediate Administrative Units, Program Design, *Regional Cooperation, *Regional Planning, Rural Schools, *School District Reorganization, State School District Re lationship Identifiers-Educational Restructuring, *Educa tion Districts (Minnesota), Minnesota In rural Minnesota many school districts are limited in their efforts to restructure by low enrollment, rural geographic location, meager tax base, narrow staff experience, extensive job responsibilities for staff, restricted staff development opportunities, and lack of direction in curriculum coordination. Because of actual or perceived limitations, learning opportunities are restricted and may not prepare students for what they will need to do after they graduate. This preliminary report discusses education districts, a relatively new organizational concept. The 1987 legislation that enabled their formation requires an education district to have one of the following: at least five districts, or four districts with a total of at least 5,000 students, or four districts with a total of at least 2,000 square miles. As of November, 1989, 33 education districts had been formed in Minnesota. Education districts are to: (1) provide leadership in coordinating programs for handicapped, secondary vocational education, gifted and talented pupils, improved learning, community education, early childhood and family education, career education, and low incidence academic programs; (2) provide and coordinate research and planning functions; and (3) coordinate and provide methods to meet pupils needs for health, library, and counseling services. Educators must work toward merging services into a collaborative network to provide access for all residents to meet basic human needs. (DHP) ED 318 606 RC 017 514 Parnwell, E. C. The New Oxford Picture Dictionary, English Na vajo Edition. Report No.-ISBN 0-19-434362-6 Pub Date—89 Note—142p.; Translated by Marvin Yellowhair. Available from–Oxford University Press, 200 Madison Avenue, New York, NY 10016 ($6.50). Pub Type- Reference Materials · Vocabular ies/Classifications (134) — Guides - Classroom Learner (051)- Multilingual/Bilingual Materials (171) Document Not Available from EDRS. Descriptors-American Indian Education, *Bilin gual Instructional Materials, Limited English Speaking, *Navajo, *Second Language Instruc tion Identifiers-Navajo (Nation) This picture dictionary illustrates over 2,400 words. The dictionary is organized thematically, beginning with topics most useful for the survival needs of students in an English speaking country. However, teachers may adapt the order to reflect the needs of their students. Verbs are included on separate pages, but within topic areas in which they are most likely to occur. The colored pictures place the words in such contexts as the supermarket, kitchen, library, armed forces, ballfields, and science lab. Pictures illustrate many diverse subjects such as common prepared foods, ailments and injuries, fish and reptiles, dance and theater, and jewelry and cosmetics. There are maps of the world, the United States, and the universe. Each illustration is identified with the appropriate English word and its Navajo translation. The appendix contains a pronunciation guide with alphabetic lists of English words and a separate index of the words in Navajo. Additional teaching materials are available to accompany the dictionary. (DHP)
ED 318 603 RC 017 511 Miller, Lenore Using the Outdoors to Enrich Learning. Centering On... New York City Teacher Centers Consortium, NY. Pub Date-86 Note—56p. Available from New York City Teacher Centers Consortium, 260 Park Avenue South, New York, NY 10010. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Elementary Education, *Enrichment Activities, *Experiential Learning, Field Studies, Interdisciplinary Approach, Junior High Schools, *Learning Activities, Naturalistic Observation, *Outdoor Education, Science Activities Every school, no matter how urbanized, has an outdoor locale that can be used to expand and enrich classroom learning. It may be the school yard, the surrounding grounds, or the managed and landscaped lawns or garden. Or perhaps a park or overgrown vacant lot is within walking distance. This guide will help elementary and junior high school teachers make effective use of any available outdoor site. The presentation is divided into the months of the school year, with suggestions about observations of the seasonal changes in time, weather, plants and animal life. The guide suggests that collecting should be done in very limited quantities to instill in students respect for all living things left in their own environment. The general recommendation is that nature study be used as an experience of discovery and sharing, in which family and volunteers can also take part. Some projects develop through the school year, whereas others are specific to a single month. There are suggestions about use of natural materials for food, art and decoration, science studies, history discussion, and mathematical calculation. The document contains 16 references. (DHP) ED 318 604 RC 017 512 Howley, Craig B. Economics and Education: Instrumentalism and the Dilemma of Learning in Rural Areas. Pub Date-16 Nov 89 Note-75p. Pub Type-- Information Analyses (070) – Opinion Papers (120) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Cost Effectiveness, Economic Devel opment, *Educational Objectives, Educational Theories, Entrepreneurship, *Humanism, Outcomes of Education, *Rural Development, *Rural Economics, *Rural Education, School Effective ness, Social Theories, Vocational Education Identifiers-Human Capital Theory, *Instrumental ism, Rural Culture While most economists agree that educational attainment contributes to national economic performance, studies have not generally confirmed a similar conclusion with respect to rural areas. This paper examines the relationships between rural education and economics. The new aim of American education, restoration of national economic competitiveness, is based on human capital theory and promotes the instrumental view that wise investments in this resource will strengthen the economy. Available evidence, however, suggests that rural schools are expected to carry out this mission with meager financial support. Increased efficiency is hardly possible in a system already operating very efficiently. The paper explores a number of analyses of rural economics and the causes and conditions of rural poverty. It proposes that the macroeconomy requires the marginality of rural enterprises. The paper demonstrates that human capital theory cannot explain the economic plight of rural areas, vocationalism has not provided the promised economic development, and the technology of school improvement is problematic for rural schools. Two contemporary proposals are considered: entrepreneurship as the new vocationalism and the nurture of minds that construct meaning. The latter views rural education as a cultural act, preserving and extending culture, against education as an economic end. This paper contains 109 references. (DHP) ED 318 605 RC 017 513
tics, Math Self-Concept, Test Anxiety and Graduate Students' Achievement in an Introductory Statistics Course. Pub Date—90 Note—21p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *College Mathematics, Course Selection (Students), Higher Education, Mathematics Anxiety, Mathematics Education, *Self Concept, *Statistics, *Student Attitudes, *Test Anxiety Statistics courses are often viewed by many college students as impediments to the attainment of a desired degree. It is not uncommon for students to delay taking required statistics courses until just before graduation. Often part of the reason for this is a transferral of a basic anxiety about mathematics to statistics. The objectives of this study were to examine the relationship between student attitudes, self-concept, mathematics background, and academic performance in a statistics course. The sample used in this study was 68 students in a masters degree program in a school of education; 93 percent of the students were female. Methods, instruments used, and procedures are discussed. Results indicated that course performance was not related to attitudes toward statistics, mathematics self-concept mathematics background or attitudes toward tests. Most of the students attributed their success in the course to their instructor. (CW) ED 318 608 SE 051 355 Reece, Carol Carter Todd, Robert F. Math Anxiety, Attainment of Statistical Concepts, and Expressed Preference for a Formal-Deductive Cognitive Style among Beginning Students of Research. Pub Date—89 Note-16p.; Paper presented at the Annual Meet ing of the Mid-South Educational Research Asso ciation (Little Rock, AR, November 10, 1989). Pub Type - Reports - Research (143) - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, Cognitive Development, *Cognitive Structures, *Cognitive Style, *College Mathematics, Higher Education, *Mathematics Anxiety, Mathematics Education, *Mathematics Tests, Test Anxiety This study investigated the propositions that (1) the expressed preference for formal-deductive style of thinking and mathematics anxiety are negatively correlated; (2) the preferred cognitive style is positively correlated with the respondent's self-assessment of mathematical ability; and (3) those expressing a preference for the analyst style of thinking would perform better on a test of statistical concepts than those expressing a disregard for the analyst style of thinking. The sample included 70 male and female graduate students. Results indicated that the propositions were supported by the data. Implications from this research are discussed. (CW) ED 318 609 SE 051 356 de Sairigne, Catherine Animals in Winter. Young Discovery Library Se ries. Report No.-ISBN-0-944589-05-7 Pub Date-88 Note—41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 357-368. Available from-Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type— Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Animal Behavior, Animals, Biologi cal Sciences, *Childrens Literature, Elementary Education, Elementary School Science, *Reading Materials, *Science Activities, *Science Materials, Scientific Concepts, Wildlife This book is written for children 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume introduces the habits of a variety of animals during the winter. Topics include: (1) surviving during winter, including concepts such as migration, hibernation, and skin color change; (2) changing behavior when spring comes; and (3) helping birds in winter. An activity identifying animal tracks is provided. (YP)
ED 318 607 SE 051 353 Perney, Jan Ravid, Ruth The Relationship between Attitudes toward Statis
ED 318 610 SE 051 357 Limousin, Odile The Story of Paper. Young Discovery Library Series. Report No.-ISBN-0-944589-16-2 Pub Date—88 Note—41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from-Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type— Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Childrens Literature, Conservation (Environment), Elementary Education, *Elementary School Science, *Paper (Material), *Reading Materials, *Science Activities, Science History, *Science Materials Identifiers—*Paper This book is written for children 5 through 10. It is part of a series designed to develop their curiosity, fascinate them and educate them. In this volume, the history of paper from ancient times to the present is described. Topics include: (1) diverse uses of paper; (2) history of paper making; (3) natural resource conservation; and (4) process of paper making. An activity-making papier-mache-is provided. (YP) ED 318 611 SE 051 358 Lucas, Andre Monkeys, Apes and Other Primates. Young Dis covery Library Series. Report No.-ISBN-0-944589-26-X Pub Date—89 Note-41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from-Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type - Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Animal Behavior, Animals, Biologi cal Sciences, Books, Children, *Childrens Literature, Elementary Education, *Elementary School Science, Elementary School Students, *Primatology, *Reading Materials, *Science Materials, Wildlife, Zoology Identifiers—*Monkeys This book is written for children 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume introduces the primate family, their physiology, and habits. Topics described include: (1) kinds of monkeys, including lemur, chimpanzee, gorilla, squirrel monkey, and marmoset; (2) behaviors when travelling, eating, sleeping, and defending themselves; (3) advent of human ancestors; and (4) hypothetical apes, such as King Kong and the yeti. (YP) ED 318 612 SE 051 359 Pfeffer, Pierre Bears, Big and Little. Young Discovery Library Series. Report No.-ISBN-0-944589-23-5 Pub Date-89 Note—41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type - Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Animal Behavior, Animals, Biologi cal Sciences, *Childrens Literature, Elementary Education, *Elementary School Science, *Reading Materials, Safety, Science Materials, *Wild life Identifiers—*Bears This book is written for children 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume describes: (1) the eight species of bears, including black bear, brown bear, grizzly bear, spectacled bear, sun bear, sloth bear, polar bear, and giant panda; (2) geographical habitats of bears; (3) survival techniques; and (4) relationship to humans. (YP) ED 318 613 SE 051 360 de Beauregard, Diane Costa The Blue Planet: Seas & Oceans. Young Discovery
Library Series. Report No.-ISBN-0-944589-22-7 Pub Date-89 Note—41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type- Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Childrens Literature, Conservation (Environment), *Earth Science, Elementary Education, Elementary School Science, Marine Biology, *Oceanography, *Reading Materials, *Science Materials Identifiers—*Oceans This book is written for children ages 5 through 10. Part of a series designed to develop their curiosity, facinate them and educate them, this volume explores the physical and environmental characteristics of the world's oceans. Topics are: (1) human exploration; (2) the food chain; (3) coral reefs; (4) currents and tides; (5) waves; (6) icebergs; and (7) ocean resources. (YP) ED 318 614 SE 051 361 Joly, Dominique Grains of Salt. Young Discovery Library Series. Report No.-ISBN-0-944589-20-0 Pub Date—88 Note—41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from-Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type— Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Childrens Literature, Elementary Education, *Elementary School Science, *Reading Materials, Science Activities, *Science His tory, *Science Materials, Scientific Concepts Identifiers—*Salt This book is written for children ages 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume provides information on the origin and uses of salt, both in the ancient world and today. Topics are: (1) relationship of salt to the human body; (2) collection methods; (3) uses for human life; and (4) history related to salt. Instructions for making little figures from salty paste are included. (YP) ED 318 615 SE 051 362 Jobin, Claire All About Wool. Young Discovery Library Series. Report No.-ISBN-0-944589-18-9 Pub Date—88 Note—41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from-Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type— Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Animals, Childrens Literature, Ele mentary Education, Elementary School Science, *Reading Materials, Science Activities, *Science History, Science Materials Identifiers—*Sheep, *Wool This book is written for children ages 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume includes information about the history of sheep raising and making cloth from wool, as well as the many uses of wool and methods of producing it. An activity for making a doll from wool is presented. (YP) ED 318 616 SE 051 363 Brice, Raphaelle From Oil to Plastic. Young Discovery Library Series. Report No.-ISBN-0-944589-17-0 Pub Date-88 Note—41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from-Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type - Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Childrens Literature, Conservation (Environment), Elementary Education, Elemen
tary School Science, *Plastics, *Reading Materials, Science History, *Science Materials, Scien tific Concepts Identifiers— Oil This book is written for children ages 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume explains in text and pictures how plastic is made from oil, the problems with this nearly indestructible material, and the future of plastics. Topics include: (1) formation of oil; (2) history of oil use; (3) oil rig; (4) oil refining; (5) uses of oil; (6) uses of plastics; and (7) plastic manufacturing. (YP) ED 318 617 SE 051 364 Planche, Bernard Living on a Tropical Island. Young Discovery Library Series. Report No.-ISBN-0-944589-13-8 Pub Date-88 Note-41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from—Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type— Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Animals, Biological Sciences, *Chil drens Literature, Elementary Education, *Elementary School Science, Geographic Regions, *Geography, Plants (Botany), *Reading Materi als, *Science Materials Identifiers—*Africa, Tropics This book is written for children ages 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume describes various aspects of life on the tropical island of Nossi Be, off the coast of Madagascar. Topics include houses, daily life, food, and animals and plants. (YP) ED 318 618 SE 051 365 Pfeffer, Pierre Elephants: Big, Strong and Wise. Young Discovery Library Series. Report No.-ISBN-0-944589-04-9 Pub Date-88 Note—41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from—Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type- Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Animal Behavior, Animals, *Chil drens Literature, Elementary Education, *Elementary School Science, *Reading Materials, *Science Activities, *Science Materials, Wildlife, Zoology This book is written for children ages 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume examines the characteristics and natural history of elephants. Topics included are: (1) elephant's ancestors; (2) elephant life; and (3) training elephants for work. Quiz items are included. (YP) ED 318 619 SE 051 366 Ruffault , Charlotte Animals Underground. Young Discovery Library Series. Report No.-ISBN-0-944589-03-0 Pub Date—88 Note—41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from-Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type- Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Animal Behavior, Animals, Biologi cal Sciences, *Childrens Literature, Elementary Education, *Elementary School Science, *Reading Materials, *Science Activities, *Science Materials, Wildlife This book is written for children ages 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume explores the natural history of animals that live underground. Animals included are porcupine, insects, earthworm, mole, badger, rabbit, prairie dog, and beach animals. (YP)
ED 318 620 SE 051 367 Geistdoerfer, Patrick Undersea Giants. Young Discovery Library Series. Report No.-ISBN-0-944589-02-2 Pub Date—88 Note-41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-368. Available from-Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type-Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail. able from EDRS. Descriptors—* Animal Behavior, Animals, Biologi cal Sciences, Childrens Literature, Elementary Education, *Elementary School Science, Marine Biology, *Oceanography, *Reading Materials, *Science Materials, Wildlife Identifiers—*Mammals, Whales This book is written for children ages 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume provides an introduction to whales and other sea mammals. Topics included are: (1) kinds of whales; (2) distribution of whales; (3) behavior of whales; (4) hunting whales; and (5) other sea mammals, such as sea lions, walruses, and different kinds of seals. (YP) ED 318 621 SE 051 368 Farre, Marie Crocodiles and Alligators. Young Discovery Li brary Series. Report No.-ISBN-0-944589-01-4 Pub Date-88 Note—41p.; Contains colored pictures which may not reproduce well. For other titles in this series see SE 051 356-367. Available from Young Discovery Library, P.O. Box 229, Ossining, NY 10562 ($4.95). Pub Type - Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Animal Behavior, Animals, Biologi cal Sciences, *Childrens Literature, Conservation (Environment), Elementary Education, *Elementary School Science, *Reading Materials, *Sci ence Materials, *Wildlife Identifiers—*Crocodiles This book is written for children ages 5 through 10. Part of a series designed to develop their curiosity, fascinate them and educate them, this volume describes the physical characteristics, behavior, and peculiar habits of crocodiles, including how to distinguish them from close relatives such as alligators, cayman, and gharials. (YP) ED 318 622 SE 051 369 Fourth Report to the Congress of the Committee on Equal Opportunities in Science and Engineer ing. National Science Foundation, Washington, DC. Committee on Equal Opportunities in Science and Engineering. Pub Date—Apr 89 Note—33p. Pub Type-- Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC02 Plus Postage. Descriptors—College Science, * Disabilities, * Engi neering, Engineering Education, *Equal Education, *Equal Opportunities (Jobs), *Females, Government Role, Higher Education, *Minority Groups, *Science Curriculum, Science Education, Secondary Education, Secondary School Science This is the fourth report to the Congress of this committee; formerly known as the Committee on Equal Opportunities in Science and Technology. This report summarizes work accomplished since the April, 1986 report. The report contains recommendations for action to ensure the continued and expanded participation of women, minorities and the handicapped in science and engineering fields. Emphasis is placed on a comprehensive approach to the participation of underrepresented minorities, on specific intervention strategies for girls and women at key points along the educational pipeline, and on accessibility for persons with disabilities to scientific meetings. It is suggested that existing programs that have been demonstrated to work through replication or expansion of exemplary projects be encouraged. Areas to be explored by the Committee in the near future are identified. This document includes an executive summary with recommendations, discussions of the national context and the status of equal opportunity in the United States, and subcom
ED 318 623 SE 051 370 King, Bruce B. Ahlquist, Roberta Developing Generative Themes for the Teaching of Biology. Pub Date—90 Note—26p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type Reports · Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Biological Sciences, Cognitive De velopment, Critical Thinking, Middle Schools, Misconceptions, *Problem Solving, Qualitative Research, Science Education, Science Instruction, *Science Teachers, Secondary Education, *Secondary School Science, Surveys, Teaching Methods Critical pedagogy, an ideology which opposes education as domination, views knowledge and learning as constructed by the student and teacher together. Its goal is personal and social emancipation and empowerment. The purposes of this paper are to (1) indicate problems in science education which can be addressed by teaching science from a critical, popularized, emancipatory approach; (2) present the views of teachers at different stages in their pedagogical development in biology; and (3) suggest strategies for teachers to use. The document discusses commonly held beliefs about science, the Critical Pedagogy for Science, the development of generative themes in biology, the views of several teachers in the field, and four recommendations for teaching from a problem-posting, critical perspective. A teacher questionnaire is appended. (CW) ED 318 624 SE 051 372 Useem, Elizabeth L Getting on the Fast Track in Mathematics: School Organizations Influences on Math Track Assign ment. Pub Date—90 Note-32p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type- Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—* Ability Grouping, * Administrator Attitudes, *Elementary School Mathematics, Elementary Secondary Education, Females, Institutional Characteristics, Local Norms, Mathematics Education, Middle Schools, Minority Groups, *Secondary School Mathematics, Student Placement, *Track System (Education) Several studies of mathematics education have singled out the early and rigid ability grouping as one of the principal reasons for mathematics underachievement in the United States. Public schools in the United States engage in extensive sorting of students into sharply differentiated curricula by the end of sixth or seventh grade. This study examines the ways in which students' assignment to ability groups in middle and secondary school mathematics are influenced by the organizational features and placement policies of the schools themselves. Specifically, this research examines the fast track in mathematics which includes only 16 to 17 percent of U.S. students and is critical for qualification for college mathematics and physical science programs. The views of college admissions officers, variations by district in accelerated mathematics courses, explanations for variations in enrollment patterns, organizational factors influencing group assignment, and several case studies are discussed. Findings indicate that there are substantial variations in ability grouping that lead to inequities and arbitrary elements in student placement and that the range of abilities found in higher level tracks among different school systems can be explained by individual characteristics, and attitudes among school administrators. Implications for women and minorities are suggested. A list of 67 references is included. (CW)
Available from Business Manager, Faculty of Ed ucation, Monash University, Clayton, Victoria 3168, Australia. Pub Type- Collected Works - Proceedings (021) EDRS Price - MF01/PC13 Plus Postage. Descriptors-Academic Achievement, Case Stud. ies, Cognitive Development, College Science, *Elementary School Science, Elementary Secondary Education, Foreign countries, Higher Education, *Misconceptions, Problem Solving, *Professional Development, Science Activities, Science Education, Science Teachers, *Secondary School Science, Student Projects, *Teacher Education, Teaching Methods Identifiers-Australian Science Education Re search Assn, *Science Education Research Selections of papers from the 19th annual conference of the Australian Science Education Research Association are presented in this volume. A diversity of themes are addressed and include new topic areas as well as concerns that have been cited in previous issues. These papers focus on issues includ. ing: (1) students' misconceptions; (2) classroom practices and processes; (3) professional development; (4) scientific literacy; and (5) the history of scientific ideas. Research notes, the addresses of authors, and guidelines for the submission of papers are also provided. (CW) ED 318 626 SE 051 375 Engleson, David C., Ed. Disinger, John F., Ed. Preparing Classroom Teachers To Be Environmen tal Educators. A Report of a Symposium. Monographs in Environmental Education and Environmental Studies, Volume VI. North American Association for Environmental Education, Troy, OH. Pub Date—90 Note-111p.; For a previous document in this se ries, see ED 304 332. Available from North American Association for Environmental Education, P.O. Box 400, Troy, OH 45373 ($10.00). Pub Type— Reports - Descriptive (141) – Col lected Works - General (020) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors - College Science, Conservation (Environment), Conservation Education, *Cooperative Learning, Elementary Secondary Education, *Environmental Education, Faculty Development, Higher Education, *Inservice Teacher Education, Natural Resources, *Preservice Teacher Education, Science Education This monograph includes eight papers which were presented at a joint conference of the Conservation Education Association and The North American Association for Environmental Education in 1989 at Estes Park, Colorado and a summary paper. The first three papers are on preservice teacher education; five discuss inservice teacher education. Papers include the following: (1) “Rethinking Teacher Education Environmentally" (Paul Hart); (2) “Using Cooperative Learning Strategies to Develop Conflict Resolution Skills” (James D. Lubbers); (3) “Perspectives of Pre-service Education Students on Environmental Education Course Work” (Randy Champeau); (4) “Teacher Education in Environmental Education: The 'Grip of Print and Other Lessons from Distance Education" (Ian Robottom); (5) "Cooperative Model for In-service Environmental Education in the State of Kansas" (Emmett L. Wright); (6) “Student Dropout Prevention: Teacher In-service Connections to Environmental Education" (Darleen K. Stoner); (7) "A Consortium Approach to Staff Development” (Peggy Cowan); (8) "Environmental Education: The In-service Experience” (Juan A. Sanchez Jr.); and (9) “Professional Development in Environmental Education" (Paul Hart and Ian Robottom). (CW)
ED 318 625 SE 051 374 Tisher, Richard P., Ed. Research in Science Education, Volume 18. Selec tions of Refereed Papers from the Annual Conference of the Australian Science Education Research Association (19th, Sydney, New South Wales, Australia, July, 1988). Australian Science Education Research Associa tion. Pub Date—88 Note-322p.
ED 318 627 SE 051 376 Vosniadou, Stella Brewer, William F. A Cross-Cultural Investigation of Children's Con ceptions about the Earth, the Sun and the Moon: Greek and American Data. Technical Report No. 497. Illinois Univ., Urbana. Center for the Study of Reading. Spons Agency–National Science Foundation, Washington, D.C.; Office of Educational Re search and Improvement (ED), Washington, DC. Pub Date—Mar 90 Grant-G0087-C1001-90; NSF-BNS-85-10254 Note-48p. Pub Type- Reports - Research (143)
EDRS Price - MF01/PC02 Plus Postage. Descriptors-Astronomy, *Cognitive Develop ment, Cognitive Structures, *Comparative Education, *Earth Science, Elementary Education, * Elementary School Science, Gravity (Physics), *International Cooperation, International Educational Exchange, *Misconceptions, Science Edu cation, Space Sciences Identifiers—*Greece This document reports the results of a cross-cultural study on children's knowledge about the shape, gravity, movement, and location of the Earth and about the day/night cycle. The subjects of the study were elementary school students from Greece (N=90) and the United States (N=60). The results of the study showed that the children in both samples constructed similar initial concepts about the Earth and went through similar steps in the process of changing these concepts to make them conform to the currently accepted scientific notions. Both the Greek and U.S. children conceptualized the earth as flat and stationary and thought it was located in the middle of the solar system. They also thought that things fall down, not toward the center of the spherical earth, and that the day/night cycle is caused by the movement of the sun and the moon. In the process of changing these concepts, the Greek and U.S. children formed similar misconceptions. Methods and procedures are discussed. A list of 27 references is included. (Author/CW)
In 1988, the Office for Undergraduate Science, Engineering, and Mathematics Education (USEME) convened a series of disciplinary workshops designed to obtain a better understanding of the conditions and trends in undergraduate education in the United States in seven critical areas: Biology, Chemistry, Computer Science, Engineering, Geosciences, Mathematics, and Physics. Each workshop was comprised of about 20 leaders from the appropriate disciplines in academia and industry. This report describes the findings of these workshops and their recommendations concerning actions that should be taken to improve undergraduate education in the United States. An executive summary and individual reports are included. Each individual report provides a list of participants, a summary, background information, and recommendations. (CW)
ED 318 630 SE 051 379 Lowry, William H. Thorkildsen, Ron The Effects of a Videodisc-Based Direct Instruc tion Program in Fractions on Mathematics Achievement and Self-Concept. Pub Date—Apr 90 Note-37p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Audiovisual Aids, Educational Technology, *Elementary School Mathematics, Fractions, Grade 4, Grade 5, Intermediate Grades, *Mathematics Achievement, Mathematics Education, *Self Concept, *Videodisks This study investigated the effect of a direct instruction program in fractions, on achievement and self-concept. A pretest-posttest, quasi-experimental, nonequivalent control group design was used to compare the two groups of upper elementary school students (N=337). Treatment group students received instruction in fractions via a teacher-directed, videodisc-based program. The control group received their normal grade-four or grade-five mathematics program. Results indicated that the treatment group mean on a criterion referenced test was higher than that of the control; differences in achievement test scores among the treatment classes varied directly with the level of program implementation; and the scores of the treatment group classes on the self-concept instrument were higher than those of the control group classes. A list of 31 references is included. (Author/CW)
ED 318 628 SE 051 377 Report on the National Science Foundation Work shop on Science, Engineering, and Mathematics Education in Two-Year Colleges (Washington, DC, October 31-November 1, 1988). National Science Foundation, Washington, D.C. Directorate for Science and Engineering Educa tion. Report No.-NSF-89-50 Pub Date—Jun 89 Note-17p. Available from National Science Foundation Forms Window, 1800 G Street, NW, Washington, DC 20550 (free while supply lasts). Pub Type— Legal/Legislative/Regulatory Materi als (090) - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors_College Mathematics, College Science, Community Colleges, *Educational Improvement, *Government Role, Higher Education, Mathematics Education, Science Education, "Two Year Colleges, *Undergraduate Study Identifiers—National Science Foundation Two-year colleges are often overlooked in undergraduate education even though they are responsible for educating 37 percent of all college students and over half of the minorities in higher education. In the fall of 1988, the Office of Undergraduate Science, Engineering, and Mathematics Education (USEME) convened a 2-day conference to discuss the improvement of undergraduate education at the two-year college level. This report includes a brief introduction to the issue, eight recommendations for the improvement of introductory science and mathematics education at the two-year college level, and a list of workshop participants. (CW) ED 318 629 SE 051 378 Report on the National Science Foundation Disci plinary Workshops on Undergraduate Education. Recommendations of the Disciplinary Taskforces Concerning Critical Issues in the U.S. Undergraduate Education in the Sciences, Math ematics and Engineering. National Science Foundation, Washington, D.C. Directorate for Science and Engineering Educa tion. Report No.-NSF-89-3 Pub Date—Apr 89 Note—77p. Available from-National Science Foundation Forms Window, 1800 G Street, NW, Washington, DC 20550 (free while supply lasts). Pub Type— Legal/Legislative/Regulatory Materi als (090) — Reports - Evaluative (142) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Biological Sciences, Chemistry, *Col lege Mathematics, College Science, Computer Science, *Educational Improvement, *Engineering Education, Geology, *Government Role, Higher Education, Mathematics Education, Physics, Science Education, *Undergraduate Study Identifiers—National Science Foundation
Available from National Council of Teachers of Mathematics, 1906 Association Dr., Reston, VA 22091 ($25.00) Pub Type - Reports - Descriptive (141) Document Not Available from EDRS. Descriptors—Concept Formation, *Concept Teaching, Educational Media, Educational Psychology, Elementary School Mathematics, Elementary Secondary Education, Foreign Countries, *Instructional Materials, Lesson Plans, Mathematical Concepts, *Mathematics Instruction, Mathematics Materials, *Secondary School Mathematics Identifiers—*USSR This is volume 1 of the series of translations of books from the Soviet literature on research in the psychology of mathematics instruction and on teaching methods influenced by the research. An introduction on Soviet education and mathematics education is provided. The purposes of this volume are to show how instructional media should be constructed for mathematics lessons, and how to use media in lessons. The first chapter addresses two topics: a development of didactic and biotechnological aspects of instructional media and the application of instructional media in classrooms. Chapter 2 considers the necessary activities, both mental and material, for establishing whether an object, situation, or set of conditions is sufficient for inclusion in a given concept. Chapter 3 includes an extensive mathematical description of volume and a detailed exposition of the ideas required to understand the concept of a rectangular parallelepiped and its volume in grade 4. Chapter 4 consists of descriptions of the instructional units for concepts and use of films, filmstrips, slides, workbooks, and other instructional media. The final chapter provides sample lesson plans. (YP) ED 318 633 SE 051 387 Davydov, V. V. Soviet Studies in Mathematics Education. Volume 2, Types of Generalization in Instruction: Logical and Psychological Problems in the Structuring of School Curricula. National Council of Teachers of Mathematics, Inc., Reston, Va. Report No.-ISBN-0-87353-291-0 Pub Date—90 Note—450p.; For Volume 1, see SE 051 386. Available from National Council of Teachers of Mathematics, 1906 Association Dr., Reston, VA 22091 ($25.00). *Concept Teaching, *Educational Psychology, *Elementary School Mathematics, Elementary Secondary Education, Foreign countries, Instructional Materials, Mathematical Concepts, *Mathematics Instruction, Mathematics Materials, *Secondary School Mathematics Identifiers—*USSR This is volume 2 of the series of translations of books from the Soviet literature on research in the psychology of mathematics instruction and on teaching methods influenced by the research. An introduction to Soviet education and mathematics education is provided. The purpose of this volume is to substantiate the idea that a genuine solution to the problems of modern instructional education from the standpoint of its logical and psychological foundations presupposes a "change in the type of thinking" projected by the content of school subjects and by the methods of teaching them. Chapters included are: (1) “The Problem of Generalization in Traditional Psychology and Didactics"; (2) “The Epistemological Essence of the Theory of Generalization and Concept Formation which is Accepted in Traditional Psychology and Didactics”; (3) “A Critical Analysis of the Empirical Theory of Thought"; (4) "The Empirical Character of Generalization as One of the Sources of Difficulties in Mastering Instructional Material”; (5) “The Absolutization of Rational-Empirical Thought in Educational Psychology and Didactics"; (6) “Criticism of the Empirical Theory of Thought in Psychology"; (7) “The Basic Propositions in the Dialectical Materialist Theory of Thought"; and (8) “On the Potential for Implementing the Idea of Theoretical Generalization in Solving Problems in Educational Psychology." (YP) ED 318 634 SE 051 388 An Exploration of the Nature and Quality of Undergraduate Education in Science, Mathemat
ED 318 631 SE 051 380 Roth, Wolff-Michael Collaboration and Constructivism in the Science Classroom. Pub Date-90 Note-39p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type- Opinion Papers (120) — Reports - Re search (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*College Science, Cooperative Learn ing, *Epistemology, Higher Education, *Learning Strategies, *Physics, Science Education, Secondary Education, Secondary School Science, Social Environment, *Teaching Methods Identifiers—*Constructivism Over the past several years, an increasing number of educators have come to believe that teaching should acknowledge the transactional nature of knowledge and suggest that a shift be made to focus on social practice, meaning, and patterns. This style of teaching proposes that it is important to permit students to construct knowledge meaningfully in an appropriate social context. The purpose of this paper is to provide some examples of teaching practices that are compatible with this constructivist view of learning in a social and collaborative context. Discussed are basic beliefs and central metaphors of teaching, sources of case materials, teaching events, and reflections from a semiotic perspective. Heuristic diagrams are provided. (CW) ED 318 632 SE 051 386 Antonovskij, M. Ya And Others Soviet Studies in Mathematics Education. Volume 1, Sets of Mathematics Teaching Aids. National Council of Teachers of Mathematics, Inc., Reston, Va. Report No.—ISBN-0-87353-290-2 Pub Date—90 Note-390p.; For Volume 2, see SE 051 387. Page 22
ED 318 636 SE 051 390 Hart, Laurie E. And Others Teacher-Student Interaction and Achievement in a Seventh-Grade Mathematics Class. Pub Date—90 Note-37p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type— Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Classroom Communication, Grade 7, Junior High Schools, *Mathematics Achievement, Mathematics Instruction, Mathematics Teachers, *Racial Differences, *Secondary School Mathematics, *Sex Differences, Teacher Influence, *Teacher Student Relationship The purposes of this study are to describe teacher-student interaction in a seventh-grade mathematics class and to examine the relationships between teacher-student interaction and achievement by race and sex. Sixteen students taught by a black male were studied. For 10 days near the middle of 45 classroom days, quantitative teacher-student interaction data were gathered. Achievement data was obtained from two standardized measures (Grade 6 lowa Test of Basic Skills and American Junior High School Mathematics Examination) and four classroom achievement measures (Grade 6 final grade, Grade 7 November and January test grades, and Grade 7 second quarter grade). On all achievement measures, the means for the white students were higher than the means for the black students. On the teacher-student interaction measure, the black students had more total academic interactions and student-initiated academic interactions; the white students initiated more procedural interactions. The differences in means by sex were less than one-third of a standard deviation both on all three Grade 7 classroom measures and in each teacher-student interaction category. The white males and the black females had the most interactions, the most teacher-initiated interactions, and the most student-initiated interactions. (YP)
EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Biology, Cognitive Ability, *Con cept Formation, *Females, Grade 10, High Schools, Learning Strategies, *Misconceptions, Process Education, Science Education, Scientific Concepts, *Secondary School Science, Thinking Skills Much of the focus in science education has been on the theoretical constructs and practical implications of conceptual change. History of science, cognitive theory, and alternative conceptions have been used as backdrops for the study of the child's conceptual movement away from naive beliefs about scientific phenomena. In this study, conceptual shifts were proposed as means of examining the process of conceptual change. The relationship of reasoning level, science process skills, gender, and instructional treatment to conceptual shifts in grade 10 biology students were compared. Student reasoning levels were evaluated using the Test of Logical Thinking (TOLT). The Test of Integrated Process Skills (TIPS) was used to measure the students' proficiency with science process skills. Five concept evaluation statements were used to determine the students' understandings of the concepts of diffusion, the cell, circulation, plant food production, and genetics. All instruments were used in a pretest/posttest format. Results indicated that instructional treatment was the only factor that significantly influenced positive shifts in student understanding of a concept. Gender was found to have a moderate influence in an honors class. Reasoning level and prior knowledge did not correlate positively with shifts in student understanding. (Author/CW)
ics and Engineering. A Report of the National Advisory Group of Sigma Xi, The Scientific Research Society (Racine, Wisconsin, January 23-26, 1989). Sigma XI, The Scientific Research Society. Spons Agency-Johnson Foundation, Inc., Racine, Wis.; National Science Foundation, Washington, D.C. Directorate for Science and Engineering Ed ucation. Pub Date-89 Note-57p. Available from—Sigma Xi, The Scientific Research Society, Publications Office, P.O. Box 13975, Research Triangle Park, NC 27709 (19 copies without charge; $3.00 thereafter). Pub Type - Opinion Papers (120) — Reports - De scriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—College Administration, College * Curriculum, *College Environment, College Instruction, College Mathematics, College Science, College Students, #Engineering Education, Higher Education, Mathematics Education, Science Education, *Undergraduate Study This is a report of the National Advisory Groups of Sigma Xi to explore the nature and quality of undergraduate education in science, mathematics, and engineering and to identify the significant topics and issues that should be addressed in charting a policy for undergraduate education. The topics identified are: (1) “Quality of Instruction” discussing hands-on experience, reward systems, and use of teaching assistants; (2) "Quality of Curriculum” suggesting changes of entry-level courses; (3) "Quality of the Human Environment" emphasizing personal relationships among students, faculty, and administrative personnel; (4) “Quality of the Physical Environment” discussing laboratory experience and educational technology; (5) “Accessibility and Flexibility of Curricula Essential for Student Mobility"; (6) ""Attitudes and Perceptions of Students, Faculties, Administrations and the Public"; and (7) "Promises and Special Needs of Traditionally Underrepresented Groups in Science, Mathematics and Engineering." In this report, the last three are interwoven into the discussion of the first four. After discussing the potential of undergraduate education, initiatives to Congress and the National Science Foundation are described. List of participants, an entry-level course sequence, and the keynote address on profile of undergraduate are appended. (YP) ED 318 635 SE 051 389 “How Well Do They Match?” Correlation Paper on The Oregon Mathematics Comprehensive Curriculum Goals and The National Council of Teachers of Mathematics Curriculum and Evalu ation Standards for School Mathematics. Oregon State Dept. of Education, Salem. Div. of Curriculum and School Improvement. Pub Date-89 Note—35p. Available from Oregon State Department of Edu cation, Publications and Multimedia Center, 700 . Pringle Parkway, Salem, OR 97310-0290 ($3.50). Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Curriculum Guides, Educational Objectives, *Elementary School Mathematics, Elementary Secondary Education, *Evaluation Criteria, Mathematics Curriculum, Mathematics Materials, Mathematics Skills, Secondary School Mathematics, Standards Identifiers—*Curriculum Eval Standards for School Mathematics, National Council of Teachers of Mathematics, *Oregon Mathematics Comprehension Curriculum Goals This report compares the Oregon Mathematics Comprehension Curriculum Goals (CCG) with the National Council of Teachers of Mathematics (NCTM) Curriculum and Evaluation Standards for School Mathematics. After discussing the philosophical positions of the two documents, three sections comparing the two by level are presented. Each standard from the NCTM Standards document and the related content strands of the CCG are listed by number; a rating is provided to indicate how the Oregon goals match the NCTM Standards. This report concludes that the two documents are very similar in philosophy and that they both make a strong case for learning mathematics actively through “doing" mathematics. Topics of the Oregon goals that need to be strengthened are identified. (YP)
ED 318 637 SE 051 391 Dockweiler, Clarence J. Using the Explorer Calculator in Mathematics Education in Grades Three through Six. Spons Agency-College Station Independent School District, TX. Pub Date—Nov 89 Note-19p.; Report prepared for the College Sta tion Independent School District. Pub Type - Reports - Research (143) EDRS Price · MF01/PC01 Plus Postage. Descriptors—*Calculators, *Computation, Ele mentary Education, *Elementary School Mathematics, Mathematical Concepts, *Mathematics Achievement, Mathematics Materials, *Mathematics Skills, Mathematics Tests, Problem Solving This study was designed to investigate whether the implementation and integration of the use of the Explorer Calculator into the curriculum influenced students in grades three through six. The sample consisted of approximately 440 students who were assigned to the treatment group or the control group. Achievement scores from the Iowa Test of Basic Skills (ITBS) and Mathematics Measurement Instrument were used as pre- and post-test data. Tables are presented showing the pre- and post-test means by grades and groups in mathematics areas, such as overall achievement, computation skills, concept development, and problem solving abilities. Data from both tests showed consistent improvement for the two groups. The students receiving the calculator treatment performed as well as the non-calculator group on these measures. After discussing some limitations of this research design, four recommendations were made based on the results. (YP)
ED 318 639 SE 051 393 Shaw, Edward L., Jr. Cronin-Jones, Linda Influence of Methods Instruction on Pre-Service Elementary and Secondary Science Teachers' Beliefs. Pub Date-89 Note-30p.; Paper presented at the Annual Meet ing of the Mid-South Educational Research Asso ciation (Little Rock, AR, November 7-10, 1989). Pub Type-- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Elementary School Science, Ele mentary Secondary Education, Higher Education, *Preservice Teacher Education, Science Education, Secondary School Science, Teacher Attitudes, *Teacher Characteristics, *Teaching Methods For many years, researchers and teachers have highlighted the many striking differences between content area knowledge of teachers and teaching practices of elementary and secondary teachers. In addition, numerous studies have compared the instructional repertories and effectiveness of teachers at the elementary and secondary levels. Researchers and practitioners have also begun to acknowledge the important influence that teachers' beliefs have on different aspects of the teaching/learning process. In this study, the beliefs of pre-service elementary and secondary science teachers before and after a science methods course, and the changes in those beliefs during this time were investigated. The belief structures of the elementary and secondary teachers before and after the methods course were compared and analyzed. Results indicated that: (1) the belief structures of elementary teachers were more simplistic than those of secondary teachers; (2) there was no typical pre-service teacher belief structure; (3) pre-service teachers already possessed some knowledge about teaching and had an organized belief structure regarding teaching when they entered the methods instruction; and (4) the primary area of concern for most teachers centered around students and the second most dominant area of concern centered around the task of teaching. (CW) ED 318 640 SE 051 394 Oakes, Jeannie Lost Talent: The Underparticipation of Women, Minorities, and Disabled Persons in Science. Rand Corp., Santa Monica, Calif. Spons Agency-National Science Foundation, Washington, D.C. Report No.-ISBN-0-8330-1008-5; RAND/R 3774-NSF/RC Pub Date-Feb 90 Note-114p. Pub Type - Information Analyses (070) EDRS Price - MF01 Plus Postage. PC Not Available from EDRS.
ED 318 638 SE 051 392 Westbrook, Susan L. And Others An Analysis of the Relationships of Formal Rea soning, Science Process Skills, Gender, and Instructional Treatment to Conceptual Shifts in Tenth Grade Biology Students. Pub Date—90 Note-25p.; Paper presented at the Annual Meet ing of the National Association for Research in Science Teaching (63rd, Atlanta, GA, April 8-11, 1990). Pub Type— Reports - Research (143)
include the use of instructional learning centers, individual activities, and opportunities for small and large group instruction. Topics of instruction include weather stations for observing air temperature, relative humidity, wind, and air pressure; and weather forecasting. Evaluation materials are provided. The telecommunications handbook focuses on the FREDMAILER System available to teachers in the state of North Carolina. (CW)
be used in its entirety in order to promote objectivity. Free inquiry and induction are characteristic of the materials. Students are asked to analyze source materials related to religion and the social studies, and on the basis of the information provided, are asked to develop their own positions. Then an open, informed class discussion permits students to present their own points of view, and respectfully consider positions different from the ones they have reached. This teacher's guide includes for each study: (1) a statement of the primary goals; (2) information to be considered in responding to the study questions in the text; (3) oral and written activities that may be presented at the conclusion of the study; (4) questions for further research; and (5) a vocabulary list. A correlation of this text with leading U.S. history textbooks is also provided. (Author/JB)
Descriptors-Academic Achievement, Cognitive Ability, *Disabilities, Educational Environment, Elementary Secondary Education, *Females, Higher Education, Mathematics Education, *Minority Groups, Science Careers, Science Education, Social Influences, Student Attitudes, Student Participation This report reviews research on the relationship between educational practices and policies and the low rates of participation of women, minorities, and disabled persons in science related careers. The information presented is designed to contribute to the discussion of how schools might create conditions that will help underrepresented groups prepare for careers in science and mathematics. The report has two central messages, there is much that is not understood about the low participation rates of these groups and what is known suggests that there are alterable features of schools that appear to constrain participation. The document discussed the following issues: (1) the current status and policy concerns involved in this issue; (2) the scientific pipeline; (3) cognitive and attitudinal factors; (4) school factors; (5) societal factors; (6) intervention strategies; and (7) further research. A list of over 200 references is appended. (CW) ED 318 641 SE 051 395 Zielinski, Edward J. Smith, Bruce G. An Evaluation of the Program To Improve Elemen tary Science (PIES). Pub Date—90 Note-47p.; Paper presented at the Annual Meet ing of the National Association for Research in Science Teaching (63rd, Atlanta, GA, April 8-11, 1990). Pub Type— Reports Evaluative (142) Tests/Questionnaires (160) - Speeches/Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Educational Improvement, Elemen tary Education, *Elementary School Science, •Evaluation Methods, *Inservice Teacher Education, Longitudinal Studies, Program Evaluation, Science Education, *Science Teachers, Surveys, Teacher Attitudes, Teaching Methods The purposes of this study were to determine (1) whether or not the participants of the program demonstrated significant gains in knowledge and attitudes as a result of the courses; (2) whether the gains persisted over time; and (3) if there was an associated increase in the participants' proclivity to do science which was also stable over time. Four instruments were used in this study. The PIES test was a 50 item, multiple choice instrument measuring knowledge and comprehension of basic science content and process. The second instrument used was the Science Attitude Scale for Inservice Elementary Teachers, a 26 item instrument. The third instrument, the Science Proclivity Test, was a 25 item instrument designed to assess teachers' inclination to do activity-oriented science lessons. The PIES Evaluation Project Knowledge Test was a 25 item, multiple choice instrument constructed from the first test. Significant gains were found in the PIES group of teachers compared to a control group and these gains appeared to be stable over the 5 years of the study. Appended are the Science Attitude Scale; the Science Proclivity Test; and the PIES Evaluation Project Knowledge Test. (CW)
ED 318 643 SO 020 173 Spivey, Robert A. And Others Pathways to Pluralism: Religious Issues in Ameri can Culture. Spons Agency-Danforth Foundation, St. Louis, Mo. Report No.-ISBN-0-201-22177-2 Pub Date—90 Note—208p.; For the teacher's guide, see SO 020 174. Photographs will not reproduce clearly. Available from-Addison-Wesley Publishing Com pany, Innovative Division, 2725 Sand Hill Road, Menlo Park, CA 94025. Pub Type— Books (010) — Guides - Classroom Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Blacks, Churches, Church Role, Cul tural Pluralism, Curriculum Enrichment, *Religion, *Religion Studies, Religious Cultural Groups, Religious Differences, Secondary Education, Social Studies, United States History, Units of Study Because religion has greatly influenced the course of U.S. history and because it continues to have an impact on U.S. life, an examination of its role is a necessary part of social studies. In order to understand U.S. society, citizens must know something about the development of the religious ideas, practices, and institutions found in the United States today. Ten topics are presented: (1) “Why Go to the New World?"; (2) “Conformity or Diversity"; (3) "The American Revolution: A Religious War?"; (4) "Subsidy or Separation?"; (5) "The Churches on the American Frontier”; (6) “Black Americans and the Churches"; (7) “Religion: Personal and Social”; (8) "Ways of Understanding: Science and Religion"; (9) "Conscience or Constitution?"; and (10) “America: Protestant or Pluralist?” Each of these studies utilizes primary sources that treat a significant religious dimension of U.S. history. These readings are preceded by a short introduction to the topic under consideration and questions to help the reader focus on the major points and identify the central considerations. The document is illustrated with numerous black and white photographs. (JB) ED 318 644 SO 020 174 Spivey, Robert A. And Others Pathways to Pluralism: Religious Issues in Ameri can Culture. Teacher's Guide. Spons Agency-Danforth Foundation, St. Louis, Mo. Report No.-ISBN-0-201-22178-0 Pub Date—90 Note—132p.; For the student text, see SO 020 173. Available from-Addison-Wesley Publishing Com pany, Innovative Division, 2725 Sand Hill Road, Menlo Park, CA 94025. Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail. able from EDRS. Descriptors-Blacks, Churches, Church Role, Class Activities, *Cultural Pluralism, Curriculum Enrichment, Learning Activities, *Religion, *Religion Studies, Religious Cultural Groups, Religious Differences, Secondary Education, Social Studies, *United States History, Units of Study Any program used to teach about religion in the social studies must meet certain criteria. The materials must be socially significant and suitable to the classroom. The teaching strategy must promote genuine learning, taking every safeguard to prevent indoctrination. Only then is the public school teacher warranted, legally and morally, to undertake an in-depth examination of religious traditions. Each of the 10 studies presented in the text "Pathways to Pluralism” has an integrity of its own. While it is not necessary that these studies be used in a fixed sequence, it is important that any study chosen
ED 318 645 SO 020 461 Moss, Logan Importing Educational Doctrines: A New Zealand Case Study. Pub Date-Mar 89 Note—25p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (70th, San Francisco, CA, March 1989). Pub Type - Speeches/Meeting Papers (150) — Re ports - Descriptive (141) - Historical Materials (060) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Case Studies, Educational History, Educational Philosophy, *Educational Policy, Educational Practices, Foreign countries, Foun dations of Education Identifiers—*New Zealand, Social Efficiency Both educational policy and philosophy in New Zealand have been heavily influenced by the ideas and practices of other countries, particularly those of the United States. The U.S. idea of social efficiency, which became a central concern of New Zealand's educational policy makers in the 1920s, holds a prominent place in the history of education in New Zealand. An examination of government policies on education of the 1920s and the experiences of those closely associated with their implementation shows weaknesses in the traditional view of New Zealand's educational development. Historians generally hold that after a strong focus on social efficiency in the 1920s, educational policy-makers markedly shifted in the 1930s to egalitarian concerns. However, during the 1920s and the 1930s, it appeared that social efficiency was held up to New Zealand students of education as an important educational aim. Thus the view that the policies of the 1930s led to significant changes in the educational practices of schools should be met with extreme caution. More historical research needs to be devoted to reconstructing the experiences and understanding of New Zealand teachers rather than the familiar discussions of state policy. This document includes a 35-item bibliography. (DB) ED 318 646 SO 020 465 Johnson, William L. Nussbaum, Claire A. A Behavioral Analysis of the Charles F. Kettering Climate Scale. Pub Date— [87] Note-50p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Educational Environment, Elemen tary Secondary Education, Evaluation, Factor Analysis, *Institutional Environment, *Organizational Climate, Organizations (Groups), Prediction, Social Science Research, Test Reliability, *Test Validity Identifiers—*Charles F Kettering School Climate Profile In the past several years, numerous educational climate instruments and questionnaires have been developed. One such instrument is the Charles F. Kettering (CFK) School Climate Profile, a popular measure of school climate that is widely used to gather data for administrative planning and curriculum revision. The instrument is patterned on the perceptual measurement-individual attribute approach to measuring and conceptualizing climate and refers to individual attributes. The individual attributes are seen as the intervening psychological process whereby the individual translates the interaction between perceived organizational attributes and individual characteristics into a set of attitudes, behaviors, and expectations. This study examines general climate profile responses from four schools with 822 subjects (school personnel and students).
ED 318 642 SE 051 396 Weatherlinker. North Carolina State Dept. of Public Instruction, Raleigh. Div. of Computer Services.; North Carolina State Dept. of Public Instruction, Raleigh. Div. of Science. Pub Date—89 Note-145p. Pub Type-- Guides - Non-Classroom (055) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Computer Networks, Computer Uses in Education, *Grade 7, Instructional Materials, Junior High Schools, *Meteorology, Middle Schools, Science Education, Science Instruction, *Science Materials, Secondary School Science, Teaching Guides Identifiers—*North Carolina Weatherlinker is a unit of curriculum materials designed to enhance the study of meteorological science at the seventh-grade level and to enrich that study through the use of various types of technology. This document consists of a teacher's guide, student handouts, information on telecommunications, and a list of materials that were used by the field sites. Suggested classroom teaching strategies
Principal component factor analysis indicated unidimensionality of the scale. Additional analyses suggest different subscales than those given for the CFK instrument. Subscale and response category modifications designed to improve overall scale validity and reliability are offered. The subscale revisions may indicate more reliable factors for examination of organizational climate than are present in the original CFK. Analysis of reading level in the CFK indicates caution in use with slow readers or those below grade 9. The document includes 14 tables and a 22-item bibliography. (JB)
for environmental studies, the analysis of existing teaching materials, and regional refresher courses and implementation. An additional goal was to gear internal and external school activities to one another in a more effective manner. The government provided the financial means for implementing these new policies. The implementation will be the task of a national network for environmental studies where curriculum development, research, in-service training, and the development of teaching materials will take place in mutual cooperation. (JB)
ED 318 647 SO 020 490 Peterson, Barbara Bennett American Historian Arthur Schlesinger's Chal lenge to Women Historians and Scholars. Pub Date—[89] Note-36p. Pub Type Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors— Activism, Change, Civil War (United States), Colonial History (United States), *Females, *Feminism, *Historiography, Modern History, *Social History, United States History, Womens Studies Identifiers-Schlesinger (Arthur) In 1922, Arthur Schlesinger urged his fellow historians to write women into the history books. He recognized that the size and sweep of women's history offered scholars and students the opportunity of a new major field. His call failed to arouse skeptical minds through the 1940s and 1950s as feminism fell into disrepute. But with the resurgence of feminism in the 1960s and 1970s, scholarly interest in the female experience in U.S. history revived. By 1989, the pall of silence that had excluded the experiences of women in history by default had been replaced by scholarly, rationally fair-minded research and writing. In their drive to have women's history accepted, proponents of the field are generally professional, seldom polemical, and rely on massive documentation and carefully gleaned statistics to advocate, and to prove new themes. Individuals within the field are moving beyond the discovery of women in history and the proving stage, to the debating stage, wherein professionals in the field now argue over what new materials in women's history really mean. Some of the new themes being explored are: (1) Did the Colonial period constitute a golden age for women? (2) Was the Revolutionary War liberating for women? (3) What was the woman's role within the family in the Colonial period? (4) Was there feminist activism before the abolitionist and suffrage organizations? (5) Was Victorianism in the sense of the "cult of true womanhood” suppressive? (6) For the period between the Civil War and World War I, what was the extent of feminist participation in union activism, and did technology take women out of the home? and (7) What were the activities of women in reform movements and agencies during the Progressive period? (JB) ED 318 648 SO 020 515 Husbands, Jo U.S. Policy in the Persian Gulf: New Beginnings. Stanley Foundation, Muscatine, Iowa. Pub Date—89 Note—20p.; Report of a Vantage conference (Queenstown, MD, April 13-15, 1989). Pub Type - Collected Works - Proceedings (021) Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Disarmament, Foreign countries, , *Foreign Policy, *International Relations, Na tional Security, Social Sciences, War Identifiers—*Iran, Iraq, Persian Gulf, USSR For 40 years the primary objectives of U.S. Policy in the Persian Gulf have been to assure access by the industrialized nations to the region's oil and to prevent those resources from falling under the control of the Soviet Union or any other hostile power. The recent events in Iran, the Iran-Iraq War and its aftermath, the maneuvering of a powerful post-war Iraq, increasing Soviet activism, and the proliferation of chemical weapons and ballistic missiles call for an examination of what political, economic, and military elements will best serve future U.S. policy and interests in the region. Few conference participants saw any prospects of a genuine peace in the region in the near future, and most agreed there was little threat of Soviet intervention. Participants agreed that a fundamental reassessment of U.S. policy in the region was necessary. They identified several key issues but disagreed on potential outcomes.
The major issues for U.S. policy consideration include: (1) the need to shift U.S. attention from deterring the Soviets toward a focus on forces in the Persian Gulf; (2) an exploration with the United Nations to diffuse the Shatt al-Arab River as a trigger for renewed conflict; (3) a reevaluation of U.S. military presence in the region based on the perception of a decreased Soviet threat; (4) an assessment of the opportunities for active U.S. diplomacy in the Gulf; (5) an examination of the potential for developing multilateral regimes for the purpose of promoting rapprochement among the Gulf states; and (6) a determination of what efforts can be made to find a regime to limit both chemical and advanced conventional weapons proliferation. The report could be used as background information for teachers or by secondary level students. (JB) ED 318 649 SO 020 528 Hooghoff, Hans Embedding the European Dimension in Education. Pub Date-89 Note7p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Area Studies, Core Curriculum, Cur riculum Development, Educational Innovation, Elementary Secondary Education, Education, Foreign Countries, Global Approach, Higher Education, *Integrated Curriculum, *International Coopera tion, International Relations, Teacher Education Identifiers—Europe, *European Community, Euro pean Studies, Netherlands The Ministers of Education of the European Community (EC) drafted a resolution in May 1988 regarding the consolidation of the European dimension in education. The resolution is meant to contribute to young people (1) becoming more aware of the European identity and the value of European civilization and of its foundations; (2) realizing the advantages of the European Community and the challenges they will encounter on gaining access to a larger economic and social territory; and (3) improving their knowledge about the historical, cultural, economic, and social aspects of the EC and its member states and realizing the significance of the cooperation among member states and other countries in Europe and the rest of the world. Since teachers play a key role in actual educational innovation, teacher training colleges should be involved in plans for implementation of the European dimension in an early stage. The limits and possibilities of the individual teacher also should be taken into account. And finally, a national plan must be developed and carried out within the formal educational system. The action plan for implementation of this new policy in the Netherlands involves (1) the evaluation of teaching materials on the European dimension; (2) the development of a core curriculum; (3) the design of testing instruments, the revision of existing teaching material, or the development of new materials; (4) the involvement of teacher training colleges; (5) the development of small regional in-service training centers for teachers; (6) teachers' conferences for information exchange; and (7) the contacts with educational publishers. (JB) ED 318 650 SO 020 529 Hooghoff, Hans New Initiatives for the Integration of Environmen tal Studies in Dutch Education. Pub Date—10 Dec 88 Note-9p.; Paper presented at the Environmental Studies in Europe Conference (Rome, Italy, De cember 8-10, 1988). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Core Curriculum, *Curriculum De velopment, Elementary Secondary Education, *Environmental Education, Foreign countries, Integrated Curriculum, Interdisciplinary Ap proach Identifiers—*Netherlands In 1988, the Dutch Parliament adopted a motion that must result in an improvement of quality and in the integration of environmental studies in education for the 5 to 16 age group within the next few years. Within the scope of basic education, certain committees received a commission from the minister of education to pay explicit attention to environmental issues. The general aim is to integrate the insights and skills that are indispensable for making well-reasoned choices concerning man and the environment. For the period 1988-1992, a plan was launched that aimed to develop a core curriculum
ED 318 651 SO 020 549 Fine, Jim Mobilizing Community Groups for Law-Related Education. Technical Assistance Bulletin No. 3. American Bar Association, Chicago, Ill. Special Committee on Youth Education for Citizenship. Spons Agency-Department of Education, Washington, DC. Office of Law-Related Education.; Department of Justice, Washington, D.C. Office of Juvenile Justice and Delinquency Prevention. Pub Date—87 Grant—85-JS-CX-0003; G00874520 Note-6p. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Citizenship Education, Community Resources, Cooperative Programs, Educational Cooperation, Elementary Secondary Education, *Human Resources, Information Sources, *Law Related Education, *School Business Relationship, *School Community Programs, School Community Relationship, Social Sciences Identifiers-American Bar Association There are others in the community besides lawyers and police officers who can serve as useful resource persons in law-related education (LRE). Business people, representatives of civic groups, and others can offer students interesting perspectives on the law. School partnerships with civic and community groups can result in several desirable outcomes: (1) students will become aware of the many civic and professional roles crucial to the vitality of the community; (2) students will become aware of career opportunities; (3) students will interact with adults outside of the school and home; and (4) the quality of the future workforce and attitudes about the community will improve. A number of successful community school partnerships are presented. The first section shows how the business community is involved in LRE in Los Angeles, California, through one program called Business Issues in the Classroom and another called Youth Community Service. The next section looks at some cities where LRE teachers and the local media have worked together to help students develop a new appreciation of the media and its role in current events. Other organizations and groups one might want to involve in LRE are the American Lawyers Auxiliary, people and businesses in the sports world, commercial artists and publishers, public utility companies, and civic groups. Examples are given from each of these sources. (JB) ED 318 652 SO 020 589 Sheppard, Alice Continuity and Change: The Cultural Context of Women's Humor. Pub Date—Jun 89 Note-20p.; Paper presented at the Annual Meet ing of the National Women's Studies Association (11th, Towson, MD, June 1989). Pub Type - Speeches/Meeting Papers (150) — In formation Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comedy, Cultural Influences, Cul tural Traits, *Females, *Feminism, *Humor, Literary Genres, Literature, *Psychological Characteristics, *Social Influences, Womens Studies As a technique of social control intimately associated with the display and control of power, humor reflects empowerment. Contemporary women have few traditions of using power, and a variety of covert factors have discouraged women's use of humor. The most significant of these is the way that the popular mind has defined humor as a male prerogative. Humor can only be achieved through use of symbolic and linguistic codes. Society has not fully recognized how jealously men guard the use of these codes. Because women's participation in humor has been alternately impeded and underestimated, it is important for social scientists and feminists to try to understand the factors responsible. This is not easy, partly because attitudes and beliefs are so deeply
held that one may fail to see the very thing at which one is looking. An additional difficulty with humor is that its implicit symbolism enables meaning to coexist on multiple levels. Thus, it remains unclear to the critic whether a particular image or stereotype is being lampooned or upheld. And yet humor, perhaps more than other social measures, is a subtle indicator of the status of a subgroup. When the dominant group is ready to laugh at one's jokes, then one is a member of society. The document includes one table, one figure, and a 36-item bibliography. (JB)
Holt, Charles The Art of Lecturing. Report No.-ISBN-0-943459-23-0 Pub Date-89 Note-74p. Available from-Headmoor Manor Publishing Co., P.O. Box 340, Soldier, KY 41173-0340 ($4.50). Pub Type- Books (010) - Guides - Non-Class room (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Classroom Techniques, Conventional Instruction, Elementary Secondary Education, Higher Education, Instructional Effectiveness, *Lecture Method, *Teacher Improvement If teaching is the effective communication of knowledge, the teacher first must be knowledgeable about the subject being taught. Communicating that knowledge to students is just as important. One standard teaching method is the lecture. A lecture is prepared before class by the teacher and should include not only the facts to be learned by the students, but also the insights and experiences of the teacher as the intellectual master of the topic. It is a powerful teaching tool, but it requires time and effort on the part of the teacher. This guide offers suggestions for becoming a successful lecturer. The chapters are arranged from the general topic of lecturing to the specific steps required to prepare a lecture. (JB)
ED 318 653 SO 020 594 Prostano, Emanuel T. Prostano, Joyce S. Educators Guide to U.S. Patents. Report No.-ISBN-0-944397-06-9 Pub Date-89 Note-109p. Available from-In-Time Publications, P.O. Box 9541, New Haven, CT 06535 ($19.95). Pub Type— Books (010) - Guides - Non-Class room (055) Document Not Available from EDRS. Descriptors Awards, *Critical Thinking, Educa tional Resources, Elementary Secondary Education, Innovation, *Inventions, *Patents, Social Studies, Technology Transfer There are more than 4.8 million patents in the U.S. Patents File. It is the most comprehensive collection of technological information in the world. By their nature, patents are “teaching" documents, and are used as a source of basic information, as a vehicle for teaching critical and creative thinking, and in many school "invention programs.” This guide provides information about patents and important resources available to educators and others interested in exploring actual and potential uses of patents. Chapter 1 gives a brief background on patents. Chapter 2 lists inductees into the National Inventors Hall of Fame, recipients of the Inventor of the Year Award, and information on student competitions. Chapter 3 gives information on organizations that can help educators and students learn more about patents. Chapter 4 provides information on finding and using patents. Chapter 5 gives statistics on patent activity in the United States. Chapter 6 presents three selected bibliographies of sources: books about inventions and inventors; books about patents and trademarks; and books and articles about thinking. Appendices contain a sample patent and sample trademarks. An index is included. (AS)
and others regarding the instructional effectiveness and the uses of "Understanding Taxes," a taxpayer education program aimed primarily at high school students. Written surveys were mailed to three discrete subsamples: teachers, state representatives, and curriculum coordinators. Nearly 4,500 surveys were mailed out (75% of them to teachers). Returns numbered 924, a 20.5% rate of response (the teachers' rate was only 18.3%). Results of this study show "Understanding Taxes" to be a well-used supplement to the 11th- and 12th-grade curricula of many high schools around the nation. It is used primarily in economics classes, although teachers of business, government, and social studies also have found it to be useful. Generally, reactions to “Understanding Taxes” are quite positive. In using the program, most teachers pick and choose from among the instructional pieces. Some relatively minor concerns about the video programs and computer software were reported. Appendices contain the three survey instruments used for the research. (AS) ED 318 658 SO 020 717 Carpenter, J. P. Using the New Technologies To Create Links between Schools throughout the World. Colloquy on Computerised School Links (Exeter, Devon, United Kingdom, 17-20 October 1988). Council for Cultural Cooperation, Strasbourg (France). School Education Div. Report No.-CDCC(89)10 Pub Date—12 May 89 Note-38p. Available from-Council of Europe, BF431 R6, F-67006 Strasbourg, Cedex France. Pub Type- Collected Works - Proceedings (021) EDRS Price - MF01 Plus Postage. PC Not Avail. able from EDRS. Descriptors—Change, *Educational Innovation, *Educational Technology, Elementary Secondary Education, Foreign countries, Global Approach, *Information Technology, *International Educational Exchange, *International Programs, *Net works Identifiers—*Europe The theme of this colloquy was selected as a response to the concern often expressed by teachers to create more effective communications among school systems in order to facilitate links among schools. Forming links among schools in different countries throughout the world has made a notable contribution to the enrichment of the curriculum and to the development of international awareness and understanding among pupils, their parents, and their teachers. Information technology is the great enabler. It provides for those who have access to it an extension of their powers of perception, comprehension, analysis, thought, concentration, and articulation through a range of activities. The intellectual amplification it provides, when properly exploited in education, can deliver the self-confidence and openness of mind that is indispensable for learning and development. This report discusses this theme, traces the preparation for the colloquy, summarizes the program presentations and activities, and presents the recommendations formed by the colloquy working groups. Appendices contain the reports of the working groups and a list of the participants. (JB)
ED 318 656 SO 020 663 Kingson, Eric R. And Others Social Security in the USA: A Discussion Guide to Social Insurance with Lesson Plans. Save Our Security Educator Fund, Washington, DC. Report No.-ISBN-0-9623180-2-7 Pub Date—[89] Note-127p.; À product of the Nelson Cruikshank Social Insurance Study Project. Available from—Save Our Security Educaton Fund, 1201 16th Street NW, Suite 222, Washing ton, DC 20036 (1-4 copies $12.95 each). Pub Type- Reports - Descriptive (141) — Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, Economics, Eco nomics Education, High Schools, *Insurance, So cial Studies, *Teaching Guides, Units of Study Identifiers—*Social Insurance, *Social Security This publication is intended as a guide for teaching high school and adult education students about social insurance concepts. Goals of the project are that students: (1) understand the historical context from which social insurance programs emerged; (2) can participate fully as members of a democratic a society in making informed decisions about the future of social insurance programs; and (3) understand how these programs affect themselves, their families, and society. There are numerous opportunities to introduce information about the nation's social insurance programs in ways that enrich, rather than supplant, existing curricula. This classroom discussion guide gives a background and history of the U.S. Social Security System and briefly touches on Medicaid and other programs. Forty-eight questions with outlines for class discussions on several current and future issues concerning social insurance are included. A “Teacher's Supplement" section provides model lesson plans covering the first seven chapters. The “Resources for Teachers” section gives 33 references and names and addresses of organizations and agencies for additional information. An index also is included. (AS) ED 318 657 SO 020 693 Understanding Taxes: A Survey of Users. Research Report Number 109. Agency for Instructional Technology, Bloomington, IN. Pub Date—Jan 90 Note-41p. Pub Type - Reports - Research (143) — Tests/ Questionnaires (160) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Citizenship Education, Coordinators, Economics Education, Grade 11, Grade 12, High Schools, Mail Surveys, Program Evaluation, Secondary School Teachers, Social Studies, State Officials, Statistical Surveys, *Taxes, Units of Study This report analyzes and describes the results of survey research conducted with teachers, curriculum consultants, instructional television specialists,
ED 318 654 SO 020 642 Reuter, Lutz R. Minorities in Germany after 1945. Discussion Papers. Bundeswehr Univ. of Hamburg (West Germany). Pub Date—89 Note—66p.; Presented at the Annual Conference of the German Studies Association (13th, Milwau kee, WI, October 5-8 1989). Pub Type- Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/P003 Plus Postage. Descriptors—*Cross Cultural Studies, Cultural Pluralism, Cultural Traits, Ethnicity, European History, Foreign countries, *Minority Groups, Sociocultural Patterns, Subcultures Identifiers—Germany, West Germany Members of minority groups in Germany were subjected to extreme forms of repression and in some cases extermination at the hands of the Nazis. Today, for many different reasons, members of minority groups are living in West Germany again. This paper presents the experience of minorities in West Germany since 1945 in light of the following factors: German history, living conditions, language skills, educational situation, political organizations, cultural activities and contributions, and the way minorities see themselves within the society. Minority-majority relations are especially considered as they constitute significant indicators for the political culture of West Germany or any other country. Four different minority groups are examined: Jews, Sinti and Roma (gypsies), Danish, and labor immigrants. The increasing ethic and cultural diversity of West Germany, and, indeed, all of Europe, is already a fact, but its consequences will depend on the attitudes of the citizens and the public policies pursued. Major policy areas include: the legal status and political rights of minorities, the equality of opportunities in terms of equal access to public goods, and the promotion of minority cultural activities. A 121-item bibliography is included. (DB)
ED 318 659 SO 020 718 Generations of Justice: Law Day U.S.A. May 1, 1990. American Bar Association 1990 Planning Guide. American Bar Association, Chicago, Ill. Pub Date—90 Note-41p. Available from-Law Day U.S.A., American Bar Association, 8th Floor, 750 North Lake Shore Orive, Chicago, IL 60611 ($2.00). Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Awards, *Community Programs, Community Resources, Elementary Secondary Education, Guidelines, *Law Related Education, Laws, Lawyers, Models, Planning, Resource Materials Identifiers-American Bar Association, Law Day USA Law Day U.S.A. offers an outstanding opportunity for developing public outreach programs to help solve law-related and other community problems through community partnerships. The theme of Law Day U.S.A. in 1990 was "Generations of Justice." This planning guide offers background information about Law Day U.S.A. and suggestions
Activities, *Microcomputers, Teaching Guides, Teaching Methods, Visual Arts This New York City curriculum guide demonstrates the many ways in which art departments can use microcomputers to assist in teaching students to design different images, for different audiences and different purposes, utilizing the special ways in which computers can enhance the creative process. The book covers 168 topics, divided into 13 sections: (1) design, (2) drawing, (3) texture, (4) color, (5) graphic design, (6) art programs in BASIC, (7) cartooning, (8) photography, video, and movie making, (9) architecture, (10) stage craft, (11) fashion design, (12) crafts, and (13) print making. An appendix includes a glossary of computer terms, information about copying diskettes, ways to get technical assistance, and a list of software used in the text. (Author/AS)
common goals of social studies education that are often limited by traditional textbook use. (AS) ED 318 662 SO 020 739 Levin, Henry M. The Dilemma of Comprehensive Secondary School Reforms in Western Europe. Program Report No. 79-B2. Stanford Univ., Calif. Inst. for Research on Educa tional Finance and Governance. Spons Agency-National Inst. of Education (DHEW), Washington, D.C. Pub Date—Feb 79 Note—23p. Pub Type- Opinion Papers (120) - Reports - De scriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Comprehensive Programs, *Educa tional Change, Educational Opportunities, Educational Trends, Equal Education, Postsecondary Education, *Secondary Education, Social Stratifi cation Identifiers—*Europe (West) One of the most significant educational reforms in Western Europe during the last two decades has been the attempt to create a system of comprehensive secondary schools. The traditional approach to secondary education was characterized by a highly stratified formal system in which students were allocated to academic, commercial, or vocational secondary schools on the basis of examinations taken at 10-12 years of age. The purpose of the comprehensive secondary school was to delay educational selection and stratification in order to provide more nearly equal educational opportunities and choices at the secondary level for children drawn from different social class origins. The dilemma of the reform is that the reduction in selection and stratification at the secondary level must necessarily create a shift of these functions to the postsecondary educational system and labor markets. A number of changes have taken place in higher education in Western Europe that reflect this tendency. These include the increase in selective admissions policies, dilution of resources, increased class differentiation among types of institutions, rises in wastage or dropout rates, and the effects of surpluses of graduates in the labor market. All of these contribute to stratification in the higher educational population. (AS)
for planning a Law Day program. There is a special section for those working with a small budget. Information is provided on award competitions sponsored by the American Bar Association (ABA) in conjunction with Law Day U.S.A. and suggestions are offered on locally sponsored award programs. The names and addresses for various ABA resources are provided and an order form is included for ABA materials related to Law Day U.S.A. that are described in the manual. Brief descriptions are given of some of the past winners of the ABA Law Day U.S.A. Public Service Award competition. The last portion of the document contains descriptions of model programs that represent a selection of various Law Day/Law Week activities throughout the country. They were chosen for their variety, innovation, and popularity, and feature bar associations and other organizations of various sizes and budgets. (JB) ED 318 660 SO 020 730 Griffiths, Morweena Smith, Richard Standing Alone: Dependence, Independence, and Interdependence in the Practice of Education. Pub Date-89 Note-35p.; Paper presented at the annual Confer ence of the American Educational Research Association (70th, San Francisco, CA, March 1989). Pub Type-Reports - Descriptive (141)- Informa tion Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Affiliation Need, Dependency (Per sonality), *Emotional Development, Feminism, Foreign Countries, Language Usage, Personal Au tonomy, Social Development Identifiers—Independent Behavior Independence and the related concepts of freedom and autonomy are key terms in philosophy of education. Teacher educators are keen on independence, but seem to hold different definitions of the concept, and these various definitions do not co-exist happily. The relative autonomy that one may be able to achieve is not to be had unless one acknowledges one's dependence. Without that acknowledgment, the independence that adults hurry toward and hurry their children toward, does not bring the adult solidity and security that were expected. Of course it is quite easy to get children to imitate and internalize the conventional models of independence, but this does not last because true autonomy requires that one have experienced and still be in touch with one's feelings of dependence. (JB) ED 318 661 SO 020 731 Clarke, Gerry And Others A Proposal To Revise the Elementary Social Studies Curriculum. Pub Date—19 Jan 90 Note-27p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Childhood Interests, Childrens Lit erature, Cognitive Development, Curriculum Development, Elementary Education, *Elementary School Curriculum, Foreign countries, Geography Instruction, Global Approach, *History Instruction, Learning Processes, *Narration, *Social Studies, Story Telling, Student Interests The elementary social studies curriculum should be restructured in a way that promotes a broader study of people, places, and events that are distant in space and time. The “Expanding Horizons” framework guides social studies curriculum in New Brunswick, as well as in many other Canadian provinces and the United States. It emphasizes moving from the known to the unknown, and begins with the child's own knowledge, experience, and interests. Because of the impact of technological and social changes during this century, this approach needs to be redefined. The present curriculum does not expand children's experiences, but instead leads to stagnation. Current curricula too often focus on the familiar and fail to promote a global perspective and prepare students for later grades. Present curriculum disregards and stifles children's interest and imagination, rather than utilizing them in teaching. Although cognitive development theory sees formal historical understanding as impossible for most elementary school age children, there has been success in teaching history at this age in France, West Germany, Italy, and Great Britain. At the elementary levels, narrative, literary style instruction can be beneficial in social studies, since it more closely resembles history as children understand it. The use of literature and story telling can work toward the
ED 318 663 SO 020 744 Gordon, David Ludwig von Mises: An Annotated Bibliography. Ludwig von Mises Inst., Auburn, AL. Report No.-ISBN-0-945466-03-x Pub Date—88 Note—66p. Pub Type— Books (010) — Reference Materials Bibliographies (131) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Annotated Bibliographies, Capital ism, *Economics, *Free Enterprise System, *Monetary Systems A 117-item annotated bibliography of books, articles, essays, lectures, and reviews by economist Ludwig von Mises is presented. The bibliography is arranged chronologicaly, and is followed by an alphabetical listing of the citations, excluding books. An index and information on the Ludwig von Mises Institute at Auburn University (Alabama) are included. (AS) ED 318 664 SO 020 747 Computers in the Art Classroom. New York City Board of Education, Brooklyn, N.Y. Div. of Curriculum and Instruction.; New York City Board of Education, Brooklyn, NY. Office of Technology Report No.-Curric-No.00-7005-80; ISBN-O 88315-833-7 Pub Date-86 Note-474p.; Some illustrations may not reproduce clearly. Available from New York City Board of Educa tion, Curriculum Unit, Room 310, P.S. 206, Neck Road and East 22nd Street, Brooklyn, New York 11229 ($17.00). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Art Activities, * Art Education, Art Teachers, *Computer Graphics, Computer Oriented Programs, Computer Uses in Education, Curriculum Enrichment, Display Systems, Educational Technology, Elementary Secondary Education, Instructional Improvement, Learning
ED 318 665 SO 020 763 Leuthold, David Environment and Culture in India. Pub Date—[89] Note-13p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Air Pollution, Area Studies, Conser vation (Environment), *Cultural Influences, Depleted Resources, *Ecological Factors, Ecology, *Environmental Influences, Foreign countries, Forestry, Land Use, *Overpopulation, Physical Environment, Public Health, Water Pollution, Water Quality Identifiers—*India India suffers from severe environmental problems with respect to deforestation, flooding, and pollution. These problems are associated with industrialization, lack of money to enforce anti-pollution practices, climatic and population pressures, and cultural factors. Half of India's forests have been cut in the last 40 years. Deforestation is the result of the need for wood for manufacturing and fuel, and the expansion of farmlands. India is prone to both drought and floods, and soil erosion also is a serious problem. Air pollution in both urban and rural areas, originating from fires, factories, and automobiles causes a high national incidence of respiratory and other diseases. Seventy percent of available water in India is badly polluted. Rivers and wells are contaminated by human and industrial waste, causing widespread occurrence of water-related disease. Increased reduction of animal species is yet another environmental problem. The lack of resources to deal effectively with environmental problems and the influence of Indian cultural factors seriously hinder solving these problems. Necessary solutions will require substantial effort and resources. (AS) ED 318 666 SO 020 764 Mayle, Paul D. Gandhi and the Gita. Pub Date—[23 Jan 89] Note—26p.; Type "filled-in” throughout. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Area Studies, *Ethics, Global Ap proach, Higher Education, Instructional Materi als, *Religious Education, Units of Study Identifiers—*Bhagavad Gita, *Gandhi (Mahatma), Hinduism, Mount Vernon Nazarene College These materials were developed for use in a "Survey of the Far East” course offered at Mount Vernon Nazarene College, Mount Vernon, Ohio. This curriculum project focuses on the "Bhagavad Gita," with reference to its influence on and use by Mahatma Gandhi. The “Gita” may be used as a text, or may be included on a required readings list. This project consists of three components. An outline describes the succession crisis that provided the background for the conflict at the heart of the “Gita.” This outline may be copied for class hand-outs or made into a transparency, or both. (2) Selections are provided from each of the “Gita’s” 18 books. These passages are intended to generate class discussion and are designed to be used as class hand-outs or transparencies or both. (3) A list of suggested journal questions or entries are offered as examples. The course for which this project was designed requires students to keep a journal. (4) A working bibliography of 13 items concludes the document. (AS)
ED 318 667 SO 020 781 Teaching with Documents: Using Primary Sources from the National Archives. National Archives and Records Administration, Page 23
Descriptors—*Citizenship Education, *Civics, Ele mentary Education, Elementary School Curriculum, *Political Science, Social Scientists, *Social Studies, Teaching Methods, Values A review of eight leading political science journals beginning with the first volume of the "American Political Science Review” in 1906 revealed no articles or statements about how elementary civic education is or should be taught. Several reasons for this omission are suggested. First, the elementary civic education curriculum was established before the American Political Science Association was founded and thus before its members could participate in designing civic education curricula. Second, after World War II political scientists began to emphasize strongly the "scientific" aspects of their inquiries as a result of the "behavioral” revolution. This excluded the possibility of supporting public or educational policies because as scientists they could not be policy advocates. Political scientists chose not to push the implicit value commitments of their disciplinary findings onto public educators and into public school classrooms. This professional reluctance notwithstanding, four ideas to consider in designing elementary civic education curricula are presented. They are: (1) students should learn about important characteristics of liberal democracy and its historical development; (2) students should learn that the development of liberal democracy in the United States has been flawed and oppressive as well as liberating and enlightening; (3) students should draw upon political scientific knowledge in the consumption and production of texts about their social and political world; and (4) students should be taught that social and political life and practices are complex, contradictory, and transitory. (Author/ AS)
This guide presents a 139-item bibliography of books and articles on the school of thought known as the Austrian school of economics. The first nine of the ten sections contain bibliographic entries, classified by topic. Part 1 is an introduction to Austrian economics, listing sources on the school in general and on three principal members. Each of parts 2 through 9 contains items divided into general texts and supplemental readings. The following parts are included: (1) “Introduction to the Austrian School of Economics”; (2) “Methodological Foundations of the Austrian School"; (3) “Value Theory and Social Costs and Benefits"; (4) “Entrepreneurship, Competition, and Monopoly"; (5) "The Socialist Calculation Debate and Its Contemporary Relevance"; (6) “Capital and Interest"; (7) “Money and Monetary Institutions";(8) "The Austrian Theory of the Business Cycle"; and (9) “Wages, Unemployment, and a Critique of Keynesian Economics." Part 10 is a brief description of the Ludwig von Mises Institute, an educational center dedicated to the work of Ludwig von Mises and to the advancement of Austrian economics and the free market. (AS)
Washington, DC.; National Council for the Social Studies, Washington, D.C. Report No.-ISBN-0-911333-79-7 Pub Date—89 Note—258p.; Some illustrations may not reproduce clearly. Available from-National Archives, NEP, 7th and Pennsylvania Ave., NW, Washington, DC 20408 ($15.00, 20% discount on 10 or more copies). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC11 Plus Postage. Descriptors—Curriculum Enrichment, Historiogra phy," *History Instruction, *Primary Sources, *Resource Units, Teaching Guides, *United States History, Units of Study Identifiers—*National Archives Primary sources can be very important in the teaching of history, as they expose students to historical concepts in ways that books and articles cannot. Primary sources, such as historical documents, capture the interest of students and personalize and humanize history for the student. Use of such sources also helps the students develop important analytical skills, and gives them an opportunity to participate in the process of history. A collection of 52 articles, each highlighting a National Archives document and providing practical suggestions for classroom use, is presented in this book. The articles originally appeared in "Social Education," a journal published by the National Council for the Social Studies. Essays are intended to aid teachers in the use of primary documents to enhance their curriculum. Dating from the 1780s to the 1970s, the documents include letters, photographs, posters, reports, telegrams, and maps. (AS) ED 318 668 SO 020 783 Developing Map Skills Using Computers. New York City Board of Education, Brooklyn, NY. Div. of Computer Information Services. Report No.-ISBN-0-88315-974-0 Pub Date—89 Note—240p. Available from New York City Board of Educa tion, Curriculum Unit, Room 310, P.S. 206, Neck Road & E. 22nd Street, Brooklyn, NY 11229 ($17.00) Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Computer Assisted Instruction, Computer Software, Elementary Secondary Education, Geography, Geography Instruction, *Map Skills, Microcomputers, Resource Materi als, Social Studies Identifiers-Africa, Asia, Europe, Middle East, South America Computer-assisted instruction can be valuable in the teaching and learning of skills associated with the reading and interpretation of maps. The purpose of this manual is to provide teachers with a resource guide for the development of students' map skills and understanding of world geography through the use of a computer. Several suggested procedures for creating and managing a computer laboratory are outlined including ideas for using the equipment before and during the computer lab period. Lesson plans for 67 topics are presented, classified by six sections: (1) "Introduction"; (2) "Map Skills"; (3) “Geography"; (4) “Geography of Africa"; (5) "Geography of Asia”; and (6) “Geography of South America.” Appendices include information on computer software and diskette use, and addresses and telephone numbers for additional information. (AS) ED 318 669 SO 020 785 Cherryholmes, Cleo H. Political Scientists on Civic Education: A Nonexis tent Discourse. Elementary Subjects Center Se ries, No. 15. Center for the Learning and Teaching of Elemen tary Subjects, East Lansing, MI.; Michigan State Univ., East Lansing. Inst. for Research on Teach ing. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Feb 90 Contract—G0098C0226 Note-19p. Available from-Institute for Research on Teach ing, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824-1034 ($2.50). Pub Type- Information Analyses (070) – Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage.
ED 318 670 SO 020 788 Computers in the American History Classroom. New York City Board of Education, Brooklyn, NY. Div. of Computer Information Services.; New York City Board of Education, Brooklyn, N.Y. Div. of Curriculum and Instruction. Report No.-ISBN-0-88315-908-2 Pub Date—88 Note-304p. Available from New York City Board of Educa tion, Curriculum Unit, Rm 310, P.S. 206, Neck Road and East 22 Street, Brooklyn, NY 11229 ($17.00). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Computer Assisted Instruction, Computer Software, Foreign Policy, Government (Administrative Body), *History, Legislation, Map Skills, Microcomputers, Resource Materials, Secondary Education, Secondary School Curricu lum, *United States History Identifiers—United States Constitution This guide demonstrates the many ways in which social studies departments can use microcomputers to teach U.S. history. Computers can be used to enhance the learning process by assisting students in recording and categorizing data, formulating conclusions, and establishing concepts. This guide is intended as a supplement to existing curriculum materials, presenting possible alternative methods for teaching individual topics. Lesson plans for 104 topics are presented and include the topics of U.S. history from early European contact to the present time, technological developments, foreign policy, government and politics, the Constitution, and map skills. Appendices included are: (1) “The Constitution of the United States of America"; (2) “Amendments to the Constitution”; (3) “Software Used in This Text"; (4) "Software Duplication Guidelines"; (5) "Copying Public Domain Diskettes-MS DOS"; (6) “Copying Public Domain Diskettes-Apple II”; (7) “Caring for Your Diskettes”; and (8) “For More Help...." A two-page questionnaire on use of and satisfaction with the guide is also included. (AS) ED 318 671 SO 020 790 Austrian Economics: A Study Guide. Ludwig von Mises Inst., Auburn, AL. Pub Date—85 Note-23p. Pub Type Reference Materials - Bibliographies (131) — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Banking, Business, Capitalism, *Eco nomics, *Free Enterprise System, Labor Econom ics, Methods, Models, Social Scientists Identifiers—* Austrian Economics
ED 318 672 SO 020 791 Averett, Chris And Others Report of Student Performance: U.S. History. End of Course Testing. Spring 1989. North Carolina State Dept. of Public Instruction, Raleigh. Pub Date—89 Note-54p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors Academic Achievement, Course Evaluation, Curriculum Evaluation, High Schools, High School Students, *Scores, *Student Evaluation, *United States History Identifiers—*North Carolina The North Carolina End-of-Course Testing Program was established to provide student, school, and school system information about achievement in high school courses. This report presents the results of the 1988-1989 U.S. History End-of-Course Test. Four forms of the test were administered within each classroom. Each form consisted of a core test of 60 common items, and an additional 40 items. Core scores from this 1989 test were compared with the previous year's scores (the first year the U.S. History Test was given). Students scored an average of 70% correct on the core test, an increase from the first year. Males continued to score higher than females, and white students made slightly larger gains than other ethnic groups. Children of parents educated beyond high school scored higher than others. There was some variance in scores by educational region. Average scores for school systems ranged from 32.8 to 46.7. Statewide, 73 students achieved a perfect score, and less than three percent missed no more than three test questions. Achievement across all goals appears to be consistent, indicating that teachers are covering all major periods of history and are not concentrating on a few areas at the expense of others. (AS) ED 318 673 SO 020 792 Biography. Advisory List of Instructional Media. 1989 Edition. North Carolina State Dept. of Public Instruction, Raleigh. Pub Date—Dec 89 Note-32p.; For a related document, see SO 020 795. Pub Type- Reference Materials - Bibliographies (131) — Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Annotated Bibliographies, *Biogra phies, Book Reviews, *Books, Curriculum Enrichment, Elementary Secondary Education, Leaders, *Reading Materials, Resource Materials Qualitative reviews of 56 biographies appropriate for readers in grades two through twelve are provided. Full bibliographic data is given, including the price, as well as a grade level indication. Reviews are also offered for nine biography series. The list includes biographies of Blacks, women, political leaders, handicapped people, authors, sports figures, Native Americans, business leaders, and others. Twenty-eight books and three series that were favorably reviewed in other sources are listed in addition, and the review sources are given for each. A list of the names and addresses of the publishers concludes the document. (JB)
Social Studies. Advisory List of Instructional Me dia. North Carolina State Dept. of Public Instruction, Raleigh. Pub Date-Mar 88 Note22p. Pub Type-- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Compe tency Based Education, Elementary Secondary Education, *Instructional Materials, *Media Se lection, *Social Studies Identifiers—*North Carolina This annotated bibliography of instructional materials for social studies lists 63 items, along with descriptive information about each item or series. Material are grouped into categories by type: (1) books, (2) reference books, (3) a supplemental text, (4) a workbook, (5) filmstrips, (6) kits, (7) a periodical, and (8) videocassettes. Citations are listed alphabetically within each section, and give author, title, publisher or producer, price, and suggested grade range and subject areas. A directory of 27 publishers and producers is also included. (AS)
not developed. Instead, there are distinct provincial systems that differ in organization, policies, and practices. This booklet describes those features of Canadian education common to most provinces and does not dwell on provincial exceptions. The first section discusses the administration and organization of Canadian education, the school curriculum, types of schools, federal schools, and school in the territories. The second section covers the provision and financing of public elementary-secondary education, universities, community colleges, teacher training, trades training, and adult education. Appendices provide statistics dealing with Canadian education, addresses of territorial and provincial departments of education, and publications on education available from Statistics Canada. (JB)
ED 318 678 SO 020 805 Forsey, Eugene A. The Canadian Political System. Reference Series No. 59. Canadian Dept. of External Affairs, Ottawa (On tario). Pub Date—84 Note-32p. Available from Publication Section, Dept. of Ex ternal Affairs, Ottawa, Ontario, Canada KIA OG2 (free) Pub Type - Information Analyses (070) Document Not Available from EDRS. Descriptors—Democracy, Foreign Countries, *Government (Administrative Body), *Govern mental Structure, Government Role Identifiers-Canada, Constitutional Monarchy Canada is a democracy, a constitutional monarchy. Every act of government is done in the name of the Queen, but the authority for every act flows from the Canadian people. This booklet examines this system of government and how it operates. The first section deals with the origins and operation of the parliamentary government. The second section discusses the Canadian Constitution and the powers of the national and provincial governments. The third section explains the rule of law and the courts. The institutions of the federal government are covered in the fourth section. The final section looks at the role of provincial legislatures and municipal governments. Two appendices list the governors general of Canada since Confederation and Canadian prime ministers since 1867. (JB)
ED 318 675 SO 020 794 Social Studies. Advisory List of Instructional Me dia. North Carolina State Dept. of Public Instruction, Raleigh. Pub Date—Oct 88 Note-37p. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Annotated Bibliographies, Compe tency Based Education, Elementary Secondary Education, *Instructional Materials, *Media Se lection, Social Studies Identifiers—*North Carolina This annotated bibliography of instructional materials for social studies lists 85 citations along with descriptive information about each item or series. Citations are grouped into categories by type: (1) books, (2) a book for teacher use, (3) reference books, (4) filmstrips, and (5) videocassettes. Citations are listed alphabetically within each section, and give author, title, publisher or producer, price, and suggested grade range and subject areas. Includes several books, filmstrips, and videocassettes in series, with both individual and series prices. A directory lists 32 publishers and producers. (AS) ED 318 676 SO 020 795 Biography. Advisory List of Instructional Media. 1988 Edition. North Carolina State Dept. of Public Instruction, Raleigh. Pub Date-Jul 88 Note-8p.; For a related document, see SO 020 792. Pub Type- Reference Materials - Bibliographies (131) — Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, *Biogra phies, *Books, Curriculum Enrichment, Elementary Secondary Education, Leaders, Reading Materials, Resource Materials Twenty-two books are listed in this bibliography-all biographies suitable for readers in grades two through twelve. Full bibliographic data, a grade level indication, and annotations are supplied for each entry. The names and addresses of the publishers are also provided. Biographies of women, children, authors, actors, and political leaders are included. (JB)
Identifiers—*United States Constitution The Unites States Constitution and the Bill of Rights set forth the basic principles of the U.S. democratic constitutional order. It is from these documents that the fundamental political concepts of the United States are derived. The program presented here was developed for junior high school students and is intended to combat the apathy toward law and government often attributed to youth and to generate their support for democratic values. It consists of 15 interactive lessons on the Constitution, designed to fit into the existing curriculum. The activities were devised as exemplary lessons to infuse the study of law and citizenship education into U.S. history and government and make students see the Constitution as a living document. The lessons are intended for use with a resource person from the community to provide realism and positive role models. Each lesson includes specific suggestions for the type of resource person and the activities in which they can participate. The material encourages inquiry and critical thinking. (JB) ED 318 681 SO 020 826 Jamieson, Dale Sneed, Joseph D. What Is Quality of Life? Pub Date—89 Note-8p. Pub Type - Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Community Satisfaction, Definitions, Life Satisfaction, *Public Policy, Quality of Life, Social Science Research Is the concept of "quality of life” potentially an important one for public policy analysis, or must it remain forever vague and controversial, resisting clear definition and scientific measurement? Everyday usage of the phrase is examined as well as its relation to other terms like "happiness" and "welfare.” It is concluded that one reason for introducing the phrase "quality of life" into discussion of public policy is to have something to replace the now unfashionable terms “general happiness" or "social welfare.” Various definitions of the phrase are examined, three objective and two subjective: (1) Quality of life i R is per capita gross regional income in R; (2) Quality of life in R is the degree to which people in R are provided with basic goods and services; (3) Quality of life in R is proportional to the fraction of R's population for which the necessary conditions for happiness are provided; (4) Quality of life in R is the level of happiness reported by the residents of R; and (5) Quality of life in R is the degree to which the preferences of individuals in R are satisfied. Three conclusions are drawn: (1) the concept of quality of life is an evaluative concept that embodies some theory about the nature of the good and how people should live their lives; (2) different definitions of the phrase will be appropriate at different times, depending on the nature of the decision and of the affected community; and (3) although no set of social indicators can be definitive of quality of life, social indicators are essential to informed decision making. They also serve to politicize decisions that are relevant to quality of life. (JB) ED 318 682 SO 020 830 Garland, James A Comparison of the Two-Party and Multi-Party Political Systems: A Case Study Using the United States and West Germany. Pub Date—[Apr 90] Note-14p. Pub Type - Reports - Descriptive (141) – Guides • Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Area Studies, Comparative Analysis, Curriculum Enrichment, Foreign countries, *Government (Administrative Body), Secondary Education, *Simulation, Social Studies dentifiers—*Coalitions, *West Germany The political system of the Federal Republic of Germany (West Germany) is explained and comparisons are made with the U.S. system. Descriptions are given of the West German political parties and the process and importance of forming coalitions is explained. A lesson plan is presented that utilizes the case study and includes a simulation exercise that presumes the United States becomes a multi-party system and gives students the chance to form coalitions in the government. A study guide and three charts conclude the document. (JB) ED 318 683 SO 020 837 Mael, Phyllis Transforming the Curriculum for Equity and Excel
ED 318 679 SO 020 806 Huber, Joe Forey, William Social Studies Needs Assessment: Rural vs. Urban. Pub Date-[87] Note-23p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Research, *High Schools, High School Students, Needs Assessment, Role of Education, *Rural Urban Differences, Secondary Education, Secondary School Curriculum, *Social Studies, Student Needs, *Teacher Attitudes, Teacher Background Identifiers—*Social Studies Teachers, United States (Midwest) According to a survey of social studies teachers in small, rural, midwest high schools: (1) social studies curriculum needs of rural students do not differ from those of urban students; (2) cultural aspects of rural and urban societies should be passed on to students by the formal education process; and (3) they incorporated rural-oriented aspects into their curriculum. The statistical treatment revealed that the beliefs of the instructors with rural backgrounds were generally similar to the beliefs of instructors with urban backgrounds. This report includes several tables of statistical data. (Authors/DB) ED 318 680 SO 020 811 We the People: Law-Related Lessons on Teaching the Constitution. Constitutional Rights Foundation, Chicago, IL. Pub Date—89 Note—75p. Available from—Constitutional Rights Founda tion/Chicago, Suite 1700, 407 South Dearborn, Chicago, IL 60605. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Citizenship Education, Class Activi ties, Curriculum Enrichment, Government (Administrative Body), *Human Resources, Junior High Schools, Learning Activities, Social Studies, Teaching Methods, *United States History
ED 318 677 SO 020 804 Education in Canada. Reference Series No. 39. Canadian Dept. of External Affairs, Ottawa (On tario). Pub Date—84 Note-20p. Available from Publication Section, Dept. of Ex ternal Affairs, Ottawa, Ontario, Canada KIA OG2 (free). Pub Type- Information Analyses (070) Document Not Available from EDRS. Descriptors—*Education, *Educational Adminis tration, *Educational Finance, Foreign countries, *Schools Identifiers—*Canada Each province in Canada has executive constitutional responsibility for education within its boundaries, so a single national system of education has
BFW members in every way except income. There were only slight differences between earlier and more recent members. There were no sizable and consistent differences between people giving different reasons for not renewing their memberships. The report concludes with a discussion of possible areas for future research. (JB)
EDRS Price - MF01/PC01 Plus Postage. Descriptors Biographies, Civil War (United States), *Presidents of the United States, Social Studies, United States History, Units of Study Identifiers—*Lincoln (Abraham) Abraham Lincoln rose from the depths of obscurity to guide the United States successfully through the turbulent and menacing years of the Civil War. Laborer, businessman, postmaster, politician, and lawyer were some of the vocations, not all successful, that Lincoln tried during the years leading to his ascent to the Presidency. This review of the literature gives a historical overview of the life of Lincoln as elucidated by the sources cited, an overview which may be useful to educators or others seeking a broad perspective on the life of this famous American. (Author)
lence. California Community Coll. Fund for Instructional Improvement. Pub Date—89 Note-16p. Available from-Community College Humanities Association, clo Community College of Philadelphia, 1700 Spring Garden St., Philadelphia, PA 19130 ($6.00). Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Curriculum, *Community Colleges, *Curriculum Development, Curriculum Problems, *Feminism, Higher Education, *Hu manities, Surveys, Womens Studies Identifiers-*California, *Curriculum Transforma tion With the changing demographics in college populations, educators can no longer offer students a curriculum that denies the very existence of women and minorities. Yet this is precisely what occurs in the traditional or womanless curriculum. If one recognizes the limitations of a curriculum that accepts male experience as universal, one is ready to begin curriculum transformation. A questionnaire was sent to all community college humanities departments in an attempt to ascertain what faculty were doing to balance their humanities courses for gender and how they were doing it. Over 250 responses from more than 70 different colleges were received. Based on these responses, the following suggestions are offered to faculty interested in transforming their humanities courses: (1) start wherever colleagues and institutions feel most comfortable (usually this means beginning to incorporate more works by women or material that includes women's experiences); (2) in classes where instructors have no control over textbook selection or where inclusion of material on or by women is not appropriate, raise epistemological and pedagogical questions that challenge the traditional curriculum and scholarship; (3) read books on curriculum transformation and contact people involved in curriculum transformation projects; (4) attend professional conferences and read journals where curriculum transformation material is presented; (5) use faculty development funds at the institution to support workshops, seminars, and consultants to begin the important institutional work of curriculum transformation; (6) check into the use of gender equity and affirmative action funds as possible sources for funding curriculum transformation projects. (JB)
ED 318 686 SO 020 841 Diamond, Ronald L. Diamond, Linda W. Abraham Lincoln-His Words and His World: a Unit Plan. Pub Date [87] Note—38p.; For a related document, see SO 020 840. Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Biographies, *Civil War (United States), Curriculum Enrichment, Grade 8, History Instruction, Junior High Schools, Presidents of the United States, Resource Units, Secondary Education, Social Studies, *United States His tory, Units of Study Identifiers—*Lincoln (Abraham) Planned for an eighth-grade classroom, this unit plan, consisting of 19 lesson plans on the topic of Abraham Lincoln, is based upon the fulfillment of 17 unit objectives. Each daily lesson plan specifies the following: lesson theme, learner objective, needed prerequisites, new vocabulary or terms, learning set/motivation, presentation of new content, practice/extension/application, closure/evaluation of learning, teacher evaluation of learning effectiveness, and materials necessary to complete the lesson. Individual lessons include such activities as the completion of a mathematics grid worksheet depicting, when completed, Lincoln's profile, construction of cornhusk dolls, the use of quill pens, computation of scale and distance using maps, the construction of a scale model of New Salem Village, etc. Arranged in a logical, coherent, and cumulative fashion, the unit concludes with a culminating activity and is followed in the reference section by a list of 17 sources/resources. (Author)
ED 318 688 SP 031 813 Letven, Esther The Regional Staff Development Center of South eastern Wisconsin. Pub Date—Nov 88 Note-12p.; Paper presented at the Annual Confer ence of the National Council of States on Inservice Education (New Orleans, LA, November 19, 1988). Pub Type-Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Beginning Teachers, Career Develop ment, College Faculty, *College School Cooperation, *Collegiality, *Collegiality, Elementary Secondary Education, Higher Education, Networks, *Professional Recognition, Program Effectiveness, Public School Teachers, *Resource Centers, *Staff Development The philosophy and structure of the Regional Staff Development Center capitalize on local expertise and energy. This structure of cooperation affords 4,500 Wisconsin educators the opportunity to learn from each other through alliances, networks, study committees, and specialized roles. Recognizing and showcasing the positive contributions of area educators enhances self-esteem and creates a climate for continuing professional growth. While serving as a clearinghouse for regional resources, the center also acts as a consortial agent for districts seeking grants, making it possible for them to secure resources and implement special projects they would have difficulty doing on their own. The center's basic mission is professional growth for educators throughout their careers. Programs and services incorporate principles of adult learning and thrive on the energy released when educators connect with and learn from one another. College and university faculty offer research and content expertise while public school teachers provide practical knowledge. A number of programs and services have been developed to achieve the center's goals of support, recognition, and training. Examples of center programs which illustrate each of these goals are presented in this paper. (JD)
ED 318 684 SO 020 839 Favini, Robert, Comp. Hayes, Sherman, Comp. Keeping History Alive: Fund Raising for Nonprof its: A Bibliography. Bentley Coll., Waltham, MA. Pub Date-90 Note-21p.; Prepared for Funding Preservation Grantsmanship for Non Profits Workshop, cosponsored by the New England Heritage Center of Bentley College and Hisoric Massachusetts, Inc. (Waltham, MA, March 3, 1990). Printed on colored stock. Pub Type- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Capital, Donors, Financial Support, *Fund Raising, *Guides, *History, Museums, *Nonprofit Organizations The literature presented in this bibliography emphasizes practical techniques. Words such as "guide," "handbook," "collections,” “tips," "strategies," "techniques," "writing," and "fund-raising," are common in the titles. Eleven citations are listed under the subject heading "annual giving," 17 under "capital campaigns,” 34 under "corporate philanthropy," 11 under "evaluation,” 58 under "general resources,” 36 under "grantsmanship and foundation fundraising," 16 under "identifying and involving prospects and donors,” 20 under “planned giving," 25 under “public relations and marketing, and 14 under "specialized journals.” Thirty additional resources are listed in a funding information directory. (JB)
ED 318 687 SO 020 842 Whitaker, William H. And Others Bread for the World Membership Survey and Analysis Project. Final Report. Maine Univ., Orono. Dept. of Sociology and Social Work. Spons Agency-Bread for the World Educational Fund, Washington, DC. Pub Date-30 Jun 86 Note31p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Group Membership, Hunger, Indi vidual Characteristics, Mail Surveys, *Participant Characteristics, Questionnaires, Social Science Research, *Statistical Analysis, World Problems Identifiers—*Bread for the World This survey was conducted in 1984 of current and former members of Bread for the World (BFW) in order to further understanding of the characteristics, attitudes, level of participation, and needs of people involved with hunger issues and the needs of hungry people. A questionnaire was mailed to 1,296 current and 738 former members. This final report presents the findings of that survey. The demographic characteristics, religious and political beliefs and attitudes, and commitment to and participation in Bread for the World are analyzed for both current and former members. Few differences were found between the two groups in this area, although former members may be more politically conservative. Bivariate analyses were conducted of the characteristics of activists, of low income and minority members, of changes in the characteristics of BFW members over time, and of why people do not renew their memberships. Activists were considerably more liberal than nonactivists and were less alienated from the political process than nonactivists. The total number of minority group members in the sample was too small to analyze. Low income members were strikingly similar to the remainder of
ED 318 689 SP 032 045 Rokosz, Frank A Systematic Approach to Structuring Round Robin Leagues. Pub Date — [89] Note—9p. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Athletics, Competition, Elementary Secondary Education, Mathematics, *Planning, *Team Sports Identifiers—Round Robin Leagues Commonly, tournament directors are responsible for organizing round robin leagues for team sports that have several divisions of play. On occasion, the director may have to operate under certain constraints that limit the number of games that can be played per day and the number of days that can be utilized. After receiving entries in each division, the director must then determine how many leagues can be developed and how many teams can be in each league. Unless the director has access to a computer and a computer program that will solve the problem quickly, the director would benefit from a systematic approach to structuring the round robin leagues. This presentation defines such an approach. (Author)
ED 318 685 SO 020 840 Diamond, Ronald L. Diamond, Linda W. The Enigmatic Savior of the Union: Abraham Lincoln. Pub Date—[89] Note—18p.; For a related document, see SO 020 841. Pub Type - Guides - Non-Classroom (055) - In formation Analyses (070)
ED 318 690 SP 032 133 Tiberius, Richard G. Small Group Teaching: A Trouble-Shooting Guide, Monograph Series/22. Report No.-ISBN-0-7744-0344-6. Pub Date—90 Note-214p. Available from The Ontario Institute for Studies in Education, 252 Bloor Street West, Toronto,
dren together. The consortium gives Boston University a genuine laboratory in which to test theory and has given the field members an opportunity to enhance their skills, learn from each other, and work with university faculty in shaping future professionals. The Consortium Council By-Laws are attached. (JD)
Ontario, Canada M5S 1V5 ($26.50). Pub Type- Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Educational Objectives, Foreign Countries, *Group Dynamics, Higher Education, Interaction, Problem Solving, Secondary Education, *Small Group Instruction, Student Behavior, *Student Motivation, *Teacher Student Relationship, *Troubleshooting This guidebook focuses on the problems facing teachers in small group teaching. It is organized in three parts, each dealing with a specific common problem. Part One deals with clarifying instructional goals for the group. Part Two concerns interaction within the group and between the students and the teacher. Part Three encompasses the motivations and emotions of the group. Each of these three common problem areas contains several types of problems, which in turn are amenable to various remedies. Each problem type is organized as a chapter. At the beginning of each part is a table summarizing the problems, causes, and suggested remedies. The final chapter discusses the use of outside help (educational consultants) for problem areas not addressed in the manual. (JD)
ED 318 693 SP 032 139 Ligon, Jerry A. Methods and Models as Professional Knowledge. Pub Date-Feb 90 Note-12p.; Paper presented at the Annual Meet ing of the Association of Teacher Educators (70th, Las Vegas, NV, February 5-8, 1990). Pub Type— Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Class Organization, Educational Strategies, Elementary Secondary Education, *Instructional Effectiveness, *Methods Courses, *Teacher Behavior, Teacher Education, Teacher Effectiveness, *Teaching Methods, *Teaching Models In response to criticism of methods courses, this paper takes the position that the development of a body of knowledge concerning professional practices is central to the education of professional teachers. Focusing on the complexity of the teaching situation, a discussion is presented on the importance of mastering methods and models of teaching. Three basic dimensions of the action-situation relationships facing the teacher in the multidimensional, immediate, and unpredictable classroom are considered: (1) a goal state or end product to be achieved, (2) a problem space or set of conditions and resources available to research the goal state, and (3) the operations involved in assembling and using available resources. It is pointed out that teachers must organize groups of students, establish rules and procedures, elicit students' cooperation in classroom activities, and sustain order for designated blocks of time across several months. Instructional methods offer a way to bring some order to this complex situation. (JD)
ED 318 691 SP 032 136 Rozmajzl, Michon Boyer-White, Rene Music Fundamentals, Methods, and Materials for the Elementary Classroom Teacher. Report No.-ISBN-0-8013-0320-6 Pub Date—90 Note-334p. Available from-Longman, Inc., 95 Church Street, White Plains, NY, 10601 ($38.95). Pub Type— Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors-Applied Music, Elementary Educa tion, *Elementary School Curriculum, *Integrated Curriculum, *Learning Strategies, *Music Activities, *Music Education, Music Reading, *Teaching Methods, Vocal Music This text was written for the elementary education teacher who has had little or no previous background in music. It is written primarily for classes in which fundamentals and methods of music are taught simultaneously. Section one includes step-by-step procedures to teach the structural components of each of the basic elements of music. Strategies for teaching the specific component are presented. Section two highlights the minimum music skills needed by teachers of classroom music. Section three guides teachers through the mechanics of preparing, sequencing, and evaluating music activities. Section four addresses two important aspects of the elementary music program: the integration of music with other subjects, and teaching students with special needs. als, music selections, sequencing charts, blank pages, staff pages, and other pedagogical aids appear throughout the text. (JD) ED 318 692 SP 032 138 Boston University School of Education Consor tium. Association of Teacher Educators, Reston, Va. Pub Date—Feb 90 Note-36p.; The appended "Consortium Council By-Laws” may not reproduce well because of some broken type. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Agency Cooperation, Articulation (Education), College School Cooperation, *Consortia, Elementary Secondary Education, Higher Education, Institutional Cooperation, Preservice Teacher Education, Schools of Education, *Shared Resources and Services Identifiers—*Boston University MA In 1977, a group of Massachusetts educators and administrators entered an agreement to exchange educational and instructional resources among themselves. This consortium now includes 7 public school systems and 11 agencies within the Greater Boston area, 5 universities, and 4 international schools outside the United States. School of Education students complete field work in a variety of settings offered by the member schools and agencies. Consortium members advise on matters of curriculum reform and performance evaluations, and serve as teaching associates in required courses. Consortium initiatives for children have included after-school enrichment programs, artist-in-residence programs, cultural presentations, and on campus physical education programs. Exchange ventures have brought inner-city and suburban chil
ED 318 694 SP 032 185 McDiarmid, G. Williamson Tilting at Webs of Belief-Field Experiences as a Means of Breaking with Experience. Research Report 89-8. National Center for Research on Teacher Educa tion, East Lansing, MI. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Jan 90 Note-49p. Available from National Center for Research on Teacher Education, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($4.50). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Field Experience Programs, Higher Education, Mathematics Instruction, Observational Learning, Preservice Teacher Education, Primary Education, Socialization, Student Attitudes, Student Reaction, *Teaching Experience The objective of an early field experience program is to force students to confront their assumptions on teaching. The experience, coupled with activities and readings in the university classroom, is designed to make students reconsider a variety of issues-what it means to learn something, the intellectual capabilities of children, the role of the teacher, and students' own knowledge. To achieve these ends, students wrestle with a seemingly simple piece of mathematics; they then see a class of third graders discussing the same mathematics. The students interview the teacher of the class about her purposes, her knowledge of both mathematics and learners, and her approach to teaching. They then interview a third grader, discussing their own understanding of mathematics and their feelings about the class. Finally, they attempt to teach the mathematics to someone. Excerpts are included from students' papers and from their final examination in which they had to compare two teachers' approaches to teaching operations with negative numbers. (Author/JD) ED 318 695 SP 032 186 Parker, Michelle B. And Others The Architecture of Teaching. Issue Paper 89-11. National Center for Research on Teacher Educa tion, East Lansing, MI. Spons Agency-Office of Educational Research
and Improvement (ED), Washington, DC. Pub Date—Jan 90 Note—44p. Available from National Center for Research on Teacher Education, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($5.20). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Career Development, Educational Research, Elementary Secondary Education, Institutional Characteristics, *Organizational Climate, Professional Development, *School Organization, *Teacher Participation, *Teaching (Occupation), Teaching Conditions In the study reported here, it is argued that recent policies implemented to improve the quality of the teaching profession by altering career structures are not likely to affect positively teachers' practices, teachers' work conditions, students' learning, or traditional school organizational patterns. Analyses of four teacher career structures indicate that current occupational structures do little to address such issues as how teachers teach; what teachers know; and the diversity in terms of knowledge, skill, ambitions, and interests among individuals in the profession. Three alternatives for career structures are proposed-teachers as participants in a school community, teachers as participants in the local community, and teachers as individuals. The three alternative structures are discussed and evaluated in terms of how they account for individual differences among teachers while maintaining high standards for meaningful teaching and learning, and how they take into account existing organizational character. istics, norms, and expectations of teaching life. (Author/JD) ED 318 696 SP 032 187 Ball, Deborah Loewenberg Breaking with Experience in Learning To Teach Mathematics: The Role of a Preservice Methods Course; Issue Paper 89-10. National Center for Research on Teacher Educa tion, East Lansing, MI. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date-Nov 89 Note-20p. Available from-National Center for Research on Teacher Education, 116 Erickson Hall, Michigan State University, East Lansing, MI 48824-1034 ($4.60). Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Associative Learning, *Educational Experience, Elementary Education, Higher Education, *Learning Strategies, Mathematical Concepts, *Mathematics Instruction, Preservice Teacher Education, Prior Learning, Student Attitudes, Student Reaction, *Teaching Methods A mathematics methods course is a critical site for intervening on prospective teachers' past experiences with mathematics, which have often left them without a meaningful understanding of mathematical content, appreciation of what mathematics entails, or confidence in their own ability to do and to learn mathematics. This paper examines the role of a preservice mathematics methods course in helping beginning elementary teacher candidates re-examine and move beyond these past experiences in order to help them learn to teach mathematics for understanding. The paper combines a conceptual analysis of the role of past experiences in learning to teach mathematics with a description of new experiences that were specifically designed to intervene on the past experiences. The new experiences lead the student teachers to reconstruct their prior experiences and to redirect the course of their future with the subject, in this case, mathematics. The conceptual analysis is elaborated with discussion of the prospective teachers' reactions. (Author/JD) ED 318 697 SP 032 188 Lasley, Thomas J. Designing a Curriculum That Uses the Knowledge Base. Pub Date Feb 90 Note—23p.; Paper presented at the Annual Meet ing of the Association of Teacher Educators (70th, Las Vegas, NV, February 5-8, 1990). Pub Type-Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Critical Thinking, *Curriculum De velopment, Decision Making, Educational Phi*Student Attitudes
This guide provides information on what Acquired Immune Deficiency Syndrome (AIDS) is, how it is transmitted, and how it can be prevented. The introductory material contains two self-tests on AIDS and HIV infection. The main part of the guide has five sections: (1) AIDS: What It Is; (2) HIV AIDS: The Size of the Problem; (3) HIV: How It Is Transmitted; (4) HIV Infection: How It Can Be Prevented; and (5) HIV/AIDS: What Else I Need to Know. The guide concludes with review check-ups, HIV/AIDS prevention skills activities, a glossary, and a summary sheet. (JD)
losophy, *Educational Principles, Educational Theories, Elementary Education, Higher Education, Preservice Teacher Education, *Problem Solving, Program Development, *Teacher Education Programs, Teaching Methods This paper reflects on how the differences that surface in a program can be effectively mediated by the design of the curriculum, i.e., how an integrated curriculum combined with a collegial teaching cohort can foster enhanced quality in teacher preparation and can reconcile differences in the philosophical orientation of faculty. The example of the teacher education program at the University of Dayton (Ohio) is cited, with emphasis on the junior year component-the BLOCK program. The BLOCK program, which includes all methods courses required of elementary majors, emphasizes depth and encourages faculty to engage in joint planning and advising with students. BLOCK students learn to evaluate different rule systems, ask critical questions, and derive principles of good teaching. The program utilizes the prescriptionprinciple approach which enables faculty to identify what is important and ensures that students know certain requisite material. Students are challenged to question the limits and exceptions to what they know. An outline of the entire elementary curriculum (professional studies component) is provided in the appendix. (JD) ED 318 698 SP 032 190 Strand, Bradford N. A Space Analysis of Physical Education Activity and Ancillary Areas in Big Ten Universities. Pub Date-Mar 90 Note-17p.; Paper presented at the Annual Meet ing of the American Alliance for Health, Physical Education, Recreation and Dance (New Orleans, LA, March 28-31, 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EÓRS Price - MFOI/PC01 Plus Postage. Descriptors—Athletic Fields, *College Buildings, *Facility Planning, Field Houses, Gymnasiums, Higher Education, *Interior Design, Locker Rooms, Physical Education, *Physical Education Facilities, Recreational Facilities, *Space Utiliza tion Identifiers—*Big Ten Universities This study compared both physical education "Type A” (activity) space and ancillary space at the Big Ten Universities with the physical education space guidelines established in 1967 by the National Facilities Conference and the assigned guidelines for the seven ancillary space types. The data were obtained through the use of a questionnaire, interviews, and room inventories and schematics. The universities failed to meet the recommended guideline of 12 square feet per assigned student population (ASP) for “A” space and, in general, exceeded the recommended guidelines of 35 percent for ancillary space. The percentage breakdown of the seven ancillary space types varied according to whether or not all the athletic facilities were included in the analysis. Based on the results of this study, new space guidelines were suggested. (JD)
tance. Tables display an index of agreement-disagreement with critical issues in teacher education, and differences in perception among groups of educators. (JD) ED 318 700 SP 032 195 Sherritt, Caroline A. Multicultural Teacher Preparation-A Study of Teacher Migration Patterns and Certification Requirements. Pub Date-Dec 89 Note-12p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors Elementary Secondary Education, Enrollment Trends, Ethnicity, *Faculty Mobility, *Migration Patterns, Minority Groups, *Multicultural Education, Population Distribution, State Standards, *Teacher Certification, *Teacher Qualifications This paper examines results of a two-part national study on teacher migration and multicultural certification requirements. A survey of states with less than 10 percent minorities revealed that many teachers who find employment in states with high population densities and large numbers of minorities were trained in states with low population densities and few minorities. For example, many teachers from states with few minorities, such as New Hampshire, Idaho, and Maine, find employment in states such as Florida, Texas, California, and New York which have high minority populations. It was also discovered that states with few minorities are more inclined than states with large minority populations to require multicultural credentials for certification. Efforts to enhance multicultural skills among teachers are desultory, lacking in pattern and leadership. However, evidence implies that institutional and discipline based initiatives are developing in the wake of growing numbers of culturally diverse students. (JD) ED 318 701 SP 032 197 Bernardi, Ray D. Teaching in Other Countries. An Overview of the Opportunities for Teachers from the U.S.A. Pub Date—2 Dec 89 Note—50p.; Paper presented at the Annual Meet ing of the American Vocational Association (Orlando, FL, December 1-5, 1989). Printed on colored stock, therefore some lists may not repro duce clearly. Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/°C02 Plus Postage. Descriptors—*Cultural Differences, Culture Con flict, Foreign countries, *Overseas Employment, *Teacher Exchange Programs, *Teaching (Occupation), Teaching Conditions, Vocational Adjustment Suggestions are made for teachers considering teaching abroad. The following topics are covered: (1) problems encountered in working in a foreign environment, e.g., culture shock; (2) general considerations in making the decision to teach overseas; (3) steps to follow when seeking an overseas position; (4) overseas employment opportunities with the Department of Defense Dependents Schools; (5) overseas placement services for educators; (6) The University of Maryland Overseas Program; (7) international jobs-teaching; (8) an alphabetical list of 225 Overseas American Community Schools; (9) answers to questions regarding recruitment for international schools; and (10) the Fulbright Teacher Exchange Program. (JD)
ED 318 703 SP 032 206 Olson, Mary W., Ed. Opening the Door to Classroom Research. International Reading Association, Newark, Del. Report No.-ISBN-0-87207-746-2 Pub Date-90 Note-169p. Pub Type - Collected Works - General (020) Reports - Descriptive (141) - Books (010) EDRS Price - MF01/PC07 Plus Postage. Descriptors—* Action Research, *Classroom Re search, Educational Researchers, Elementary School Teachers, Elementary Secondary Education, *Inquiry, Instructional Improvement, *Research Methodology, Secondary School Teachers, Teacher Effectiveness, *Teacher Participation, Theory Practice Relationship Identifiers—*Teacher Researchers The idea of the teacher as researcher is presented from several different perspectives—the teacher's, the administrator's, and the university based researcher's—to convey a sense of what it means to be a teacher/researcher. The following chapters are included: (1) The Teacher as Researcher-A Historical Perspective (Mary W. Olson); (2) The Door Is Open. Won't You Come In? (Faye Brownlie); (3) Learning to Research/Researching to Learn (Carol S. Avery); (4) Content Teachers as Researchers in Australia (Bert Morris, Patsy Bopf, and Nea Stewart-Dore); (5) Teaching as Research (Carol M. Santa); (6) Collaborating with Teachers on Research (Andrew C. Porter); (7) Preparing Principals for an Action Research Agenda in the Schools (John J. Beck); (8) Involving School Administrators in Classroom Research (Floyd Sucher); (9) A Model of Teaching and Instructional Improvement (S. Jay Samuels and H. Lawrence Jones); and (10) Commentary-Teachers Are Researchers (Patrick Shannon). (JD)
ED 318 699 SP 032 194 Buttery, Thomas J. And Others First Annual Survey of Critical Issues in Teacher Education, Association of Teacher Educators, Reston, Va. Pub Date-Feb 90 Note—8p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Standards, Admission Cri teria, Higher Education, *Institutional Mission, Mentors, Multicultural Education, *Opinions, *Preservice Teacher Education, Student Evaluation, Teacher Attitudes, Teacher Certification, *Teacher Educators Respondents to this survey of critical issues in teacher education were primarily university faculty and administrators, although the population included a representation of educators in precollegiate schools. The five highest rated issues were: (1) teacher education programs must include mentoring beginners during their first year of practice; (2) teacher education will not improve until the conditions of practice in schools are improved; (3) preparing teachers for multiethnic, multicultural settings is being accomplished in current programs of teacher education; (4) admission to programs of teacher education should require an evaluation of students; and (5) entry and exit criteria are of critical impor
ED 318 704 SP 032 207 McDonnell, John H. And Others Teachers' Career Stages and Availability and Ap propriateness of Incentives in Teaching. Pub Date—[89] Note—29p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Career Development, Career Lad ders, Elementary Secondary Education, *Incentives, Merit Pay, *Motivation Techniques, *Professional Development, Teacher Salaries, *Teaching (Occupation) Evidence on teachers' careers suggests that there are identifiable career stages through which teachers progress. Inherent in these career stages is the need for differentiated teacher incentives and development programs. The premise that the stages of development are important in planning effective professional incentives and development programs is well accepted. A model describing the dynamics of teachers' career cycles offers a view of career progression which reflects influences from environmental factors, both personal and organizational. The components of the career cycle are: (1) preservice, (2) induction, (3) competency building, (4) enthusiastic and growing, (5) career frustration, (6) stable and stagnant, (7) career wind-down, and (8) career exit. Appropriate incentives for each of these career stages are discussed. (JD) ED 318 705 SP 032 209 Classroom Motivation-Helping Students Want To Learn and Achieve in School. New Jersey State Dept. of Education, Trenton. Pub Date --Apr 86 Note-88p. Available from New Jersey State Dept. of Educa tion, Distribution Services, 225 West State St. (CN 500), Trenton, NJ 08625 ($4.25). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC04 Plus Postage.
ED 318 702 SP 032 204 Yarber, William L. AIDS: What Young Adults Should Know. Student Guide. Second Edition. American Alliance for Health, Physical Education, Recreation and Dance. Reston, VA. Association for the Advancement of Health Education. Report No.-ISBN-0-88314-406-9 Pub Date-89 Note-46p.; For the first edition, see ED 290 714. Available from The American Alliance for Health, Physical Education, Recreation and Dance, 1900 Association Drive, Reston, VA 22091. Pub Type— Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Acquired Immune Deficiency Syn drome, *Diseases, *Drug Abuse, *Health Éduca. tion, Prevention, Secondary Education, Sexuality, Page 24
ED 318 708 SP 032 218 Paciorek, Michael J. Jones, Jeffery A. Sports and Recreation for the Disabled: A Re source Manual. Report No.-ISBN-0-936157-31-3 Pub Date—89 Note—396p. Available from—Benchmark Press, Inc., 701 Con gressional Boulevard, Suite 340, Carmel, IN 46032 ($28.95). Pub Type- Reference Materials - Directories/Cat alogs (132) — Reports - Descriptive (141) Document Not Available from EDRS. Descriptors—*Adapted Physical Education, *Ath letic Equipment, Athletics, *Disabilities, *Physical Activities, *Recreational Activities, Resource Materials This resource manual represents the most comprehensive information available on adapted sport and recreation activities for people with disabilities. The book focuses on ways that people with disabilities can access sport and recreational opportunities from which they have been traditionally excluded. The manual takes a cross-disability view of sporting and recreational opportunities for the disabled. The framework of the text features nine major sports organizations that currently provide athletic and recreational opportunities to the disabled. Each of the 53 activities chapters is organized to provide information on the national governing body which oversees the development of each sport, from archery to wrestling, and the primary disability for which the activity is designed. Information is also provided on the suppliers and manufacturers of adapted equipment for the sport. (JD)
Descriptors—*Academic Achievement, Class room Techniques, Elementary Secondary Education, *Individual Differences, Parent School Relationship, Positive Reinforcement, *Research Utilization, Student Motivation, Student Reaction This publication focuses on the need for school environments conducive to teaching and learning, for parents who give positive support, and for students who are motivated to learn. The publication is based upon contemporary research into the relationship of students' interest in learning and achieving to their academic success. It presents ideas about the nature and source of motivation, how motivation is affected by growth and development, the conditions under which it flourishes, and the role of teachers and administrators in enhancing it. Following the first introductory chapter, Chapter 2 presents an overview of problems associated with student motivation and its relationship to academic achievement. Chapter 3 summarizes concepts of motivation, exploring what causes youngsters to want to achieve and how motives are affected by individual differences. Chapter 4 summarizes the research on learning conditions which can strengthen students' interest in academic achievement and their willingness to expend effort for it. The final chapter offers practical suggestions for classroom practices that will meet the needs of students and increase their motivation to learn and achieve. References are included. (JD) ED 318 706 SP 032 214 The American Teacher 1989, Preparing Schools for the 1990s. The Metropolitan Life Survey. Harris (Louis) and Associates, Inc., New York, N.Y. Spons Agency-Metropolitan Life Insurance Co., New York, N.Y. Pub Date—[89] Note-140p. Pub Type— Reports - Research (143) – Tests/ Questionnaires (160) — Numerical/Quantitative Data (110) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Career Ladders, *Educational Change, *Educational Quality, Elementary Secondary Education, Mentors, Minority Group Teachers, National Surveys, *Professional Recognition, Social Problems, *Student Behavior, *Teacher Attitudes, Teaching (Occupation), *Teaching Conditions, Trend Analysis This survey of 2,000 K-12 public school teachers affords a retrospective on the years of major education reforms and, by examining trend data from earlier surveys, measures the impact of this period in education. Teachers' priorities for the near-term future are also examined. The report presents some possible directions schools might take during the coming decade. Educators were asked indepth questions on: (1) the quality of education, (2) school reforms, (3) school-based leadership committees, (4) the professional status of teachers, (5) accountability, (6) societal problems, (7) changes teachers want, and (8) the future. Data on specific questions are presented in charts and graphs. A copy of the questionnaire is appended. (JD) ED 318 707 SP 032 216 Ittenbach, Richard F. Chissom, Brad S. Social Dynamics of a University Weight Room: A Microethnography. Pub Date—89 Note-18p.; Paper presented at the Annual Meet ing of the Mid-South Educational Research Asso ciation (Little Rock, AR, 1989). Pub Type— Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF0i/PĆ01 Plus Postage. Descriptors—* Athletes, Athletics, *Group Dynamics, Higher Education, Interaction Process Analysis, Muscular Strength, *Social Behavior, *Sport Psychology, *Weightlifting The purpose of this investigation was to describe and explain the social dynamics of America's second most popular recreational sport, weight lifting, as performed on a university campus. Data were collected and analyzed using the participant observation approach to grounded theory research. Several hypotheses evolved from this analysis: (1) it is possible to classify weight lifters according to a preestablished social hierarchy; (2) the reasons for lifting are as varied as the people themselves; and (3) a number of social roles exist to help guide the overt behavior of lifters. (Author)
ED 318 709 SP 032 221 Baumann, Hartmut Motor Learning and Aging. Pub Date—Jan 90 Note-8p.; Paper presented at the Commonwealth and International Conference of Physical Education, Sport, Health, Recreation and Leisure (Auckland, New Zealand, January 18-20, 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adjustment (to Environment), *Ath letics, *Individual Development, *Older Adults, *Perceptual Motor Learning, *Performance Factors, Teaching Methods Two recent conferences on the science of sport have focused on the topic of sports for older people. Investigations have been made on the special demand in motor learning, in table-tennis, family-tennis, gymnastics, and dancing. This paper summarizes some experiences and conclusions drawn from these studies, including special notes on isolated dimensions of motor learning ability at a higher age. In the first part, some basic knowledge on motor learning abilities at higher age are outlined. The second part gives some first results of studies on motor learning and aging. (JD)
growth of earnings throughout a career. Individuals considering an occupation are interested in how they will be rewarded for increased experience. Another comparison is made of the distribution of earnings by age for teachers and for other college educated workers. The relationship between low teacher salaries and the dwindling pool of teachers is discussed. This report is the sixth in a series of annual analyses of wage comparability. (JD) ED 318 711 SP 032 228 Cartledge, Carolyn M. Halverson, Stephen P. The Supply Side of the Teacher Labor Market in the Southeast: A Study of the Characteristics of Newly Hired Teachers and Perceptions about Teacher Supply and Demand. Research Report. Southeastern Educational Improvement Lab., Re search Triangle Park, NC. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date-Aug 89 Contract—400-86-0007 Note-62p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors Beginning Teachers, Elementary Sec ondary Education, *Faculty Mobility, *Labor Market, Surveys, *Teacher *Teacher Characteristics, Teacher Shortage, *Teacher Supply and Demand, *Teacher Transfer In the past about half of the newly hired teachers have been transfers (from another building, district, or state), with the others coming out of a reserve pool of education graduates who, for one reason or another, had never taught or had not taught recently. This study examines the supply side of the teacher labor market, especially those individuals who are not recent education graduates. School principals in six states (Alabama, Florida, Georgia, Mississippi, North and South Carolina) were randomly selected on a proportional basis to participate in the study. The respondents provided information pertaining to their school sites, new teachers in their school during the 1987-88 school year, the number of teachers teaching out of their fields of certification, the rate of teacher turnover in their schools, and their perceptions about teacher shortages and surpluses. A total of 475 principals responded, a 50% response rate. Data from the survey are displayed on tables with accompanying narrative discussion; a copy of the survey questionnaire is appended. (JD) ED 318 712 SP 032 230 Greene, Leon Enhancing Thinking Abilities in Children through Movement. Pub Date-Mar 90 Note—16p.; Paper presented at the Annual Meet ing of the American Alliance for Health, Physical Education, Recreation and Dance (New Orleans, LA, March 28-31, 1990). Pub Type-Speeches/Meeting Papers (150) — Re ports - Descriptive (141) — Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Development, Elemen tary Education, Individual Development, Learning Strategies, *Movement Education, *Physical Activities, *Physical Education, Psychomotor Objectives Opportunities for the enhancement of total development must be available to children once they enter the educational system. The physical education program of the total school curriculum should provide these opportunities. Striving for the total development of children through physical activity is explained in the model for “thinking and feeling through movement.” This model proposes that children must first be taught to think about their movements and that once this occurs all variables relative to movement will be affected in a positive way. Maximizing the learning experience in physical activity may be attained through use of this model. The idea of learning through physical activity covers a broad range of possibilities. There are many known physical education activities (games, drills, relays, etc.) which provide excellent opportunities for enhancing learning during a normal physical education class. Detailed descriptions of seven types of physical activities that promote total development are attached. (Author/JD) ED 318 713 SP 032 247 Madfes, Tania J. Second Careers Second Challenges: Meeting the
ED 318 710 SP 032 227 Haenn, Joseph F. Bird, Ronald E. An Analysis of the Comparability of Teacher Salaries to the Earnings of Other College Graduates in the Southeast: 1989 Update. Research Report. Southeastern Educational Improvement Lab., Re search Triangle Park, NC. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—90 Contract-400-86-0007 Note51p. Pub Type Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Career Choice, College Graduates, Comparative Analysis, Higher Education, Teacher Employment, *Teacher Salaries, *Teaching (Occupation) Based on data compiled from the U.S. Census Bureau "Current Population Survey” (March 1989), this report compares the average annual earnings of teachers to the average annual earnings of college graduates in full-time, salaried, nonteaching positions in six states: Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina. In addition to comparing average earnings, the report presents several other comparisons between teachers and other college educated workers, e.g., executives, administrators, and managerial supervisors. One of the comparisons concerns the
Needs of the Older Teacher Education Student. Pub Date—89 Note-12p.; Paper presented at the Annual Meet ing of the California Educational Research Asso ciation (1989). Pub Type— Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/°C01 Plus Postage. Descriptors—* Adult Students, * Andragogy, *Ca reer Change, Elementary Secondary Education, Higher Education, Midlife Transitions, *Program Development, Teacher Education Programs, Teaching (Occupation), Transfer of Training This study examined the questions of what alterations to teacher preparation programs are needed to better accommodate the older, second career person. Focus of the study was on a group of students who had been recruited from industry into a special science/mathematics teacher preparation program. Recommendations for teacher education program improvement are based on the following findings: (1) the students were most interested in the practical aspects of their studies; (2) they have less tolerance for bureaucracy than they did as undergraduates; (3) they require more support during both the preparation program and the induction year; (4) all were proficient in the content area of instruction; (5) novice teachers who were parents had difficulty working with entire groups; (6) all felt that student teaching was the most useful part of the program; and (7) studying the induction year of teaching revealed many areas which need to be addressed during preservice preparation in order better to prepare the career transition individual. Without special preparation, industry professionals who become mathematics and science teachers do not necessarily apply the skills and content knowledge of their former careers to their teaching. (JD) ED 318 714 SP 032 249 Hayes, M. Jo Perry, Patricia K. Cognitive Creativity: A Tool for Creative Teaching. Pub Date— [89] Note—20p. Pub Type Opinion Papers (120) EDRS Price - MF01/P001 Plus Postage. Descriptors-Abstract Reasoning, *Brain Hemi sphere Functions, *Cognitive Processes, *Creativity, Critical Thinking, *Locus of Control, Metacognition, Psychological Patterns, *Relaxation Training, *Self Actualization Creativity is a natural skill, but one that can be lost in the pursuit of linear knowledge in the academic classroom. There are historical reasons why the development of natural creativity has been suppressed (the Enlightenment, for example, with its emphasis on scientific method and empirical proof). Right brain/left brain research and concomitant studies in biofeedback, relaxation, and visualization find that humans have untapped power awaiting them if they learn the techniques that will allow them access to the unconscious. "Cognitive Creactivity” is a process developed specifically for the classroom, although it need not be used there exclusively. Instructors can use this process to help students take control of their thoughts through relaxation and visualization exercises, which are accompanied by affirming statements. Through use of this process instructors help students acquire skills in visualization that will enable them to do consciously what they already know how to do unconsciously, that is, to create, edit, and interpret their reality in accordance with their beliefs. (JD) ED 318 715 SP 032 250 Friedman, Malcolm Collaboratives-Universities and Schools as Part ners in Staff Development. Pub Date—Feb 90 Note-18p.; Paper presented at the Eastern Educa tional Research Association Conference (Clear water, FL, February 6, 1990). Pub Type- Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College School Cooperation, *Coop erative Programs, Degrees (Academic), Elementary Secondary Education, _*Graduate Study, Higher Education, Inservice Teacher Education, *Staff Development Identifiers-Brooklyn Community School District 13 NY, Long Island University NY Some basic considerations undergird partnerships between schools and colleges undertaken to work on problems of mutual concern that may be difficult to solve individually. Studies have indicated that
successful collaboratives require the existence of certain special conditions and the surmounting of certain barriers. Research studies have pointed to factors that facilitate and maintain collaboration. Five major factors are considered important for collaborative development: (1) assessment of needs, (2) decision making, (3) willingness to reach out, (4) apperceptive base, and (5) flexibility. Brief descriptions are given of 10 major partnership projects undertaken between 1984 and 1989; a more detailed description is given of a model collaborative entered into by an urban school district and a university in New York City. The purpose of the partnership was to provide a graduate study program for inner-city elementary school teachers seeking a master of science degree. (JD) ED 318 716 SP 032 256 Davis, Kathryn L. Officiating Classes as part of the Physical Educa tion Curriculum. Pub Date—29 Mar 90 Note-6p.; Paper presented at the Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance (New Orleans, LA, March 28-31, 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Athletic Coaches, *Discipline, Eth ics, Higher Education, Legal Responsibility, *Physical Education, Self Control, *Sportsmanship, Student Behavior, Teacher Education Cur riculum, *Team Sports Identifiers—*Sports Officials Two surveys were conducted to find the availability of officiating classes in colleges across the nation, to share information about the organization of these officiating classes, and to find the methods by which officials first learn how to officiate. The first survey was directed toward colleges with professional physical education programs. Of the 95 colleges surveyed (with 60 responding), 52 percent indicated the existence of some type of officiating class. Thirteen courses were listed as separate courses for specific sports, and 18 courses were listed as paired courses (two or more sports covered in one course). The second survey was directed to the National Association for Girls and Women in Sport (NAGWS), to volleyball officials with national ratings. Of all the officials surveyed, 32 percent had learned to officiate through professional classes. Some problems associated with offering officiating courses were: a lack of qualified instructors, little or no student interest, and/or the lack of available hours in the curriculum. Some solutions to these problems are to hire adjunct instructors from outside the university, work cooperatively with the intramural programs to offer training for their officials, and offer officiating courses as elective courses. Three key issues for officiating classes in the 1990s are: legal liability, ethics, and the psychology of officiating. (JD) ED 318 717 SP 032 259 Leith, Larry M. Coaches Guide to Sport Administration. Report No.-ISBN-0-88011-379-0 Pub Date-90 Note-85p. Available from—Leisure Press, Human Kinetics Publishers, Inc., Box 5076, Champaign, IL 61825-5076 ($16.00). Pub Type-Reports - Descriptive (141) - Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors-Administrative Organization, *Ad ministrator Responsibility, *Athletic Coaches, *Budgeting, Competition, *Decision Making, Fund Raising, *Planning This guide for athletic coaches offers a practical approach to the administrative functions of organizing, planning, leading, and controlling. Included are chapters on coaching administration, fund raising, organizing competitions, and designing effective budgets and controls. The guide addresses the following topics: (1) the categories of essential administrative skills for coaches, (2) the underlying processes of administration, (3) the goals of and steps to successful planning, (4) leadership skills and the importance of being a motivator, (5) the six steps in the decision-making process, and (6) a zero-based budget format that will help coaches justify and prioritize budget requests. (JD)
Philipp, Joan A. Wilkerson, Jerry D. Kinetics Publishers, Inc., Box 5076, Champaign, IL 61825-5076 ($24.00). Pub Type-Reports - Descriptive (141) - Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors-Athletic Coaches, Basketball, *Coed ucation, Football, *Instructional Improvement, *Movement Education, Secondary Education, *Skill Development, Soccer, Softball, *Team Sports, Volleyball This manual shows teachers how to analyze and present sport skills by breaking them down into fundamental body movements that can be used in all sports. Complete information is given on how to teach seven team sports effectively in a coeducational setting. Advice is offered on how to organize course material, develop a curriculum, plan teaching sequences, and learn to analyze sport skills. The manual may be used by physical educators in middle and high schools as a reference for helping them to: (1) understand basic movement patterns, (2) organize groups into learning units, (3) include all students or group members in the learning experience, (4) develop teaching strategies to maximize participation, and (5) meet the special demands of teaching coeducational classes. Part 1, "Concepts and Methods,” explains coed sports along with the principles of movement and observation, fundamental movement skills, and similarities and differences between the movement skills. Part 2, “Team Sports,” covers basketball, field hockey, flag/touch football, soccer, softball, speedball, and volleyball. (JD) ED 318 719 SP 032 267 Seidenberg, Sharon I. And Others The Effects of Daily Physical Education on the Fitness Levels of Elementary School Students. Pub Date-Dec 89 Note-20p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cardiovascular System, Elementary Education, *Elementary School Students, *Exercise, *Physical Activities, Physical Development, Physical Education, *Physical Fitness To determine the status of students' physical fitness, a test battery consisting of pullups, curlups, shuttle run, and one-mile walk/run was administered to both sexes. The mean fitness test results of 9-year-old students from a school participating in physical education five times a week were compared to the mean fitness test results of 9-year-old students from other schools in the same school corporation in which students participated in physical education twice a week. The experimental group means were also compared to national means. The results showed that school means for both boys and girls on all four fitness tests were higher than the corporation means, showing significant differences in the pullup test. The school means were higher than the national means for both the pullup test for girls and the curlup test for boys. (Author) ED 318 720 SP 032 278 Vollmer, Marian L. And Others Student Perceptions of Teaching Competencies. Pub Date—Feb 90 Note-19p.; Paper presented at the Annual Meet ing of the American Association of Colleges for Teacher Education (Chicago, IL, March 28-31, 1990) and at the Conference of the National Association of Laboratory Schools (Chicago, IL, February 1990). Pub Type-- Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Beginning Teachers, Elementary Education, *Elementary School Students, *Master Teachers, Student Attitudes, *Student Evaluation of Teacher Performance, *Student Reaction, *Teacher Improvement Elementary school students from kindergarten through eighth grade (N=202) used a Student Perceptions instrument to rate the behaviors of the novice and master teachers with whom they worked routinely. Assessments occurred at the beginning of the school year, in October, and near the end of the school year, in May. A 1989 study using primary grades children as assessors of teaching performance had revealed that students did not differenti
ate between the performance of novice interns and that of master teachers. This study, using students from primary age to the age of 13, confirmed the results of the previous study. The final results revealed that primary, intermediate, and middle level students consistently rated all of their teachers, master and novice, significantly lower at the end of the year than they had rated them at the beginning of the year. The results were directly opposed to the data obtained from expert and self-assessment studies. While the students discriminated between the competency of interns and master teachers toward the end of the school year, they were also more severe in their judgments of teaching performance toward the end of the year. This report analyses these findings and raises questions for future research. (JD)
ED 318 721 SP 032 281 Martin, Dawn Vincent Passing, but Failing: A Student Teacher Chooses Not To Teach. Pub Date-8 Feb 90 Note—7p.; Paper presented at the Annual Meeting of the Association of Teacher Educators (70th, Las Vegas, NV, February 5-8, 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Career Choice, Classroom Tech niques, Decision Making, Higher Education, Preservice Teacher Education, * Program Effectiveness, *Student Attitudes, *Student Teachers, *Teacher Attitudes According to a brief profile, after initial difficulties a student teacher learned to grasp the fundamental techniques of classroor management and received a favorable final rating from both her university supervisor and her cooperating teacher. However, even with the encouragement and endorsement of her supervisors, she decided not to go into teaching. Even though her teachers believed that they had helped the student teacher to improve significantly, nevertheless, they had a nagging suspicion that, somehow, they had failed. (JD)
Pub Date—Feb 90 Note-9p.; Paper presented at the Annual Meeting of the Association of Teacher Educators (70th, Las Vegas, NV, February 5-8, 1990). Pub Type— Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Faculty, Elementary Sec ondary Education, General Education, Higher Education, *Intellectual Disciplines, Modeling (Psychology), *Observational Learning, Preservice Teacher Education, *Role Models, Teacher Education Programs, *Teacher Educators, Teacher Effectiveness Most criticism of teacher preparation programs has been leveled at schools, departments, and colleges of education. However, a case study at one university indicates that faculty in the School of Arts and Sciences deliver 61 percent of the credits in a typical elementary education program, and 74 percent in the secondary program. Because most of these faculty members have been prepared as researchers, logic suggests that they would be good models for researchers, not teachers. Issues of identity, preparedness, and modeling have been explored to some extent; they warrant an institutional response to criticisms of teacher preparation programs. An example of the type of institutional response called for is a program developed by the University of Wisconsin-Eau Claire. This program serves faculty from 34 academic disciplines and service areas and addresses the problems of preparedness and modeling. The program has been evaluated highly by participants. (AMH) ED 318 724 SP 032 308 Buchmann, Margret Beyond the Lonely, Choosing Will: Professional Development in Teacher Thinking. Occasional Paper No. 131. Michigan State Univ., East Lansing. Inst. for Re search on Teaching.; National Center for Re search on Teacher Education, East Lansing, MI. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Jan 90 Note-46p. Available from-Institute for Research on Teach ing, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824-1034 ($3.50). Pub Type— Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Cognitive Style, Creative Thinking, *Educational Philosophy, *Fundamental Concepts, Higher Education, Interaction Process Analysis, *Professional Development, Teacher Attitudes, *Teacher Role, *Teaching (Occupation) This paper aims to accomplish several purposes through conceptual analysis, story telling and interpretation, excursions into philosophy, and recent studies of teachers' professional development. First, the paper identifies limitations and confusions in current conceptions of teachers' professional thinking: equating teacher thinking with planning and decision making, and confounding professional choice with personal liberty. These limitations and confusions mislead thought and action in efforts at teacher development and school improvement. Second, in a counterargument, the paper stresses the limits of choice in teaching (as in any social role) and introduces a membership-goodness-obligation theme. The counterargument and theme lead to a broadened conception of teacher thinking that includes contemplation, described as devoted thought that is not deluded. In a third part, to clarify this view of contemplation, the paper draws on stories of professional development and teaching. Fourth, applying the counterargument to the literature on teachers' professional life cycles, the suggestion is made that a distinction exists between focusing on the classroom in the service of the teacher's self (personal interiority") and focusing on the classroom in the service of teaching and students (ʻprofessional interiority'). Only the second form of interiority is held to be consistent with professional development and school improvement. (Author/ AMH)
(University Park, PA, May 27, 1990). Pub Type - Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Critical Thinking, *Curriculum Re search, *Hermeneutics, Heuristics, Holistic Approach, *Inquiry, Logical Thinking, *Research Methodology Ten different methods of inquiry are outlined in this overview of research methodologies currently being employed in the field of curriculum studies: (1) philosophical, (2) historical, (3) scientific, (4) artistic, (5) moral, (6) religious, (7) interpretive, (8) instrumental, (9) deliberative, and (10) action oriented. Each of the 10 methods is discussed in terms of its distinctive purpose, the theories of inquiry that are applicable, the kinds of questions the method is capable of addressing, and the logic of the procedure it employs. While these analytic distinctions can be made, in actual curriculum research practice, more than one of the methods may be used together within a single study. A continuum may be noticed through the 10 methods of inquiry from the more disciplinary methods associated with the academic disciplines to the more multidisciplinary methods associated with fields of practice. Over 150 references are listed. (JD) ED 318 726 SP 032 315 Johnson, Robert L. Implications for Professional Preparation. Pub Date-Mar 90 Note-10p.; Paper presented at the Annual Meet ing of the American Alliance for Health, Physical Education, Recreation and Dance (New Orleans, LA, March 28-31, 1990). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, *Measurement Techniques, *Physical Education, Preservice Teacher Education, *Student Evaluation, Teacher Education Curriculum, Teacher Education Programs, *Testing, *Theory Practice Relationship It has been acknowledged that a theory-practice gap exists between the classroom theory presented in a typical undergraduate measurement and evaluation class and the measurement and evaluation practices which currently exist in the schools. This paper addresses the implication of this theory-practice gap on professional preparation programs and provides suggestions and recommendations on how this gap can be reduced. (JD)
ED 318 722 SP 032 284 Zelazek, John R. And Others A Dynamic System To Keep Teacher Education Prorams Meaningful. Pub Date-Feb 90 Note—49p.; Paper presented at the Annual Meet ing of the American Association of Colleges for Teacher Education (Chicago, IL, March 28-31, 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—College Faculty, *Databases, *Data Collection, Employers, *Evaluation Methods, Higher Education, Needs Assessment, Program Effectiveness, *Program Evaluation, Student Characteristics, Student Teachers, Surveys, *Teacher Education Programs This report represents the work of the Teacher Education Assessment Committee (TEAC) at Central Missouri State University (CMSU), established in April of 1988. The TEAČ is a multifaceted system that conducts and publishes results of periodic assessments and an evaluation of CMSU's Teacher Education Programs by soliciting input from: (1) CMSU teacher education faculty; (2) pre-service teacher education candidates; (3) in-service teachers and other graduates of the teacher education program; and (4) employers of educators prepared by CMSU. The results of all assessments and evaluations are then applied to the current teacher education program and shared with school districts that employ CMSU graduates. From its extensive data base, TEAC is able to describe the nature of the students and perceptions of the teacher education program at CMSU. Specific information is provided to individual departments for use in student advising and counseling. Analyses of demographic trends of teacher education classes are used to assist in load assessment, needs assessment, future planning, and personnel management. Survey results are documented in the appendices, and some comments and suggestions drawn from 1989 surveys are presented. (JD)
ED 318 727 SP 032 319 Ocansey, Reginald T-A. The Minority Agenda in Physical Education: Per spectives and Suggestions. Pub Date [89] Note-32p. Pub Type - Reports - Descriptive (141) - Informa tion Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Access to Education, Elementary Secondary Education, Equal Opportunities , (Jobs), Ethnic Groups, Higher Education, Literature Reviews, *Minority Groups, * Physical Education, *Teacher Recruitment, *Teacher Shortage This paper examines the literature on the involvement of ethnic minorities in physical education. These minorities include Hispanics, American Indians, Asian Americans, and African Americans. In physical education, as in other disciplines, currently the number of minority professionals in teaching is declining. Through a review of literature on minorities, the paper addresses relevant topics that may enhance understanding of minority issues in physical education. The major topics addressed are: (1) the factors affecting the participation of minorities in teaching, (2) the nature of minority teacher representation in teaching, and (3) ways for increasing the number of ethnic minorities in physical education. Also under consideration are complex factors that have an impact on participation of minorities in the teaching force: the number of years of schooling which affects the rate of entering minorities into teacher education; access to educational opportunities which enhance growth and employment; and the loss of minorities as role mod. els in the teaching profession. (JD)
ED 318 723 SP 032 304 Whooley, John E. Improving Teaching across the Higher Education Curricula: A Response to the Criticism of Teacher Preparation Programs.
ED 318 725 SP 032 310 Short, Edmund C. Ten Inquiry Methods Used in Curriculum Studies. Pub Date-27 Mar 90 Note—53p.; Paper presented at the Pennsylvania State University Seminar on Curriculum Research
ED 318 728 SP 032 326 Traffic Safety Education Guide. New York State Education Dept., Albany. Bureau of Curriculum Development.
Pub Date—Jan 89 Note-56p. Pub Type-Guides - Classroom - Teacher (052) - Guides - Non-Classroom (055) Development, *Driver Education, Motor Vehicles, *Safety Education, Secondary Education, State Curriculum Guides, Traffic Accidents, *Traffic Safety This guide, intended for administrators, curriculum developers, and teachers, provides outlines and suggestions for strategies and materials needed to achieve the goals and objectives of the safety education program. The guide covers the following topics: a broad examination of the highway system; the responsibilities highway users have toward each other; the operation of the traffic system; governmental responsibilities for the system; how natural laws affect driving; and the effects of alcohol and other drugs on driving. Having this information will enable student highway users to identify inappropriate behavior or conditions, formulate alternatives, and take actions that will avoid or minimize danger and reduce risk to themselves and others. A three-step process of identification, decision making, and risk reduction enables students to synthesize new knowledge and experience with what they already know and to refine and extend the fundamentals of traffic safety. The guide follows a format that is compatible with the New York Safety Education Syllabus K-12. Each section contains objectives, learner outcomes, suggested learning activities, sample activities, teacher notes, and a list of resources. (JD) ED 318 729 SP 032 334 Harris, Roseanne Hiatt And Others New Jersey Govenor's Teacher Grant Programs: 1987 Program Overviews. New Jersey State Dept. of Education, Trenton. Pub Date—89 Note—72p. Pub Type Reference Materials - Directories/Cat alogs (132) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Creative Teaching, *Demonstration Programs, Drama, Elementary Secondary Education, *Grants, *Instructional Innovation, Language Arts, Learning Strategies, Music, Program Descriptions, *Program Effectiveness, Reading Instruction, Science Instruction, Social Sciences, Study Skills, Writing Instruction Identifiers—New Jersey Profiles are presented of 30 programs and practices that were developed by the 1987 recipients of the New Jersey Governor's Teacher Grants in the following categories: drama and music; reading and writing; science; social sciences; social skills/special education; study skills; and technology. Each profile provides essential information under the following headings: (1) Program Overview-a description of the students, the classroom activities, the teacher's instructional approach, and the course content; (2) Program Objectives-a statement of both short- and long-term goals; (3) What the Research Says-a summary of research findings that support this particular instructional approach; (4) Program Effectiveness-a description of the kinds of assessments used to evaluate the program, along with program results; (5) Special Resources-a listing of the equipment, materials, staffing, and space that may be required to implement the program; (6) Scheduling Requirements-a statement of the kind of scheduling needed to implement the program; (7) Further Information-the names of persons to contact to obtain more information or to order a copy of the complete program packet; and (8) Notes-bibliographic information on the research cited. (JD) ED 318 730 SP 032 346 Page, Fred M., Jr. Page, Jane A. Perceptions of the Teaching Profession and Educa tional Reform: Comparisons of Laboratory School Teachers, State Teachers of the Year and Teachers in Southeast Georgia. Pub Date—Feb 90 Note-24p.; Paper presented to the National Asso ciation of Laboratory Schools (Chicago, IL, Feb ruary 21-24, 1990). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MFOì/PĆ01 Plus Postage. Descriptors—*Career Choice, Career Develop ment, Comparative Analysis, Elementary Sec ondary Education, *Excellence in Education,
Laboratory Schools, *Teacher Attitudes, *Teaching (Occupation) This study was designed to elicit information relative to teaching as a career opportunity and in regard to a variety of educational reform issues. A wide range of descriptive data is available on these topics. Studies that offer national perspectives and statewide views are available in many areas. This study depicts responses from three different categories of teachers: laboratory school teachers, state teachers of the year, and teachers from southeast Georgia. Specific questions addressed by this research are: (1) How do these teachers perceive the teaching profession as a career opportunity? (2) How do these teachers perceive various proposals for educational reform? and (3) Do these teachers, when compared with each other, differ in their perceptions of the teaching profession and educational reform? (JD) ED 318 731 SP 032 348 Packard, Richard D. Dereshiwsky, Mary Teacher Motivation Tied to Factors within the Organizational Readiness Assessment Model. Elements of Motivation/De-Motivation Related to Conditions within School District Organiza tions. Northern Arizona Univ., Flagstaff. Center for Ex cellence in Education. Pub Date—Apr 90 Note-22p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors— Career Ladders, Elementary Sec ondary Education, Motivation Techniques, *Organizational Climate, *Organizational Effectiveness, Program Development, *Program Evaluation, *Teacher Motivation This document reports on an assessment of the 5-year Arizona Career Ladders Pilot-Test Teacher Incentive Program. Research and evaluation of the program were conducted in the 14 presently participating districts. A model was developed of essential organizational components which must be functioning at healthy levels for effective operation. The components are: (1) focus factors-student achievement and teacher development and leadership; (2) critical support factors-teacher and administrator evaluation, motivation, professional input and ownership, and program designs and structures; and (3) professional networks-state financing and funding, and legislative guidelines. Program participants were asked to complete a survey which assessed their perceptions of the impact and appropriateness of the Career Ladder program in these key organizational areas. A summary of results is presented; charts detail the motivators and demotivators listed on the organizational readiness assessment model. (JD)
ED 318 733 SP 032 363 Cole, Ardra L. Teachers' Experienced Knowledge: A Continuing Study. Pub Date—90 Note—40p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 17-20, 1990). Pub Type- Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MFÒ1/PCO2 Plus Postage. Descriptors—*Attitude Change, *Beginning Teach ers, Elementary Secondary Education, Foreign Countries, *Individual Development, Knowledge Level, Personal Narratives, *Preservice Teacher Education, Professional Development, Self Evaluation (Individuals), *Teacher Attitudes, *Teaching Experience, Teaching Skills For the past three years a small group of teachers has been followed, first through their 1-year preservice teacher education program and then throughout their first two years of full-time teaching, in an attempt to gain insight into their development. In this paper reference is made to the stories of two of these teachers, to consider the following questions: (1) How do teachers' conceptions and perspectives change and grow through experience? (2) What factors do they see as enabling and constraining their development? and (3) How do they respond to these perceived encouragements and constraints? The document focuses on the professional context and examines the development of teachers' experienced knowledge within that context. It describes the personal conceptions and perspectives with which each teacher entered the profession and shows how his/her perceptions have changed and developed over the first two years of teaching. The document describes the professional context in which they have been situated as full-time teachers and consider how their experiences within those contexts have influenced their development over the three-year period. Finally, the document reflects on some of the theoretical implications of this research as it relates to the understanding and development of teachers' experienced knowledge, and on some of the practical implications as it relates to the professional development of beginning teachers. (Author/JD) ED 318 734 SP 032 372 Clark, Richard J. And Others The MESTEP Record: A Report on the First Six Years. Math English Science Technology Educa tion Project. Massachusetts Univ., Amherst. School of Educa tion. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date-89 Note-52p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—College School Cooperation, *En glish Instruction, *Graduate Study, Higher Education, Internship Programs, Masters Degrees, *Mathematics Instruction, *Nontraditional Education, *School Business Relationship, *Science Instruction Identifiers—*Math English Science Technology Education Project The Math English Science Technology Education Project (MESTEP) was established to recruit, select, prepare, support, and retain in teaching diverse and talented recent college graduates with strong academic majors in math, English, or a science. A collaborative partnership of the University of Massachusetts (Amherst), public schools, and private industry, MESTEP is a 15-month Master of Education program comprised of 3.5 weeks of intensive education course work at the University of Massachusetts followed by student teaching in a high school summer session in conjunction with mentors and university supervisors. Completion of the first summer prepares the students to move into a teaching or an industry internship. During the first 3 years of teaching, participating companies are committed to attempt to hire MĒSTEP graduates for summer employment. Much of the document consists of lists of names of participants, including information on their school and employment, and lists of names of directors and others involved in the program. (JD) ED 318 735 SP 032 387 Houston, W. Robert, Ed. And Others
ED 318 732 SP 032 352 Bridges to Strength: Establishing a Mentoring Program for Beginning Teachers; An Administrator's Guide. Appalachia Educational Lab., Charleston, W. Va.; Tennessee Education Association, Nashville. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Dec 88 Note-32p. Available from-Appalachia Educational Labora tory, Inc., P.O. Box 1348, Charleston, WV 25325 ($4.00) Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors_* Administrators, *Beginning Teacher Induction, *Beginning Teachers, Ēlementary Secondary Education, *Mentors, *Program Development, Role Models, Teacher Administrator Relationship This handbook assesses the tasks of school leaders in developing a successful mentoring program in their schools. Information is provided on: (1) identifying essential components of effective mentoring programs; (2) responsibilities of the building principal, mentors, and beginning teachers; (3) funding arrangements, including alternatives to mentor compensation; (4) qualities and responsibilities of effective mentors; (5) processes to enhance program acceptance and increase voluntary mentor participation; (6) key areas of training for mentors; and (7) ways for administrators to demonstrate support for the mentoring programs. A summary is provided on components of effective mentoring programs supported by research literature. (JD)
The roles of the supervising teacher, the university supervisor, and the university are discussed. An example is given of the organization of the student teacher's working file. Sample evaluation forms to be completed, the weekly feedback checklist, mid-semester suggestions form, and student teaching evaluation are included as well as sample forms to be completed by student teachers. The latter include: framework questions, an anecdotal record form, and a frequency/duration of behavior form. (JD)
Handbook of Research on Teacher Education: A Project of the Association of Teacher Educators. Association of Teacher Educators, Reston, Va. Report No.-ISBN-0-02-901081-0 Pub Date—Apr 90 Note—925p. Available from—Macmillan Publishing Co., 866 Third Ave., New York, NY 10022 ($65.00). Pub Type— Reports - Descriptive (141) — Guides - General (050) Document Not Available from EDRS. Descriptors—Beginning Teacher Induction, Career Development, *Educational Research, Governance, Higher Education, Inquiry, *Inservice Teacher Education, *Preservice Teacher Education, Program Evaluation, *Schools of Education, *Teacher Education Curriculum, Teaching (Occupation) This volume is a definitive guide to what is known about the preparation of teachers, induction into the tasks of teaching, and career teacher development. It is designed for educators responsible for preservice teacher education and inservice staff development. The articles are organized in nine sections under the following heads: (1) Teacher Education as a Field of Inquiry; (2) Governance of Teacher Education; (3) Contexts and Models of Teacher Education; (4) Participants in Teacher Education; (5) Curriculum of Teacher Education; (6) Processes of Teacher Education; (7) Evaluation and Dissemination; (8) Teacher Education in the Curricular Areas; and (9) Broadened Perspectives of Teacher Education. The book analyzes the knowledge base undergirding teacher education; examines unique approaches in 11 disciplines; explores research methodology and philosophical inquiry, and historical studies; and suggests areas for future research. (JD)
ED 318 738 SP 032 424 Kauffman, Dagmar Successful Minority Teacher Education Recruit ment Programs. ERIC Digest. ERIC Clearinghouse on Teacher Education, Wash ington, D.C. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-EDO-SP-9-88 Pub Date—Sep 88 Contract-R188062015 Note-4p. Pub Type-Reports - Descriptive (141)- Informa tion Analyses - ERIC Information Analysis Prod ucts (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Articulation (Education), Higher Ed ucation, High Schools, High School Students, Magnet Schools, *Minority Group Teachers, *Nontraditional Education, *Teacher Education Programs, *Teacher Recruitment, Two Year Col leges Identifiers-ERIC Digests A brief overview is presented of some successful minority teacher education recruitment programs. The sample of programs includes the following: secondary education programs targeting junior and senior high school students; teaching profession magnet programs; articulation programs between four- and two-year colleges for community college students; and nontraditional programs preparing professionals, retirees, and/or career changers to become teachers. Fifteen references on the topic are cited. (JD)
ED 318 740 TM 014 074 Students. Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Failure, Compensatory Education, Educational Assessment, Educationally Disadvantaged, *Educational Opportunities, Elementary Secondary Education, Evaluation Criteria, *Evaluation Methods, Formative Evaluation, *High Risk Students, Potential Dropouts, *Program Evaluation, Remedial Programs, *State Programs, Summative Evaluation Identifiers—*Educational Opportunity Prog At Risk Students, *Indiana The Educational Opportunity Program for AtRisk Students is a statewide initiative of the State of Indiana to expand existing programs or create new programs for at-risk students. The 57 programs improved or initiated in the 1988-89 school year most commonly included tutoring, counseling and support services, or promotion of parent/community involvement. The evaluation process to be applied to these programs is described. A preliminary step in the evaluation process is the identification and involvement of a group of people who will use the results of the evaluation and, therefore, will be able to suggest questions which should be addressed. Subsequent steps include the following: (1) determining the needs the program is designed to address; (2) clarifying the specific goals of the program; (3) considering how to examine the program fairly; (4) identifying the results of the program; (5) interpreting the data; and (6) deciding what recommendations and reports can be made. Appendix A lists the strategies of formative and summative evaluations. Appendix B is a sample evaluation report for the Indiana State Department of Education. (SLD)
ED 318 736 · SP 032 404 Smith, Arthur E. And Others Codes of Ethics for Selected Fields of Professional Education. Pub Date—90 Note-32p. Pub Type-- Reports - Descriptive (141) — Guides General (050) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Administrators, *Codes of Ethics, *Counselors, Elementary Secondary Education, Professional Associations, *Public School Teachers, *Special Education Teachers This compilation of selected codes of ethics was drawn up to apprise prospective and practicing classroom teachers, special education teachers, administrators, and counselors of the accepted ethics codes pertinent to their respective fields. Section one, for classroom teachers, presents the code of ethics of the National Education Association and that of the Missouri State Teachers Association. Section two, addressed to teachers of exceptional children, consists of the document, “Professional Standards, Rights, and Responsibilities of the Council for Exceptional Children.” Section three presents a statement of ethics for public school administrators approved by the National Association of Secondary School Principals in 1973. Section four provides codes of ethics for school counselors prepared by the American School Counselor Association and the American Association for Counseling and Development. (JD) ED 318 737 SP 032 405 Shea, Catherine A. The Special Education Student Teaching Experi ence at Indiana University Southeast, New Al bany, Indiana. Pub Date—[90] Note-55p.; Three evaluation forms may not be leg ible because of very small type. Pub Type-Guides - Classroom - Learner (051) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Check Lists, Cooperating Teachers, Elementary Secondary Education, Higher Education, Preservice Teacher Education, *Special Education, Student Evaluation, *Student Teacher Supervisors, *Student Teaching, *Teacher Role, Teaching Experience This guide for student teachers focuses on the prospective special education teacher. The phases of the student teaching experience serve as a framework for the progressive escalation of responsibilities. These phases are orientation and observation, participation, full classroom responsibility, working with individual students, and developing materials.
ED 318 739 TM 012 117 A Comparison of the Effectiveness of Four Test Preparation Programs. Final Evaluation Report. Chicago Public Schools, Ili. Pub Date—Jun 87 Note-29p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Comparative Analysis, Elementary Education, Elementary School Curriculum, *Elementary School Students, *Instructional Materials, Multiple Choice Tests, Reading Comprehension, *Standardized Tests, Test Anxi ety, Test Coaching, *Test Wiseness Identifiers—Iowa Tests of Basic Skills Four commercial test preparation programs were evaluated for their effectiveness in increasing scores of elementary school student on standardized multiple-choice tests. Focus was on determining whether: formal training increases students' test-taking skills, students can generalize the test wiseness strategies to improve their scores on standardized tests, and increased knowledge of how to take tests reduces students' test anxiety. “Scoring High” (Random House), “Improving Test-Taking Skills" (Riverside), "On Target for Tests" (Continental Press), and "Reading Skills for Standardized Testing" (Hammond) were compared with no formal test wiseness instruction, using about 12,000 students in grades 2 through 8. The reading comprehension subtest of the Iowa Tests of Basic Skills was used to determine if such instruction improved the students' performance on standardized tests. A Test-Taking Survey, Test Anxiety Survey, and Teacher Survey were developed for the study. Although teachers usually liked the instructional packages, no decisive differences were found between those who received test taking instruction and those who did not. Teachers apparently gave informal test wiseness instruction; the comparison group was therefore not a valid control. No recommendation could be made for purchases of these packaged programs. Six graphs and seven tables are provided. (SLD)
ED 318 741 TM 014 592 Fargo, J. Steven And Others Arizona Lesson Observation and Evaluation (ALOE): Design Test Edition, 1990. Northern Arizona Univ., Flagstaff. Center for Ex cellence in Education. Pub Date—90 Note-130p. Pub Type- Guides - Non-Classroom (055) Tests/Questionnaires (160) EDRS Price - MF01/PC06 Plus Postage. Descriptors—*Classroom Observation Techniques, Cooperating Teachers, Elementary Secondary Education, *Evaluation Methods, * Lesson Observation Criteria, State Programs, Supervisors, Teacher Effectiveness, *Teacher Evaluation, Teaching Skills Identifiers—* Arizona Lesson Observation and Evaluation System The Arizona Lesson Observation and Evaluation (ALOE) system of evaluating teaching is presented. ALOE was developed from Arizona adaptations of the Georgia Teacher Performance Assessment Instruments and, with G. Taylor's “Functional Elements Analysis of Teaching Skills" (FEATS), forms an integrated observation package which allows teaching to be examined in three dimensions: (1) a categorical perspective; (2) a clustered-repertoire context perspective; and (3) a skill level. The three dimensions are addressed in three contexts with the following different instrument editions for individuals observing teaching from specific perspectives: Methods Edition; Supervisor Edition; and Cooperating Teacher Edition. These three manuals are abbreviated editions intended for regular use; in this document they are provided in conjunction with the ALOE Reference Edition, containing expanded explanations of all the skills and concepts covered in the entire evaluation system; and a Conference Skills Instrument, which focuses observation on personal conferences. The present document also contains the reference and work editions of the Conference Skills Instrument. Record sheets for the observations are included, and a record sheet for recording formal tests not related to instruction is provided. (SLD)
ED 318 742 TM 014 611 Lundstrom, Francesca Politiek-Haim, Ytje Continuing Projects. Page 25
few members were active participants in annual meetings. Members were satisfied with the quality of NCME publications, although other resources of the organization were not used as often. Members were somewhat pleased with organizational structure and practices and the existing budget alloca. tions. Thirty-two graphs and two tables illustrate member response. Four appendices contain the questionnaire and follow-up material. (SLD)
Illinois Univ., Champaign. Secondary Transition In tervention Effectiveness Inst. Pub Date—13 Mar 90 Note—43p.; Appendixes 2 and 3 contain "filled” type, which may film poorly. Available from-Transition Institute, 1310 Sixth Street, 110 Education Building, Champaign, IL 61820. Pub Type - Reports - Research (143) - Tests/ Questionnaires (160) EDRS Price - MFÒ1 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adolescents, *Demonstration Pro grams, Disabilities, Educational Finance, *Federal Programs, Postsecondary Education, *Predictor Variables, Program Length, *Program Termination, Secondary Education, Student Placement, *Transitional Programs, Young Adults Identifiers—*Program Continuation Model demonstration projects have developed and implemented a wide range of services to facilitate the transition of youth with handicapping conditions from school to work or to postsecondary educational settings. Factors pivotal to the continuation of such projects after federal funding ceased were studied. Data on 58 sample projects were collected from the files of the Secondary Transition Intervention Effectiveness Institute at the University of Illinois (Urbana-Champaign). Additional information was obtained through a telephone survey. Twelve variables, accounting for 72.4% of the variance, were selected. The best predictor of continuation was that projects had engaged in high levels of replication and dissemination. The greater the number of "others” trained (Variable 2) and teachers trained (Variable 11), the less likely the program was to continue. The third best predictor of program continuation was that granting of a no-cost extension predicted project failure. Development of a newly conceived and innovative transition program predicted success, as did having a stable and dedicated group of personnel. Findings indicate which goals of federal funding are most likely to succeed. A table lists the variables in ranked order. A demographic description of the projects, record sheets, the questionnaire, and the coding for the data set are appended. (SLD) ED 318 743 TM 014 650 Jaeger, Richard M. Establishing Standards on Tests Used for Certifi cation of Education Personnel: Validity Issues. Pub Date—Aug 88 Note—23p.; Paper presented at the Annual Meet ing of the American Psychological Association (96th, Atlanta, GA, August 12-16, 1988) and, with slight modifications, under the title “Setting and Using Cutoff Scores on Tests Used for Certification” at the Annual Meeting of the National Council on Measurement in Education (New Or leans, LA, April 6-8, 1988). Pub Type- Reports · Evaluative (142) Speeches/Meeting Papers (150) ary Education, Evaluators, *Licensing Examinations (Professions), *School Personnel, Scoring, *Standards, *Teacher Certification, Teacher Se lection, Test Use, *Validity Identifiers—*Standard Setting, Standards for Edu cational and Psychological Tests, Uniform Guidelines Employee Selection Procedures The “Standards for Educational and Psychological Testing” (1985) and the “Uniform Guidelines on Employee Selection Procedures" (1978) provide no clear guidance on choosing methods for setting standards on teacher certification tests, although they require that practices be well-documented and produce reasonable results, and that the implications of conclusions be validated. Although literature to guide choices is lean, it appears that Angoff's procedure produces more reasonable standards than do its competitors. Practices that are recommended for use include: (1) identification of a population of judges qualified to make judgments; (2) use of sound scientific methods to sample judges; (3) selection of samples of sufficient size to provide stable average recommendations; (4) use of standard-setting procedures within the capabilities of judges; (5) training judges to understand and interpret information; (6) informing judges about requirements of the teaching jobs in question; (7) providing judges with information on the relationship between test and job performance; (8) providing judges with information on the distribution of test performances of a representative
sample of examinees; and (9) providing judges with opportunities to reconsider initial recommendations. Following these guidelines will yield test standards produced by an appropriate and adequate sample of capable and qualified judges. A 25-item list of references is included. (SLD) ED 318 744 TM 014 652 Jaeger, Richard M. Busch, John Christian An Evaluation of the Effects of Ability Grouping on the Achievement of Students in the Pitt County, North Carolina Public Schools. cational Research and Evaluation. Pub Date—1 Dec 84 Note-128p.; Weak type throughout. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC06 Plus Postage. Descriptors—* Ability Grouping, *Academic Achievement, * Achievement Gains, Basic Skills, Black Students, *Elementary School Students, Elementary Secondary Education, Grouping (Instructional Purposes), Instructional Program Divisions, Track System (Education), White Stu dents Identifiers—*Pitt County Schools NC Beginning in the 1980-81 school year, the Pitt County (North Carolina) School System assigned students in kindergarten through grade 12 to subjects, teachers, and classes in accordance with a plan submitted to and approved by the United States Office for Civil Rights (OCR). This report gives results of an evaluation of the basic skills achievement effects of the assignment of students to ability groups for grades 2 through 8 in 1981-82 and 1982-83. Several assignment procedures were used, including ability grouping; all had been judged to be non-discriminatory. Achievement tests used were approved by the OCR. Each grade contained between 700 and 1,000 students. The principal analyses used data contained in 216 constructed files. Overall, ability grouping neither facilitated nor impeded the average achievement growth of students. When students were tracked longitudinally across the 2 years, ability grouping appeared to be inhibiting for students whose assignment in the second year was to a group lower than that in the first year, and it appeared to be facilitative for those assigned to a higher instructional group in the second year. Ability grouping appeared facilitative for white students and neutral for black students. Ability grouping was also most likely to be facilitative for students assigned to lowest-level instructional groups. Eight tables present study data. Forty-eight tables are appended, which present the results by race and stratum. (SLD) ED 318 745 TM 014 653 Jaeger, Richard M. Camp, Joanna B. The Future of NCME-Views of the Membership. Spons Agency-National Council on Measurement in Education, Washington, D.C. Pub Date-Apr 90 Note-131p.; Paper presented at the Annual Meet ing of the National Council on Measurement in Education (Boston, MA, April 17-19, 1990). Pub Type-Reports - Research (143) -Speeches/ Meeting Papers (150) – Tests/Questionnaires (160) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Administrative Organization, *Ad ministrator Attitudes, Educational Assessment, *Measurement, *National Organizations, Organizational Change, Organizational Climate, Organizational Effectiveness, Organizational Objectives, Planning, Professional Associations, Surveys Identifiers—*National Council on Measurement in Education To determine members' satisfaction with the National Council on Measurement in Education (NCME), a survey of NCME members was developed and administered to obtain members' judgments about: (1) the purposes of the NCME as an organization; (2) NCME's major activities; (3) members' personal involvement in NCME activities; (4) the NCME Annual Meeting; (5) NCME's professional development activities; (6) NCME publications; (7) member interest in participating in the governing of the NCME; (8) the organizational structure, election procedures, and committee activities of the NCME; and (9) financial operations of the NCME. A mailed survey was sent during the fall and winter of 1989 to 484 randomly selected members, for a usable response rate of 71.5% (346 members). Members were generally satisfied with the organization's purposes and activities, but relatively
ED 318 746 TM 014 658 Wiser, Berton Lenke, Joanne M. The Stability of Achievement Test Norms over Time. Pub Date-Apr 87 Note-17p.; Paper presented at the Annual Meet ing of the National Council on Measurement in Education (Washington, DC, April 21-23, 1987). Available from-Psychological Corporation, 555 Academic Court, San Antonio, TX 78204 (no charge). Pub Type— Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Achievement Gains, *Achievement Tests, Comparative Testing, Elementary School Students, Elementary Secondary Education, *National Norms, *Secondary School Students, Standardized Tests, Statistical Analysis, Statistical Data, Testing Problems, *Test Norms, Test Reli ability Identifiers—*Stanford Achievement Tests The extent to which national performance on an achievement test battery changed over a 4-year period was studied, and the comparative performance of students in school districts taking the test series for the first time was compared with that of students in districts that had used the battery at least once in one or more grades. The seventh edition of the Stanford Achievement Test was used to investigate both issues for 1982 and 1986. After consideration of geographic region, system size, and socioeconomic status, a sample of 116,000 students from kindergarten through grade 12 was selected. Results indicate that national performance did improve in reading, mathematics, and language in the lower grades. Students in lower grades in districts that had used the test series at least once outperformed students in districts that had not used the series before. Use of the 1982 norms to assess current students would overestimate the standing of current students relative to the national population, particularly in mathematics and language. Three tables present the study results. (SLD) ED 318 747 TM 014 701 DeMauro, Gerald E. Effects of Representation of Gender Groups in the Examinee Population on the Mantel-Haenszel Procedure. Pub Date—12 Apr 90 Note-24p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Students, *Difficulty Level, Higher Education, "Item Bias, Ratios (Mathemat ics), *Sampling, *Sex Differences, *Test Items Identifiers—*Mantel Haenszel Procedure Recent comparisons (R. Freedle and I. Kostin, 1988) of differential item difficulty (DIF) have found that items that are in some way easier differentially give advantage to white examinees. In this study, the male/female ratio was manipulated among college students taking a social sciences examination to determine the effect of the male/female ratio on the relationship between item difficulty and the male/female DIF. A total of 1,009 students comprised the male sample; the female sample included 827 students. Mantel-Haenszel delta values and associated standard error values were computed for the first 251 and 110 females in the test file as well as for the total group of females. The relationship between item difficulty and the male/female DIF appears to be very complex. Some easier items were differentially difficult for males, and others were differentially difficult for females. Larger male/female sample ratios were associated with a decrease in item difficulty among items that disadvantage women. It is cautioned that the Mantel-Haenszel statistics, although affected by the examinee variables of this study, are nonetheless sensitive to real performance differences among populations, and that care must be taken to ensure that the samples on which they are based accurately represent the examinee population. Six tables and one graph present study results. (Author/SLD)
ED 318 748 TM 014 761 Waters, Brian K. Development of a Single DoD Reading Grade Level (RGL) Scale. Pub Date-Aug 89 Note—30p.; Paper presented at the Annual Meet ing of the American Psychological Association (97th, New Orleans, LA, August 11-15, 1989). Information was drawn from "Estimating the Reading Skills of Military Applicants: Development of an ASVAB to RGL Conversion Table” by B. K. Waters et al. (1988). Pub Type- Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Equated Scores, *Military Person nel, Military Training, Rating Scales, Reading Achievement, Reading Skills, *Reading Tests, Statistical Analysis, *Test Construction Identifiers-Anchor Tests, Armed Services Voca tional Aptitude Battery, Department of Defense, *Reading Grade Level Scale Research on military reading abilities has shown a direct relationship between reading ability and training and job performance. The objectives of this study of the development of a reading scale were to: (1) measure the reading ability of military applicants using six commonly used reading tests; (2) use the Armed Services Vocational Aptitude Battery (ASVAB) as a composite anchor against which the reading tests can be equated; (3) equate each test to the anchor; and (4) recommend a reading grade level (RGL) scale for Department of Defense (DoD) use in reporting to the U.S. Congress. Subjects were 20,422 applicants for the armed forces who were tested during a 6-week period beginning on April 13, 1987 on the ASVAB and one of the 6 reading tests. Scores on the reading tests yielded widely varying average RGL levels for examinees of equivalent ability. The ASVAB verbal standard score was taken as the anchor, and a conversion table was made for the ASVAB and each of the five reading tests found adequate for equating purposes. An RGL scale was then proposed for DoD use that would allow each branch of military service to use the reading test that best meets its requirements, with each converting the scores to the RGL scale for congressional reporting purposes. Thirteen tables and eight graphs present the study results. (SLD)
test developers and test users have the obligation to promote proper, reasonable, and limited use of standardized tests as one of a series of assessment mechanisms. Appendix A presents results of a survey of officials from all states and from 56 sample school districts in 38 states focusing on the use of standardized tests. Appendix B discusses "authentic evaluation.” A 72-item annotated bibliography is included. (SLD) ED 318 750 TM 014 766 Maycock, George The Three-Fingers Technique: Does It Reduce Test Anxiety? Pub Date-[88] Note-5p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Students, Higher Education, Questionnaires, Relaxation Training, *Stress Management, *Student Attitudes, *Test Anxiety, Testing Problems Identifiers-Focusing Strategies, Silva Mind Con trol, *Three Fingers Technique The utility of brief exposure to a mental focusing aid, the Three-Fingers Technique (TFT), in reducing test anxiety was studied for 15 college students. One week before their final examination, the students were given a 15-minute classroom introduction to the TFT, part of the Silva Mental Training Method (1983). After the introduction to this conditioned trigger that assists in improving mental focus and concentration, students participated in a 15-minute relaxation exercise and received instructions on using the method for studying and for taking tests. A Likert-type questionnaire was used to determine student attitudes about the technique and its use. Almost all of the students (80%) felt that the relaxation exercise was helpful. All of the students reported that they felt anxiety on previous tests. Of the 13 students who used the technique, during the exam, 8 felt less anxiety than on previous tests, 3 maintained the same level of anxiety as on previous tests, and 2 felt more anxious than on previous tests. In an evaluation of aspects of the course, students ranked the relaxation exercise third in usefulness, after the course textbook and course lectures. One bar graph is included. (SLD)
An Evaluation of the Effects of “Bona Fide" Homogeneous Grouping on the Achievement of Elementary School Students. Pub Date-Apr 90 Note—34p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Ability Grouping, * Academic Achievement, Achievement Gains, *Black Students, Elementary Education, *Elementary School Students, Grouping (Instructional Purposes), *Homogeneous Grouping, Language Arts, Mathematics Achievement, Student Placement, Test Results, White Students Identifiers—California Achievement Tests The effects of "bona fide" homogeneous grouping of students in grades 4 through 8 in a southeastern school system on the students' subsequent academic achievement were studied. These effects were studied for black students as well as for all students regardless of race, across 2 years. The student population was composed of over 4,800 fourth- through eighth-grade students, assigned to language arts and mathematics classes on the basis of their scores on the California Achievement Test Battery taken in the spring prior to class assignment. This method of grouping had been approved by the Office for Civil Rights of the U.S. Department of Education with the stipulation that student achievement be evaluated every year. When the effects of "bona fide" homogeneous grouping were summarized for all children regardless of race, detrimental effects predominated. Examination of the 2-year effects for black students revealed mixed results for language arts and consistently detrimental effects for mathematics. The use of "bona fide” homogeneous grouping appeared clearly beneficial only to black students whose initial language arts achievement scores were low. These findings suggest that the assignment of students on the basis of homogeneous grouping should be questioned. Nine graphs illustrate the performance of groups, and 14 tables summarize study data. (SLD)
ED 318 749 TM 014 763 Medina, Noe Neill, D. Monty Fallout from the Testing Explosion: How 100 Million Standardized Exams Undermine Equity and Excellence in America's Public Schools. Third Edition (Revised). National Center for Fair and Open Testing (FairT est), Cambridge, MA. Pub Date-Mar 90 Note-80p. Available from-Fair Test, 342 Broadway, Cam bridge, MA 02139 ($8.95). Pub Type- Opinion Papers (120) Reports Evaluative (142) EDRS Price · MF01/PC04 Plus Postage. Descriptors-Academic Achievement, Administra tors, Construct Validity, Content Validity, Educational Assessment, Educational Change, *Educational Quality, Elementary Secondary Education, Equal Education, Multiple Choice Tests, Public Schools, *Standardized Tests, State Departments of Education, Surveys, *Testing Prob lems, Test Use Identifiers—*Performance Based Evaluation Standardized tests often produce results that are inaccurate, inconsistent, and biased against minority, female, and low-income students. Such tests shift control and authority into the hands of the unregulated testing industry and can undermine school achievement by narrowing the curriculum, frustrating teachers, and driving students out of school. It is contended that, as a whole, standardized tests do not measure much. Current standardized multiple-choice tests are severely flawed, based on assumptions about human ability that cannot be proven, with inadequate content and construct validity. An agenda for test reform calls for the use of "authentic" or "performance-based" evaluation, using properly constructed, validated, and administered tests. Schools, test-takers, and independent researchers should have access to data needed to verify test publishers' claims about their tests. Both
ED 318 751 TM 014 767 Hinkle, Dennis E. Winstead, Wayland H. Bootstrap Methods: A Very Leisurely Look. Pub Date—Apr 90 Note-23p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Correlation, Error of Measurement, * Estimation (Mathematics), Factor Analysis, High Schools, High School Seniors, Monte Carlo Methods, National Surveys, Regression (Statis tics) Identifiers—*Bootstrap Methods, High School and Beyond (NCES), Statistical Analysis System The Bootstrap method, a computer-intensive statistical method of estimation, is illustrated using a simple and efficient Statistical Analysis System (SAS) routine. The utility of the method for generating unknown parameters, including standard errors for simple statistics, regression coefficients, discriminant function coefficients, and factor weights is also demonstrated. Data were drawn from the High School and Beyond Survey, a longitudinal study of high school sophomores and seniors. A sample of 500 (out of 28,240) seniors was selected. Using the SAS routine, 100, 200, and 500 Bootstrap samples were used to compute the Bootstrap estimate and its standard error for the following parameters: (1) means; (2) correlation coefficient; (3) simple regression coefficient; (4) multiple regression coefficient; (5) discriminant function coefficient; and (6) factor loadings. Research literature suggests that Bootstrap samples are used to estimate parameters and generate their standard errors and to develop non-parametric confidence intervals. The use of Bootstrap and Jackknife methods may have been limited by researchers' lack of familiarity with Monte Carlo methods or the misconception that such methods require enormous computer resources. One table lists the SAS routine, and five tables illustrate the method used. (SLD)
ED 318 753 TM 014 770 Thompson, Bruce Planned versus Unplanned and Orthogonal versus Nonorthogonal Contrasts: The Neo-Classical Perspective. Pub Date—30 Mar 90 Note-49p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type— Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Analysis of Variance, Comparative Analysis, Error of Measurement, Hypothesis Testing, Statistical Significance Identifiers—Nonorthogonal Variables, *Orthogo nal Comparison, *Planned Comparisons The use of multiple comparisons in analysis of variance (ANOVA) is discussed. It is argued that experimentwise Type I error rate inflation can be serious and that its influences are often unnoticed in ANOVA applications. Both classical balanced omnibus and orthogonal planned contrast tests inflate experimentwise error to an identifiable maximum. Significance test results are overinterpreted in contemporary analytic practice, and researchers must consider effect sizes and replicability or invariance analyses when formulating interpretations. To guide analytic practice, it is suggested that omnibus hypotheses that are not of interest or which cannot be interpreted should not be tested, since such tests can distort hypothesis tests that are of interest. Orthogonal contrasts should be preferred over non-orthogonal contrasts. The use of planned contrasts is suggested in place of omnibus or unplanned hypothesis tests. Use of planned comparisons tends to result in more thoughtful research with greater power against Type II error. Small data sets and examples support the discussion, and nine tables illustrate these examples. A 73-item list of references is included. (SLD)
ED 318 754 TM 014 771 McNamara, Thomas C. Training Students To Take Better Control of Their Learning by Framing Questions in Multi ple-Choice Format. Pub Date—Apr 90 Note-50p.; Paper presented at the Annual Meet
ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Cognitive Style, Elementary Educa tion, *Elementary School Students, Grade 2, Grade 3, Grade 4, *Learning Strategies, *Multiple Choice Tests, Teaching Methods, Test Construc tion, Test Format, Test Items, *Test Wiseness Identifiers—*Self Directed Questioning An attempt was made to develop self-directedness in students through teaching them how to write questions in multiple-choice format, and by making students aware that phrasing things in multiplechoice format is a way of asking questions that is conducive to developing thinking, writing, and test-taking skills. The study, a form of reflective inquiry, was conducted in three classes, one each of grades 2, 3, and 4, in low-income urban areas. Five sessions were held in each of the classes. Students first heard a passage, and then attempted to make lists of key words related to the reading. With instruction, they developed multiple-choice items for the material. By the end of the third week, almost all of the students, even in grade 2, understood the importance of framing a correct answer and "good, wrong” options and recognized how much effort it took to work through the chain of possible answers. The teachers indicated that the process had been beneficial and were happy to continue working with it. Teachers thought the approach was particularly useful in developing thinking skills and reinforcing good test-taking skills. An appendix summarizes the philosophy of the study and presents achievement scores in reading for these classes in January 1990, and for 1 and 2 years previous (not available for grade 2). This information is not presented as outcome information for the study, but is cited to provide context material about the students. Seven data tables are included. (SLD)
tical Packages for Hierarchical Linear Regres sion: Similarities and Differences. Spons Agency-Netherlands Foundation for Edu cational Research, The Hague. Pub Date-Apr 90 Note-30p.; Paper presented at the Annual Meet ing of the American Educational Research Association (Boston, MA, April 16-20, 1990). Paper is part of "Comparing Four Different Statistical Packages for Hierarchical Linear Regression, GENMOD, HLM, ML2, and VARCL” by G. G. Kreft et al. (1990). Pub Type- Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Algorithms, Comparative Analysis, *Computer Software, Computer Software Evaluation, *Estimation (Mathematics), Maximum Likelihood Statistics, *Regression (Statistics) Identifiers—GENMOD Computer Program, *Hierarchical Linear Modeling, HLM Computer Program, ML2 Computer Program, VARCL Computer Program A detailed comparison of four computer programs for analyzing hierarchical linear models is presented. The programs are: VARCL; HLM; ML2; and GENMOD. All are compiled, stand-alone, and specialized. All use maximum likelihood (ML) estimation for decomposition of the variance into different parts; and in all cases, computing the ML estimates involves complex non-linear expressions in the parameters. In all cases, the equations must be solved by an iterative procedure. The major differences among the programs lie in the choice of the criterion to optimize and the choice of the algorithm to optimize the criterion. For each program, the design philosophy, implementation details, and routines are specified. Use of these programs is illustrated with data from four sets: (1) the Second International Mathematics Study, using 3,691 cases; (2) data from 1,290 students in the Netherlands (the GALO study); (3) data from 5,310 secondary students in the Netherlands (the VOCAL study); and (4) data from 96 students from junior high schools in Los Angeles (California). These illustrations reveal the applicability of software for hierarchical linear regression. Ten tables contrast the results obtained by the various computer programs. (SLD)
vides the SLEQ. A 33-item list of references is included. (SLD) ED 318 758 TM 014 794 Reckase, Mark D. Unidimensional Data from Multidimensional Tests and Multidimensional Data from Unidi mensional Tests. Spons Agency-Office of Naval Research, Arling ton, Va. Pub Date- Apr 90 Contract-N00014-89-J-1908 Note—47p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type- Reports Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Item Response Theory, Matrices, *Statistical Analysis, Test Construction, *Test Results Identifiers—*Multidimensional Approach, Psycho logical Dimensionality, Statistical Dimensionality, *Unidimensionality (Tests) Although the issue of dimensionality of the data obtained from educational and psychological tests has received considerable attention, the terms "unidimensional" and "multidimensional" have not been used very precisely. One use of the term dimensionality is to refer to the number of hypothesized psychological constructs believed to be required for successful performance on a test; this is "psychological dimensionality." A second use is to refer to the minimum number of mathematical variables needed to summarize a matrix of item response_data; this is "statistical dimensionality" (SD). This paper presents a framework for discussing the SD of dichotomous data matrices of item response data. It is suggested that dimensionality refers to the number of dimensions needed to summarize a data matrix that results from interactions of a set of test items and a group of examinees. Two cases are presented to summarize the circumstances under which a set of test items will generate unidimensional data when responded to by a population of individuals. In the first case, all items are sensitive to the same combination of skills in the same manner. The second situation is when psychological dimensions are strongly confounded with the difficulty of the test items. Fourteen perspective, contour, or vector plots illustrate the discussion. (SLD)
ED 318 755 TM 014 778 Papalewis, Rosemary Interpretation of Student Data: Contextual and Sociocultural Variables. Pub Date—Apr 90 Note—28p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-- Information Analyses (070) - Reports - Evaluative (142) — Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—College Students, *Data Interpreta tion, Ethnic Groups, Evaluation Methods, Higher Education, Predictor Variables, *Professors, Racial Bias, Sex Stereotypes, Social Differences, Socialization, *Sociocultural Patterns, Student Attitudes, *Student Evaluation of Teacher Performance, *Teacher Effectiveness, Teacher Stereotypes Common elements identified as context variables that may affect student evaluation of instruction are explored, and the literature on student ratings of teacher effectiveness is reviewed. Sociocultural context variables (gender, race, ethnicity, and social class variables) are discussed in terms of stereotyping and prejudice found with non-dominant groups. Dimensions of the context variables identified in the literature encompass: (1) course variables; (2) instructor variables; (3) student variables; (4) administration variables; and (5) instrument of measurement variables. Student bias about faculty gender has been found to affect evaluation of instruction. Students appear to notice gender communication pattern differences, and these differences are related to specific evaluation items. Differences in socialization affect student evaluation of instruction; sociocultural stereotyping is a field requiring a great deal of study. The implications for future research are: teacher evaluation instruments should be analyzed for gender and race differences in communication patterns; general university-wide, or faculty-wide, norms should not be established; a useful evaluation system should include common contextual variable norms; and research is needed in sociocultural contexts to ensure that instruments for measuring student evaluation of instruction are not based on stereotypes. Five tables summarize the discussion. A 49-item list of references is included. (SLD)
ED 318 757 TM 014 790 Fisher, Darrell L. Fraser, Barry J. Validity and Use of the School-Level Environment Questionnaire. Pub Date-Apr 90 Note-28p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) - Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Educational Environment, Educa tional Improvement, *Elementary School Teachers, Elementary Secondary Education, Foreign Countries, *Questionnaires, *Secondary School Teachers, *Teacher Attitudes, Test Construction, Test Use, *Test Validity Identifiers-Australia, *School Level Environment Questionnaire The development and validation of a new instrument, the School-Level Environment Questionnaire (SLEQ), are described. The SLEQ measures teachers' perceptions of psychosocial dimensions of the environment of the school. The SLEQ consists of 56 items, each scored on a five-point scale, and grouped in eight scales: (1) student support; (2) affiliation; (3) professional interest; (4) staff freedom; (5) participatory decision making; (6) innovation; (7) resource adequacy; and (8) work pressure. The SLEQ was validated with three samples from Australian schools: 83 teachers from 19 metropolitan elementary and secondary schools in Sydney; 34 secondary school beginning teachers in New South Wales; and 109 elementary and secondary teachers in Tasmania. Results indicate that each SLEQ scale displayed satisfactory internal consistency with satisfactory discriminant validity results, suggesting that distinct, but somewhat overlapping, aspects of school environment were measured. The SLEQ was used, in the Tasmanian sample, to determine differences in the climates of elementary and secondary schools. It was also used to evaluate teachers' efforts to improve school environment in a study of 15 elementary teachers in a pretest/posttest evaluation of improvement efforts. Four tables and two graphs present data from these studies; an appendix pro
ED 318 759 TM 014 796 Carifio, James And Others Towards a Conceptualization and Theory of Sam pling Large, Complex, and Dynamic Populations. Pub Date-Apr 90 Note—44p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type- Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Data Collection, Evaluation Meth ods, Research Problems, Response Rates (Questionnaires), Sample Size, *Sampling, Simulation, Statistical Analysis, *Statistical Bias, *Testing Problems Possible bias due to sampling problems or low response rates has been a troubling "nuisance" variable in empirical research since seminal and classical studies were done on these problems at the beginning of this century. Recent research suggests that: (1) earlier views of the alleged bias problem were misleading; (2) under a variety of fairly well-specified conditions, allegedly biased samples are in fact random; and (3) "de facto” biased samples can and will "jump" from being biased to being random samples. These conditions occur when the population is fuzzy and dynamic and when the number of factors structuring the population and those influencing responding or non-responding are large, interact with each other, and have a trivial effect, at best. Researchers and theorists may be rejecting and disregarding what might be reasonable and highly valid data. Actual data from a number of state-wide studies with response rates in the 15% to 30% range illustrate this view. A variety of simulation studies is needed to evaluate these views on bias. The Catastrophe Theory of non-linear functions, family-wise error rates, and fuzzy subset theory are also considered. (Author/SLD)
ED 318 756 TM 014 787 Kreft, Ita G. G. Kim, Kyung-Sung , GENMOD, HLM, ML2 and VARCL, Four Statis
ED 318 760 TM 014 802 Ferrara, Steven Walker-Bartnick, Leslie
Detecting and Analyzing Differential Item Func tioning in an Essay Test Using the Partial Credit Model. Pub Date Apr 90 Note33p.; Paper presented at the Annual Meet ing of the National Council on Measurement in Education (Boston, MA, April 17-19, 1990). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Achievement Tests, Data Analysis, *Essay Tests, Evaluation Methods, Grade 9, Graduation Requirements, High Schools, *High School Students, *Item Bias, *Item Response Theory, Research Methodology, *Scoring, Standardized Tests, Testing Problems, *Writing Eval uation Identifiers—Maryland Writing Test, *Partial Credit Model A procedure was developed to detect differential item functioning (DIF) in a standardized essay test using the Partial Credit Model, the general polychotomous form of the Rasch model. Using a panel of experts in the writing process, hypothesized explanations for DIF at some score points were developed. Data for the study included averaged narrative and explanatory essay scores on the Maryland Writing Test for over 47,000 ninth-grade students from the 1989 annual administration. Student score records were randomly selected to create separate data files of about 1,200 White, Asian, Black, Hispanic, male, and female students each. DIF was investigated using a statistical procedure and via an expert panel review procedure. The statistical procedure involved calibrating prompts in separate subgroups and calculating Draba's DIF statistic. The panel review process and results appear to be reasonably helpful for prompt development, but less useful at the post-administration prompt analysis. Implications for research are discussed, and recommendations are made for applications of both procedures in other contexts. Five tables and two graphs summarize study findings. (SLD) ED 318 761 TM 014 808 Hand, Carol A. Prather, James E. Investigating High School Effectiveness Using College Performance: An Analysis of Residuals. Pub Date—Apr 90 Note-14p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors— Academic Achievement, Academic Aptitude, *College Freshmen, Educational Quality, Effective Schools Research, Grade Point Average, Higher Education, High School Graduates, High Schools, *Performance Factors, Predictive Measurement, *Predictor Variables, Regression (Statistics), *School Effectiveness, School Role Identifiers Scholastic Aptitude Test The purpose of this study was to relate college-level or univeristy-level student performance to high school effectiveness, which was measured in terms of the college performance of a high school's graduates, after controlling for students' academic aptitude. Unusually effective schools were identified by examining the residuals of a multiple regression analysis. It was hypothesized that certain schools would be unusually effective, in that graduates would have higher grade point averages (GPAs) than would be expected given their academic aptitude as measured by the Scholastic Aptitude Test (SAT) and by their socioeconomic environment. The analysis was conducted using 111,703 freshmen in a large univesity system from 301 high schools and 162 school systems. Multiple regression equations predicting college GPA were developed for each institution by gender and minority status. Independent variables included: SAT scores; the proportions of free and reduced lunches at each high school; and college experience as measured by credit hours attempted and earned. There was a clear tendency for rural schools to nurture graduates who achieved higher GPAs than SAT scores or socioeconomic status would predict. Urban schools were more likely to produce students of lower achievement than predicted. The method appears promising for extending assessment perspectives beyond internal college or university concerns. (SLD)
A Statistical Analysis of the Charles F. Kettering Climate Scale. Pub Date-Apr 90 Note-32p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type- Reports Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrators, Construct Validity, *Educational Environment, *Elementary School Students, Elementary Secondary Education, Factor Analysis, Multivariate Analysis, *Secondary School Students, *Teachers, *Test Validity Identifiers—*Charles F Kettering Climate Scale A statistical analysis was performed on the Charles F. Kettering (CFK) Scale, a popular four-section measure of school climate. The study centered on a multivariate analysis of Part A, the General Climate Factors section of the instrument, using data gathered from several elementary, junior high, and high school campuses in a large school district in the southwestern United States. Factor analysis was used to examine the construct validity of the section. The first data set consisted of 30 junior high school teachers and administrators, 78 ninth graders, 66 eighth graders, and 83 seventh graders. Five additional data sets were similar in composition to the first set, with total sizes of 415, 747, 822, 1,200, and 1,311, respectively. These subsequent data sets also included elementary and high school students and administrators. Results of the factor analysis show that the instrument subscales group in a different manner than was proposed by the scale's developers. It is suggested that new subscales be designed to improve overall scale validity. Eight tables present data from the study. (SLD) ED 318 763 TM 014 816 Elsaesser, Leslie A. Using Assessment Center Results To Determine Subsequent Staff Development Activities for Principals. Recent Developments in Methodol ogy for Administrator Assessment Centers. Pub Date—16 Apr 90 Note-12p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Evaluation, * Adminis trators, * Assessment Centers (Personnel), Educational Improvement, Elementary Secondary Education, *Instructional Leadership, *Principals, Professional Development, *Staff Develop ment Identifiers—Center for Assessment Administrative Performance, University of Washington The use of an assessment center in identifying specific staff development needs of aspiring and practicing school principals was studied. The relationship between assessment center performance and subsequent staff development activities was studied by participant level (elementary, middle and junior high, and high school) and by participant experience (aspiring and practicing). Areas of exceptional performance and areas of needed improvement were also determined for 12 dimensions of administrative leadership by assessment center participants. The sample included 109 participants in the Center for Assessment of Administrative Performance at the University of Washington (Seattle). Data were derived from written records of participants and from surveys completed by 94 of the participants. A limited relationship between assessment center results and subsequent staff development activities was found for all participants, by level, type of school, and experience. The percentage of participants who received excellent ratings on all dimensions of administrative leadership was low. The following areas of need are identified: (1) resourcefulness; (2) decisiveness; (3) creativity; and (4) judgment. Recommendations are made to improve assessment centers and make them a useful method of sharpening the professional skills of principals and those aspiring to be principals. Four tables present study data. (SLD) ED 318 764 TM 014 817 van Merrienboer, Jeroen J. G. What Cognitive Science May Learn from Instruc tional Design: A Case Study in Introductory Computer Programming. Pub Date—Apr 90 Note—12p.; Paper presented at the Annual Meet
ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Case Studies, *Cognitive Measure ment, Educational Strategies, *Instructional Design, Introductory Courses, *Programing, *Research Methodology, Theory Practice Rela tionship Identifiers—*Cognitive Sciences The contributions of instructional design to cognitive science are discussed. It is argued that both sciences have their own object of study, but share a common interest in human cognition and performance as part of instructional systems. From a case study based on experience in teaching introductory computer programming, it is concluded that both sciences may reciprocally influence each other. Cognitive science often conducts research on cognitive processes in “silent” instructional strategies, so that guidelines for improving instructional systems are limited to those strategies. Instructional design conducts research on "spoken” instructional strategies, and observations of students working according to those strategies may provide evidence for the importance of particular cognitive processes that are neglected in current cognitive theories. However, these implications are also limited because they cannot lead to detailed descriptions of those cognitive processes. With regard to the tangent plane between cognitive science and instructional design (such as the field of intelligent tutoring systems), it is argued that these sciences must work together to reach their common goals. The ACT theory of skill acquisition is included in the discussion. (Author/SLD) ED 318 765 TM 014 818 Buddemeier, Richard E. Raivetz, Mark J. '95 or Bust: Studying Writing in an Urban District as the Class of '95 Heads toward a High Risk, Statewide Graduation Test. Pub Date—90 Note-26p. Pub Type - Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Educational Trends, Elementary Secondary Education, Essay Tests, Grade 3, Grade 6, Graduation Requirements, Longitudinal Studies, Predictive Measurement, Research Methodology, *School Districts, State Programs, Testing Programs, *Urban Schools, *Writing Evaluation, Writing Skills Identifiers-New Jersey High School Proficiency Test, Trenton Public Schools NJ, *Writing Samples In December 1993, children who were in grade 3 in the Trenton Public Schools (New Jersey) in 1985-86 will take a high-risk writing proficiency test to determine whether they will graduate from high school. An emerging study of the writing of the Class of 1995 in Trenton is described as students move toward that test. The activity of studying writing is described as a process of staff development. The study began in 1986 when the first samples of writing were collected from third-grade and sixth-grade students; 868 and 758 papers of third graders in 1986 and 1987, respectively, and 879 and 697 papers of sixth graders in 1986 and 1987, respectively, were analyzed. These samples established a baseline for program evaluation. Further information was collected in a large sampling (688 students) when the students were in grade 6 in 1989 and from random samplings (200-350 papers) in 1987 and 1988. Papers were coded by teacher, class, and school, and filed by grade and year. Scorers used 1986 and 1987 papers to select model papers representing a range of the children's work as developmental markers for the curriculum and as a working baseline and basis for two guides forming a writing evaluation system. The study has revealed much about the writing of children in Trenton schools, and it represents an initial step in finding ways of predicting the success of students and classes. The investigation holds the potential to enable generalizations about Trenton's instructional programs for young writers. Reconstructions of the individual portfolios of students will be a springboard for descriptions of how students in the Trenton schools learn to write. Appendices include a student portfolio profile sheet, two data tables, two graphs, directions and guidelines for teachers administering the preliminary writing tests, and data charts for test results. (SLD)
ED 318 762 TM 014 812 Johnson, William L. Dixon, Paul N.
go to college; those planning to enter the labor force were not experiencing the same benefits. An outline of the secondary school taxonomy and seven data tables are provided. (SLD)
scores. Suggestions for further research include a study of using an ACT cut-off score to exempt students from the PPST mathematics examination and a study of intervention programs for students at risk of failing the PPST mathematics examination. (SLD)
ED 318 768 TM 014 826 Thorndike, Robert M. And Others Impact of Life Experiences on Cognitive Develop ment. Pub Date—[89] Note-21p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Development, College Freshmen, Epistemology, Essay Tests, Factor Analysis, Higher Education, Individual Development, *Life Events, Psychometrics, Student Experience, Test Reliability, *Undergraduate Students Identifiers—*Measure of Epistemological Reflec
ED 318 766 TM 014 822 Visser, Jan The Usefulness of Case Study Research in the Study of a Motivational Intervention. Pub Date - Apr 90 Note—18p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Case Studies, *Employees, Evalua tion Methods, Foreign countries, Instructional Effectiveness, *Learning Motivation, *Motivation Techniques, Postsecondary Education, Professional Training, *Research Methodology, Validity, Vocational Education Identifiers-Mozambique Methodological aspects of a study are reviewed to illustrate the utility of the case study approach in researching the effectiveness of a motivational intervention in an instructor-facilitated learning context. In the study, learners were prompted via motivational messages into modifying their disposition to engage in learning tasks. The setting was an instructional design course for training personnel connected with a ministry in Mozambique. Subjects were 22 regular employees of the ministry and seven special students with limited time to participate; the sample included 19 males and 10 females. A naturalistic mode of inquiry was identified as the most appropriate one for the inquiry and a case study approach, from an embedded multiple-case perspective, was chosen. Basic research questions included: (1) the validity of the motivational messages; (2) how and why the messages worked; and (3) the messages' optimal function and its continuation over time. Of the 10 propositions formed about the messages and the learners, instructor, and environment, nine were found to hold true when tested in the original study and a second study 3 years later. It is concluded that motivational messages should be considered an integrating part of a complex motivational system. The case study approach was found well-suited to the research concerns. (SLD) ED 318 767 TM 014 825 Tuma, John Gifford, Antoinette Higher Graduation Standards and Their Effect on the Course-Taking Patterns of College- and Non-College-Bound High School Graduates, 1969 to 1987. Pub Date—90 Note-30p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Academic Aspiration, *College Bound Students, Comparative Analysis, *Course Selection (Students), Educational Trends, *Graduation Requirements, *High School Graduates, High Schools, Longitudinal Studies, *National Surveys, *Noncollege Bound Students, Predictor Variables, Required Courses, Student Educational Objectives, Trend Analysis Identifiers High School and Beyond (NCES), Na tional Assessment of Educational Progress, National Longitudinal Survey Youth Labor Market Ex, Study of Academic Prediction and Growth The effects of higher requirements for high school graduation on patterns of participation in secondary education among high school graduates and different patterns of course-taking among college-bound and non-college-bound students from 1969 to 1987 were studied. Data sets were from four national studies on high school students: (1) the Educational Testing Service's Study of Academic Prediction and Growth (1969); (2) the National Longitudinal Survey of Labor Force Experience-Youth Cohort (1975-82); (3) the High School and Beyond Study (1982); and (4) the National Assessment of Educa. tional Progress Transcript Study (1987). Each data set contained complete transcripts for a sample of students. A taxonomy of secondary courses was applied to the transcript files for college-bound and non-college-bound students. Policy efforts to raise high school graduation requirements appear to have resulted in greater average course loads among high school graduates, and more course work in mathematics, science, and foreign languages. More students in 1987 indicated that they planned to go to college than did those in 1982. However, non-college-bound students did not complete more advanced mathematics and science credits in 1987 than in 1982 or 1969. The students most responsive to educational reforms were those who planned to
ED 318 770 TM 014 828 Packard, Richard D. And Others Professors & Practitioners Collaborating on Building a Model of Essential Teaching and Classroom Management Skills within a Major Reform Program: Reliability & Validity Profiling Teacher Characteristics as Related to Student Achievement. Pub Date-Feb 90 Note-52p.; Paper presented at the Annual Meet ing of the American Association of School Administrators (San Francisco, CA, February 23-26, 1990). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Academic Achievement, Administra tors, Career Ladders, Classroom Techniques, College Faculty, *College School Cooperation, *Educational Change, Elementary Secondary Education, Factor Analysis, Higher Education, *Professors, *Research and Development, Researchers, School Districts, Teacher Characteristics, *Teachers, Teaching Skills, *Test Reliability, Test Validity Identifiers-Arizona, *Self Perception Characteris tics Survey The cooperative efforts of researchers and practitioners in building a model of essential teaching and classroom management skills as part of a process of educational reform are illustrated in this study by a local school administrator and university program directors and professors. The reform effort was part of the Arizona Career Ladder pilot program. The district within which the study was completed achieved great gains in restructuring and identifying needs concerning teacher performance characteristics and how they relate to student achievement. A model for profiling teacher characteristics and their relationship to student achievement was developed. The reliability and validity of the specially developed instrument, the Self-Perception Characteristics Survey, were established in close collaboration among school district and university personnel through a study involving 1,080 responses to the teacher self-description profile. Factor analysis of the 12 subsections of the instrument-setting goals and objectives, planning, making decisions, student assessment, self-assessment, time effectiveness, communicating, building and maintaining relationships, developing other staff, demonstrating commitment, improving instruction, and school effectiveness-indicated that in all cases, over 75% of the variance was accounted for by five or fewer factors. The results highlight the advantages of the collaboration between researchers and practitioners in the assessment and rebuilding of schools and in building and validating the connection between teacher characteristics and student achievement. An appendix contains 11 tables of factor loadings. (SLD) ED 318 771 TM 014 829 Stolworthy, Reed L. Teacher Education: The Application of Fisher's LSD Matrix in the Evaluation of Preservice Teachers. Pub Date—3 Feb 90 Note-69p. Pub Type- Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Cooperating Teachers, Elementary Secondary Education, Higher Education, *Inter- rater Reliability, *Matrices, *Preservice Teacher Education, Statistical Significance, Student Teacher Evaluation, Student Teachers, Teacher Evaluation, Teaching Skills, *Undergraduate Stu- dents Identifiers—*Levels of Significant Differences (Fisher), *Teacher Competencies The degrees of variance among three groups of evaluators relative to their assessments of the teaching competencies of preservice teacher education students were studied. Subjects included groups of 23 and 32 undergraduates who were certified to teach by the teacher preparation program at Washburn University in Topeka (Kansas) in 1987 and in 1988, respectively. At the end of student teaching,
The kinds of life events that may affect cognitive development were explored for 777 students, mostly freshmen, enrolled in introductory social science courses at Western Washington University Bellingham (Washington). Cognitive functioning was assessed using the Measure of Epistemological Reflection (MER) of M. B. Taylor (1983). Students also completed a Life Events Questionnaire concerning events in their recent past. Seventy-five of the freshmen were retested after 1 year. Several factor analyses explored the structure of the MER. Significant life events were found to be associated with a higher level of cognitive functioning. The most pervasive was the personal experience of intense inner insight. Other themes that were seen with some consistency were: (1) experienced divorce, separation, or the end of a serious love relationship; (2) experienced major change in church activity; (3) experienced sexual difficulties; and (4) independently made an important life decision. Scores on the MER showed only modest positive correlations, suggesting that the total score should be viewed with caution as an index of cognitive development. This finding was supported by the factor analyses, which indicated more than one factor, suggesting that cognitive development might be better described with two scores. Five data tables and two figures illustrate the study. (SLD) ED 318 769 TM 014 827 Duke, Deborah G. Duke, John Richard Predictors of Performance on the Mathematics Test of the Pre-Professional Skills Tests. Pub Date-[90] Note-32p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Age Differences, *College Students, *Education Majors, Grade Point Average, Grades (Scholastic), Higher Education, *Mathematics Tests, *Performance Factors, Predictive Measurement, *Predictor Variables, Racial Differences, Regression (Statistics), Sex Differences Identifiers-American College Testing Program, Harding College AR, *Pre Professional Skills Tests This study assessed whether there was any relationship between scores on the mathematics section of the Pre-Professional Skills Tests (PPST) and selected possible predictors of performance for 118 students at Harding University in Searcy (Arkansas) who took the PPST between January 1, and October 1, 1989. Focus was on providing information that could help universities identify high-risk education majors who may need special assistance. Possible predictor variables were: (1) scores on the American College Testing (ACT) Program tests; (2) sex; (3) race; (4) academic major; (5) grade point average (GPA); (6) age; (7) semester grades in Mathematics 115; and (8) previous PPST scores. Significant correlations were found between PPST mathematics scores and ACT composite scores, ACT mathematics scores, ACT English scores, ACT social studies scores, ACT natural science scores, GPA, and semester grades in Mathematics 115. The failing rate for education majors (30.4%) was significantly higher than that for other majors. No significant differences were found for age and sex. Failing rates for race were not computed because of a lack of non-Caucasian students. For those who repeated the examination, there was no significant difference between test and retest means. A regression equation was developed for the prediction of PPST mathematics scores at Harding University from ACT composite and mathematics Page 26
the student, the cooperating teacher, and the university supervisor completed a rating scale containing the same criteria related to the teaching-learning process. A matrix of probabilities was obtained for each competency examined through the multiple comparisons provided in Fisher's levels of significant differences (LSDs). The mean values derived were not, in most cases, significantly different for the three groups of evaluators. The greatest differences, which were not large, were found between students' self-assessments and the evaluations of university supervisors for long-range and daily lesson planning and competence in assessing and interpreting student progress. Appendix A gives the means and standard deviations of the study in 25 tables. Appendix B contains 25 additional tables showing the application of Fisher's LSD matrix. Appendix C is a summary of levels of significance, and Appendix D contains the Follow-Up Performance Rating Scale for Student Teachers. (SLD)
ED 318 772 TM 014 830 Pride, Cletis G. Fowler, Joseph S. Market Research. Cooperative Education Market ing Digest Series 1. Cooperative Education Marketing, Inc., Kalama
Pub Date—Feb 90 Note-13p. Available from—Cooperative Education Market- ing, Inc., Kalamazoo College, 1327 Academy St., Kalamazoo, MI 49007 ($15.00 for six-part series) Pub Type-- Collected Works - Serials (022) - Re ports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Data Analysis, Data Collection, *Educational Research, *Marketing, *Planning, *Qualitative Research, Questionnaires, *Research Methodology, Sampling, Statistical Analy sis, Surveys Identifiers—*Market Research An overview of market research is provided, with advice about conducting market research for the educator. Market research is any kind of research that gives information about the current state of the market and offers guidance in improving one's position in that market. The relative advantages of conducting market research by oneself or by hiring others to do it are explored. The roles of qualitative and quantitative research are compared. Specifics are given for the areas of sampling, questionnaire design, and the conduction of surveys. Since quality control of data in market research is essential, data collection, handling, and analysis are reviewed. Planning at the outset and implementation of results at the end are critical to the success of market research. The more detailed the plan, the more likely the results will be usable and achieved at an acceptable cost. (SLD)
ED 318 774 TM 014 862 Gill, Helen V. A Comparison of Two Interactive Reading Com prehension Measures. Pub Date—Apr 90 Note—66p.; Paper presented at the Annual Meet ing of the American Educational Research Association (Boston, MA, April 16-20, 1990). Small, filled print in the appendixes will not reproduce well. Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) - Tests/Questionnaires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Analysis of Covariance, Comparative Testing, Higher Education, Reading Achievement, Reading Comprehension, *Reading Tests, Scores, *Undergraduate Students Identifiers-Interactive Reading, *Michigan Edu cational Assessment Program, *Sentence Verification Technique Scores were compared for two experimental assessment instruments constructed as examples of the techniques used by the Sentence Verification Technique (SVT) of J. M. Royer and others (1979) and the Michigan Educational Assessment Program (MEAP) of the Michigan Department of Education (1987, 1988) to measure reading comprehension as an interactive process. Sixty-two university students (6 males and 56 females) were administered both experimental treatments. All participants were undergraduates in their senior year of the Professional Teacher Preparation Program at a major public university in the Southwest. There were 21 high, 21 average, and 20 low achieving readers in the sample. Using analysis of covariance with tests of prior knowledge as covariates, data were analyzed and interpreted at the 0.05 level of significance. There was a highly significant difference between SVT scores and MEAP scores. However, there were no significant differences when SVT scores adjusted for prior knowledge were examined according to the reading ability rank of the students. There were significant differences both before and after MEAP scores adjusted for prior knowledge were examined according to the reading ability rank of students. These findings indicate that the tests measure different aspects of reading comprehension despite a common theoretical framework. A 33-item list of references is included. Appendices present experimental target passages, the tests, and a proposed combined test. (SLD)
Assessment. Pub DateApr 90 Note—28p.; Paper presented at the Annual Meet ing of the American Educational Research Association (Boston, MA, April 16-20, 1990) and the Annual Meeting of the National Council on Measurement in Education (Boston, MA, April 17-19, 1990). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Allied Health Occupations, Evalua tion Methods, *Evaluators, Higher Education, *Interrater Reliability, Least Squares Statistics, * Licensing Examinations (Professions), *Performance, Regression (Statistics), *Scoring, Test Bias Identifiers-Oral Examinations, *Rater Reliability, *Rater Stringency Error Two aspects of rater accuracy in performance assessment were analyzed: rater stringency/leniency, and rater consistency. Data were obtained from three administrations of an oral certification examination in a health profession. The examination consists of clinical cases in four content areas or subspecialities. A total of 364 candidates were examined by a total of 60 raters over the 3-year period (1987-89) of the study. In any 1 year, approximately 120 candidates are examined, each by 4 raters; each rater examined from 9 to 14 candidates. Candidates were given three scores by each rater; the scores are on a Likert-type rating scale ranging from 1 to 12. Rater bias was studied using an ordinary least squares approach. Rater consistency was studied by computing each rater's mean-squared deviation from the model. Rater bias could be easily corrected using a simple regression model. Rater inconsistency, when discovered, presented a more complex problem. Inconsistency may be best addressed during the rater training phase. Eight tables present study data. (SLD) ED 318 777 TM 014 877 Sudweeks, Richard R. And Others Test-Wise Responses of Third-, Fifth-, and Sixth-Grade Students to Clued and Unclued Multiple-Choice Science Items. Pub Date—[89] Note-37p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Age Differences, Child Development, Cognitive Processes, Comparative Testing, *Cues, Elementary Education, *Elementary School Students, Grade 3, Grade 5, Grade 6, Individual Development, Intermediate Grades, *Multiple Choice Tests, Preadolescents, Problem Solving, Science Education, *Science Tests, Test ing Problems, *Test Wiseness Identifiers—Embedded Clues Testwise responses of grade-school students to multiple-choice science items and the intercorrelations between different testwiseness skills were examined in this document. A total of 134 third-grade, 133 fifth-grade, and 143 sixth-grade students from two elementary schools in a large suburban school district in Utah responded to 60 science items on tests developed specifically for each of these grades. Thirty of the items contained embedded clues intended to elicit one of five separate testwise behaviors. The other 30 science items were identical to the original items, but did not contain the embedded clues. Half of the students completed the items without embedded clues before the items with clues, while the rest of the students completed the items with clues first. The presence of embedded clues made no difference in the performance of third graders, but both fifth graders and sixth graders demonstrated an ability to use the embedded clues to improve their performance. Testwiseness skills related to verbal associations between the stem and correct response and to absurd response_options were observed in fifth and sixth graders. The next skill to appear by the fifth grade was a skill related to recognizing synonymous or overlapping response options. None of the skills were intercorrelated among the fifth graders, but among sixth graders, the verbal associations skill and absurd options skill were moderately correlated. Testwiseness skills appear to develop independently of each other as students develop more complex cognitive processes. Testwiseness skills do not develop in all students at the same time. Sample test items are included, and 12 tables present study data. (Author/SLD)
ED 318 773 TM 014 831 Holmberg, Borje On the Rationale, Typology, and Methodology of Research and Scholarship: A Practitioner's Understanding of Epistemology. FernUniversitat, Hagen (West Germany). Zentrales Inst. fur Fernstudienforschung Arbeitsbereich. Pub Date—Feb 90 Note-38p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Data Interpretation, *Epistemology, *Hermeneutics, Hypothesis Testing, Knowledge Level, Philosophy, *Research Methodology, *Scholarship, Scientific Methodology Identifiers-*Knowledge A personal understanding of the concepts of scholarship, knowledge, and research is presented. The basic task of scholarship is to study reality with a view to finding out what it is like, the relations of different parts to each other, and the applications to which the findings can lead. The scholarly search must be a rational procedure. Scholarship can result in knowledge about tangible reality and rational ways of attaining certain goals, but it cannot solve or explain existential problems that are at the core of human life (such as belief, love, and emotion). Three types of scholarly work are evident: (1) fact finding; (2) formation of theories and hypotheses; and (3) interpretation of texts and occurrences (hermeneutics). Metaphysical, non-rational ideas, assumptions, beliefs, and convictions cannot be part of scholarly studies, although they can be analyzed and illuminated in a scholarly way. Objectivity is a basic requirement in this understanding of science, research, and scholarship. A 56-item list of refer
ED 318 775 TM 014 863 Green, Kathy E. Differences between Teachers and Students in Opinions about Testing and Test Use. Pub Date—Apr 90 Note-11p.; Paper presented at the Annual Meet ing of the National Council on Measurement in Education (Boston, MA, April 17-19, 1990). Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Classroom Techniques, *College Se niors, College Sophomores, Comparative Analysis, Educational Assessment, Higher Education, *Professors, *Standardized Tests, *Student Attitudes, *Teacher Attitudes, Teacher Education, Teacher Made Tests, *Test Use Identifiers—Student Surveys, Teacher Surveys Studies of teacher use of tests suggest that classroom tests are widely used and standardized test results are rarely used. Previous comparisons of preservice and inservice teachers' attitudes toward assessment suggest few differences. Differences in opinions about the use of classroom and standardized tests were assessed via surveys of three groups: 84 college sophomores beginning a teacher education program; 152 college seniors completing a teacher education program, but without student teaching experience; and 553 inservice teachers in a western state. Significant differences in opinions were found, with inservice teachers having more favorable attitudes than teacher education students toward classroom testing and less favorable attitudes toward standardized testing. This difference may reflect current realities of test use in teachers' and students' lives. Two data tables and a 25-item list of references are included. (SLD)
ED 318 776 TM 014 865 Webb, Lynn C. And Others Rater Stringency and Consistency in Performance
Rothenberg, Lori Hessling, Peter A. Statewide Teaching Assessment Instruments. Pub Date - Apr 90 Note—58p.; Paper presented at the Annual Meet- ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Construct Validity, Educational As sessment, Elementary Secondary Education, Meta Analysis, State Departments of Education, State Programs, *State Standards, *Teacher Evaluation, Testing Programs, Test Reliability, *Test Validity Identifiers-Florida, Florida Performance Mea surement System, Georgia, North Carolina, *Standards for Educational and Psychological Tests, Teacher Performance Appraisal Scale, Teacher Performance Assessment Instrument The statewide teaching performance assessment instruments being used in Georgia, North Carolina, and Florida were examined. Forty-one reliability and validity studies regarding the instruments in use in each state were collected from state departments and universities. Georgia uses the Georgia Teacher Performance Assessment Instrument. North Carolina uses the Teacher Performance Appraisal Instrument. Florida uses the Florida Performance Measurement System. The 41 studies were critiqued using the “Standards for Educational and Psychological Tests” of the American Psychological Association (APA), American Association for Educational Research (AERA), and the National Council on Measurement in Education (NCME). The focus was on evaluating the evidence found for the primary standards described in the “Standards." Results indicate that all three states needed further evidence of construct validity, criterion-related validity, and reliability when the instruments were used in different contexts. A 47-item list of references is included. Three appendices provide summaries of the competencies and functions measured by each instrument. (SLD) ED 318 779 TM 014 880 Cheng, Yin-Cheong The Relationship of Job Attitudes and Organiza tional Commitment to Different Aspects of Orga nizational Environment. Pub Date—Apr 90 Note-45p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-- Reports - Research (143) --Speeches/ Meeting Papers (150) EDRS Price - MFÒI/PCO2 Plus Postage. Descriptors-Factor Analysis, Foreign countries, Job Satisfaction, *Organizational Climate, Predictor Variables, Secondary Education, *Secondary School Teachers, *Teacher Attitudes, Teacher Characteristics, *Work Attitudes Identifiers-Hong Kong, *Organizational Commit ment The manner in which job attitudes and organizational commitment are related to personal attributes and organizational environment was studied for 588 secondary school teachers from Hong Kong. Instruments used to measure these variables are summarized in a table, which also gives psychometric characteristics and validity information. Confirmatory factor analyses and a test of the homogeneity of covariance matrices between the groups preceded the main analysis, which involved 12 organizational measures and 2 personal attribute measures as exogenous variables and 7 commitment and attitude measures as endogenous variables. Findings are summarized as: (1) organizational commitment and job attitudes are multiple attributes, with their own sensitivities to organizational environment; (2) the impacts of aspects of organizational environment on organizational commitment and job attitudes can be very different in terms of the number of variables affected; (3) leadership style may have positive effects on some aspects of commitment and negative effects on other aspects of commitment; (4) locus of control is closely related to organizational commitment and attitudes and mediates the relationship between these variables and organizational environment; and (5) the length of teaching experience relates to organizational commitment and job attitudes and mediates the relationship of these variables to organizational environment. Four tables complement the study. A 63-item list of references
ED 318 780 TM 014 884 Spearing, Debra Woehlke, Paula The Effect of Unequal Samples, Heterogeneity of Covariance Matrices, and Number of Variables on Discriminant Analysis Classification Tables and Related Statistics. Pub Date-[89] Note-14p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classification, Correlation, Dis criminant Analysis, *Matrices, Monte Carlo Methods, *Sampling, Simulation, Tables (Data) Identifiers—*Covariance Matrices, *Heterogeneity of Variance To assess the effect on discriminant analysis in terms of correct classification into two groups, the following parameters were systematically altered using Monte Carlo techniques: sample sizes; proportions of one group to the other; number of independent variables; and covariance matrices. The pairing of the off diagonals (or covariances) with the different numbers of variables and several different pairs of sample sizes within differing proportions required 396 Monte Carlo studies, each using 100 simulations. Results suggest that the proportion of one sample size to another is a major influence on correct classification. Correct classification was influenced by neither heterogeneity of covariance matrices, the number of variables used, nor a specific sample size when the proportional relationship between two samples was constant. The greatest hit rate occurred in the group with the largest sample. Statistics also found to be robust to heterogeneity of covariance matrices included: (1) eigenvalues; (2) canonical correlations; (3) Pillai's trace; and (4) Wilks' Lambda. Researchers using discriminant analysis to classify will be able to take into account and use the robustness of these statistics. Six bar graphs illustrate the study findings. (SLD) ED 318 781 TM 014 885 Busch, John Christian Application of a Mixed Consequential Ethical Model to a Problem Regarding Test Standards. Pub Date—Apr 90 Note-22p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Opinion Papers (120) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Criterion Referenced Tests, *Ethics, Licensing Examinations (Professions), *Models, Moral Values, Psychometrics, *Standards, *Teacher Certification, *Testing Problems, Value Judgment Identifiers-Curran (Charles), *Mixed Consequen tialist Ethical Model, *Standard Setting The work of the ethicist Charles Curran and the problem-solving strategy of the mixed consequentialist ethical model are applied to a traditional social science measurement problem-that of how to adjust a recommended standard in order to be fair to the test-taker and society. The focus is on criterion-referenced teacher certification tests. Because of test score fallibility, decisions made with those scores are subject to error, such as in the case of labeling a truly competent person as incompetent, or the reverse, labeling an incompetent person as competent. Psychometricians must recommend decisions regarding the standard; the ethical model of Charles Curran is adopted in this discussion. Curran specifically addresses the need for ethicists to speak to science in considering ethical issues, and he emphasizes the importance of an interchange between the technical and the theological/philosophical. A central and critical aspect of Curran's ethical model is the identification of the values of oneself or the institution. The consequences of adjusting the standard are to be examined and then compared with the values sought. Resolution then depends on the relative evaluation of the problems resulting from false positive and false negative errors. The advantages must outweigh the disadvantages. Values judged to be relevant to the problem in the case of teacher certification are listed, and a matrix summarizing consistency of consequences of actions with values is included. (SLD)
Pub Date—Apr 90 Note-37p.; Paper presented at the Annual Meet- ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type- Numerical/Quantitative Data (110) Reports - Research (143) — Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Administrator Attitudes, Adminis trators, * Attitude Measures, Career Development, Career Ladders, Comparative Analysis, Elementary Secondary Education, Evaluation Methods, *Opinions, Principals, * Program Evalu ation, *School Surveys, *Teacher Attitudes Identifiers—*North Carolina Career Development Program In 1988, opinion surveys were administered to 5 different respondent groups at each of the 15 pilot sites participating in North Carolina's Career Development Program (CDP) for educators. Five separate questionnaires were developed for the following respondent groups: (1) teachers; (2) principals and assistant principals; (3) central office staff and special groups of educators; (4) school superintendents; and (5) school board members. The questionnaires focused on the respondents' opinions of the CDP. Of the 7,354 surveys sent to the pilot sites, 6,528 were returned (overall response rate of 89%). Specific questions were asked about teacher and principal performance evaluation and the evaluation criteria for other positions. The comprehensive survey yielded many perceptions of the CDP. Teachers, central office personnel, and special groups of educators were more positive in their responses when they had more than 10 years of experience, while principals and assistant principals tended to be more positive with experience over 11 years. Overall, principals and assistant principals were more positive than were teachers on 50 of the 54 questions asked of both groups. Twenty-four tables present survey results, which can be useful at the state level as well as the pilot site level. (SLD) ED 318 783 TM 014 896 Agruso, Susan A. Performance of Ninth Grade Males and Females on a Minimum Competency Test in Science. Pub Date-Apr 90 Note-20p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement, Compara tive Testing, Females, *Grade 9, Junior High Schools, Knowledge Level, Males, *Minimum Competency Testing, Performance, Science Tests, *Secondary School Students, *Sex Differ ences Identifiers—*New York State Regents Competency Tests Results of a minimum competency test administered to ninth-grade students were evaluated to compare the performance of 723 students (345 males, 347 females, and 31 unidentified students) on content-specific and process skill questions. Subjects represented a random sample of students taking the Regents Competency Test in Science-a 70-item paper-and-pencil examination that is administered to students at the end of the ninth grade based on courses studied in grades 7, 8, and 9. The boys scored significantly better than did the girls in all subject areas. The passing rate for the boys was 88.4% and that for the girls was 77.8%. Both groups performed about the same when answering questions requiring process skill application without content knowledge, but female students appeared to have greater difficulty correctly answering questions that required integration of content knowledge and process skills. It may be that the everyday experiences of male students provide sufficient opportunity for boys to learn to apply the science skills they have acquired. (Author/SLD) ED 318 784 TM 014 897 Lanese, James F. Current Norms: Do They “Deflate” Test Scores? A Study of Normative Trend Data for an Urban School District. Pub Date-Apr 90 Note-126p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150)
ED 318 782 TM 014 895 Hennings, Sara Strouss Opinion Surveys: Various Perceptions from Differ ent Response Groups.
EDRS Price - MF01/PC06 Plus Postage. Descriptors-Academic Achievement, #Achieve ment Tests, Data Analysis, Elementary Secondary Education, Grade Inflation, *Local Norms, Mathematics Tests, Reading Tests, *School Districts, *Scores, Scoring, Standardized Tests, Statistical Data, Testing Programs, *Test Norms, Test Results, Trend Analysis, Urban Schools Identifiers—California Achievement Tests, Inflated Scores, Normative Trend Data Project A strategy that has been initiated to respond to assertions that out-of-date norms distort standardized achievement test results involves annually updating the norms for achievement tests to avoid the production of inflated scores through aging norms. The effect of the application of normative trend data to the obtained test results in an urban school district was evaluated. The analysis included data for the Spring 1988 administration of the California Achievement Test (CAT), Form E, in reading (n=54,871) and mathematics (n=17,722). The district participated, with a number of other schools, in CTB/McGraw Hill's Normative Trend Data (NTD) project, which involved renorming the CAT for that year. Data were then applied to the original results to transform the obtained frequency distributions for each subtest at each grade. Redistributed scores were then compared to the original distributions to assess the impact of the updated norms. The use of NTD data resulted in lowering the measure of achievement levels in reading and mathematics. NTD scores positively skewed the district's grade level achievement distributions. Annual national performance appeared to improve relative to the original standardization sample. Longitudinal comparisons for the district must, however, rely on the original standardization, and the interpretation and explanation of two sets of scores in a district compromise the utility of the results. An appendix contains 55 figures illustrating test score distributions. (SLD) ED 318 785 TM 014 900 Golan, Shari Graham, Sandra Motivation and Cognition: The Impact of Ego and Task-Involvement on Levels of Processing. Pub Date—Apr 90 Note—36p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-- Reports - Research (143) - Speeches/ Meeting Papers (150) – Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Cognitive Processes, Comparative Analysis, Educational Strategies, *Elementary School Students, Grade 5, Grade 6, Intermediate Grades, Learning Motivation, Motivation Techniques, Recall (Psychology), *Self Concept, *Student Motivation Identifiers—*Levels of Processing, Rhyme, Sen tence Completion Test To study the effects of motivation on cognition, 55 fifth- and sixth-grade students were randomly assigned to 3 motivational treatment groups: (1) ego-involved (ability oriented); (2) task-involved (mastery oriented); and (3) control (no orientation). The ego-involvement treatment attempted to make subjects feel that their abilities on the tasks were being judged and compared to those of other subjects. The task-involvement treatment encouraged subjects to view any mistakes as challenges and to see the overcoming of these challenges as the end goal. The control treatment offered the subjects no interpretation of the tasks, leaving the subjects free to generate their own orientation toward the tasks. All subjects completed a computer task that required them to process 60 words at one "shallow" and two “deep" levels of processing through rhyming (shallow), categorization (deep), and sentence completion (deep). No differences existed between the treatment groups at the rhyming level of processing, but at the categorization and sentence-completion levels, the task-involved and control treatment groups recalled significantly more words than did the ego-involved group. This finding suggests that ego-involvement may be especially detrimental to learning that requires deeper levels of cognitive processing. Appendix A provides a transcript of experimental procedures, Appendix B lists the levels of processing of task items, and Appendix C includes the follow-up questions and the 60-item free recall measure used in the study. (SLD)
IRT as a way of Improving the Usefulness of Complex Data. Pub Date- Apr 90 Note-15p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type— Reports Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/P001 Plus Postage. Descriptors-Academic Achievement, Data Inter pretation, *Educational Assessment, Elementary Secondary Education, *Evaluation Utilization, *Item Response Theory, *Scaling, Statistical Analysis, *Test Interpretation Identifiers—*National Assessment of Educational Progress When the Educational Testing Service became the administrator of the National Assessment of Ed. ucational Progress (NAEP) in 1983, it introduced scales based on item response theory (IRT) as a way of presenting results of the assessment to the general public. Some properties of the scales and their uses are discussed. Initial attempts at presenting the assessment results reported the percent correct statistics for each individual item. IRT-based NAEP scales avoid the problems of average percent correct statistics and summarize complex information by reducing a large data set into a few manageable and interpretable summary statistics. The dimensionality of data sets has been studied to protect against losing important information in the summarization process. Research into scaling has demonstrated that, in most cases, the data support creating a single developmental scale. The NAEP also produces a global summary, using a weighted average of the domain scores. Scale anchoring is accomplished by describing what students at selected levels know and can do. A typical anchoring process is described. Three figures illustrate the use of NAEP scales. (SLD) ED 318 787 TM 014 902 Anderson, Paul S. Saliba, Alcyone Changing World Patterns of Machine-Scored Ob jective Testing: The Expected Impact of the Multi-Digit Method. Pub Date—87 Note-7p.; Paper presented at the World Confer ence of Comparative Education (6th, Rio de Janeiro, Brazil, July 6-10, 1987). Pub Type- Reports Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Testing, Devel oped Nations, Developing Nations, *Educational Technology, Educational Trends, Foreign Countries, Higher Education, International Studies, *Objective Tests, Test Format, Testing Problems, *Test Scoring Machines, Trend Analy sis Identifiers—*Multi Digit Tests The use of optical scanners and computers in educational testing is common where objective testing methods (such as true-false, matching, and multiple-choice items) are well-established means of evaluating educational achievement. Where nonobjective testing methods (such as fill-in-the-blank, short-answer, and essay items) have been more common, however, the diffusion of automated test scoring processes may be slow. A classification model of world patterns of educational testing methods at the university level is outlined. The three patterns are characterized as: (1) maximum current usage of machine scoring, as found in introductory courses with large numbers of students; (2) little use of machine scoring in spite of the financial resources to do so; and (3) very little use of machine scoring and few financial resources to support it. The first pattern mainly signifies universities in the United States; the second model refers to universities found throughout Europe and some American schools; and the third pattern refers mainly to developing countries in Latin America, Africa, and Asia. The ways in which these patterns are expected to change in response to contemporary demographic, economic, and technological factors are discussed. One technological factor is the recent development of the Multi-Digit Testing technique, which generates computer-scorable test items equivalent to fill-in-the-blank items, thus combining the academic rigor of free recall items with up-to-date educational testing technology. (Author/SLD) ED 318 788 TM 014 903 Anderson, Paul S. Initial Experiences with Machine-Assisted Recon
siderative Test Scoring: A New Method for Partial Credit and Multiple Correct Responses. Pub Date-Apr 90 Note-28p.; Paper presented at a joint session of the Annual Meetings of the American Educational Research Association (Boston, MA, April 16-20, 1990) and the National Council on Measurement in Education (Boston, MA, April 17-19, 1990). Pub Type-Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors College Students, *Computer As sisted Testing, Educational Technology, Higher Education, High Schools, *Scoring, Secondary School Students, Test Construction, Test Items, *Test Scoring Machines Identifiers-Multi Digit Technique, *Multi Digit Tests, Partial Credit Model, *Reconsiderative Scoring Initial experiences with computer-assisted reconsiderative scoring are described. Reconsiderative scoring occurs when student responses are received and reviewed by the teacher before points for correctness are assigned. Manually scored completion-style questions are reconsiderative. A new method of machine assistance produces an item analysis on a microcomputer that prints the actual word response or numeric answer. The teacher reviews the responses prior to allocating points via the keyboard. Computer-assisted reconsiderative scoring was first available in an experimental software package called RECON in the fall semester of 1989. Early experiences in university classes with about 250 students and secondary classes in one high school with the RECON package and a related software package-the MDT Educational Testing System-demonstrate a number of advantages, including: (1) the possibility of accepting multiple responses to one question; (2) enhanced numeric responses; (3) assessing multiple steps in responses; (4) allowing graphical responses; (5) improved feedback; and (6) links with computer managed learning and databases. Reconsiderative scoring could open a new dimension in educational measurement for teacher-generated and standardized assessments. Seven figures illustrate the discussion, and an appendix reports the development of the MDT program. A 38-item annotated bibliography is included. (SLD) ED 318 789 TM 014 904 Anderson, Paul S. Schoner, James S. Testing-1,2,...523,...641,...999-Testing: The MDT Multi-Digit Technique Applied to Science Edu cation. Pub Date— [87] Note-6p. Pub Type- Guides - Non-Classroom (055) — Re ports - Evaluative (142) EDRS Price - MF01/PCÓ1 Plus Postage. Descriptors—Answer Sheets, Biology, Computer Assisted Testing, Educational Technology, Higher Education, Science Education, *Scoring, Test Construction, *Test Format, Test Items, Test Scoring Machines Identifiers—*Multi Digit Technique, *Multi Digit Tests The MDT multi-digit technique, a development in testing technology, is described, and its application to science classrooms is discussed. Some actual materials for use in a cell biology class are included. The primary characteristic of an MDT multi-digit test is a long list of possible responses, with each term marked with a three-digit number that can be marked on the response grid or on a computerscored sheet. Up to 1,000 alternative answers may appear on a single sheet. A single list can often be sufficient for an entire course because it is the “answer blank” for thousands of questions. The MDT method has been used in university courses with over 6,000 students in a number of disciplines. More than half the students found the method as desirable as or more desirable than other testing methods. A sample test for cell biology is provided, and instructions are given for making an answer key for hand scoring. A software system for machine-scoring has recently become available, and software under development will address issues of higher order thinking more fully. The MDT method has considerable potential for analysis, feedback, academic rigor in testing, and time savings for teachers. Two figures illustrate test application. (SLD) ED 318 790 TM 014 905 Seong, Tae-Je Validity of Using Two Numerical Analysis Tech
ED 318 786 TM 014 901 Beaton, Albert E. Johnson, Eugene G.
sponse Rates (Questionnaires), *Sampling, Statis tical Bias, *Telephone Surveys, *Test Bias Identifiers—*Telephone Interviews The question of how high a response rate is needed in order for telephone surveys to obtain data that accurately represent the entire sample, was investigated via reevaluating results of three previously published studies and reporting on three 1989 studies for the first time. The three previous studies indicated that, if the sample characteristics had been estimated on the basis of respondents rather than the entire sample, the conclusions would have deviated from the true sample by 4.8%, 2.1%, and 2.8%, respectively. In the first of the new studies in 1989, 811 households were telephoned to complete 700 interviews about the likelihood of purchasing sav. ings bonds, for a response rate of 86%. In the second study in 1989, a customer satisfaction study, 149 out of 150 people responded, a rate of 99%. In the third study in 1989, 928 telephone interviews were completed out of 969 households, for a response rate of 96%. Data from all six studies indicated that response rates of at least from 65% to 75% are needed before non-response bias is reduced to a level where it is not likely to have a significant effect on decision making. The reduction in non-response error associated with increasing response rates past the 75% level will not usually justify the cost of such additional effort. Seven tables summarize data from the studies. (SLD)
*Program Evaluation, Public School Teachers, *Rural Schools, *Summer Programs, *Teacher Attitudes, *Writing Instruction Identifiers—*Northern Arizona Writing Project, Self Report Measures, Stages of Concern Questionnaire This study was conducted to evaluate the effectiveness of the National Writing Project model in a rural setting, specifically the schools served by the Northern Arizona Writing Project in its first 2 years of operation. The evaluation was conducted to determine: (1) the teachers' concerns about writing process instruction before training in the Summer Institute (SI); (2) the effectiveness of the SI in preparing teachers to adopt writing process instruction; (3) any change in the teachers' concerns about writing process instruction after training in the SI; and (4) the extent to which writing process instruction had been adopted by the teachers during the first year following participation in the SI. Data were collected eight times between June 1988 and January 1990 using the Stages of Concern Questionnaire (SCQ) and teacher self-reporting of classroom writing strategies. Subjects included 15 teachers of the 1988 SI and 21 teachers of the 1989 SI. Data from the SCQ indicate a shift in concerns from informational to collaboration at the end of the 5-week SIS for both the 1988 and 1989 groups. Data from self-reports indicate successes in adoption of writing process instruction in the areas of content and idea building, defining rhetorical stance, and highlighting student writing. Implications for the project include extended training in underutilized components of writing process instruction-development and ordering of ideas, assisting students with linguistic choices, and revision practices. Additionally, the project should pursue consensus-building activities within rural communities to support collaboration on a writing process model of teaching. A writing process instruction checklist is included. (Author/TJH)
niques To Estimate Item and Ability Parameters via MMLE: Gauss-Hermite Quadrature Formula and Mislevy's Histogram Solution. Pub Date—Apr 90 Note-18 p.; Paper presented at the Annual Meet ing of the National Council on Measurement in Education (Boston, MA, April 17-19, 1990). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, Equations (Mathematics), *Estimation (Mathematics), Mathematical Models, *Maximum Likelihood Statistics, Simulation, Statistical Analysis, *Test Items, *Validity Identifiers-Ability Parameters, Gauss Hermite Quadrature Formula, Item Parameters, *Marginal Maximum Likelihood Estimation, Mislevy Histogram Solution, Numerical Analysis The similarity of item and ability parameter estimations was investigated using two numerical analysis techniques via marginal maximum likelihood estimation (MMLE) with a large simulated data set (n=1,000 examinees) and changing the number of quadrature points. MMLE estimation uses a numerical analysis technique to integrate examinees' abilities over the ability distribution for item and ability parameter estimations because of the difficulty of direct integration with a digital computer. For integrating ability, the values of quadrature points and the weights corresponding to each quadrature point are specified. The Gauss-Hermite quadrature formula and R. J. Mislevy's histogram solution (1984) have been used for numerical integration over the normal density function. It was determined that the Gauss-Hermite quadrature formula and Mislevy's graphical solution via MMLE estimated item and ability parameters equally when a large number of quadrature points was specified. When a small number of quadrature points was specified, Mislevy's histogram solution via the MMLE approach estimated item and ability parameters more accurately than did the Gauss-Hermite quadrature formula. Seven tables summarize the study. (Author/SLD) ED 318 791 TM 014 906 Seong, Tae-Je Reconsideration of the ANOVA Method of Detect ing Item Bias. Pub Date-Apr 90 Note—15p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type- Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Ability Identification, * Analysis of Variance, Black Students, *College Students, Higher Education, Item Bias, Racial Bias, Sample Size, Statistical Bias, *Test Items, *Validity, White Students Identifiers—Split Plot Designs The validity of the analysis of variance (ANOVA) of a split plot factorial design was investigated using a complex interaction contrast with matched two-group ability data for detecting biased items. The definition of a biased item by this method is: an item is biased if there is an item-by-group interaction when there is no group difference in achievement levels. Data were drawn from a study by M. J. Subkoviak et al. (1984), consisting of the responses of 1,022 white and 1,008 black college students to 50 multiple-choice vocabulary test items. In this data set, bias was deliberately manipulated by including black vocabulary items. Sixty matched pairs of subjects were selected to determine the ANOVA method with a small data group. The ANOVA method with the matched-pair data had a large interaction for an item if that item was biased. The ANOVA method with small data set is still valid for detecting biased items after matching the abilities of group members. Four tables are included and two tables are appended. (SLD) ED 318 792 TM 014 911 Berdie, Doug R. High Interview Response Rates: Much Ado about Nothing? Pub Date - Apr 90 Note—27p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type--Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Interviews, Meta Analysis, *Re
ED 318 793 TM 014 913 Watanabe, Ryo Sawada, Toshio The Use of Computers in Japanese Schools. Pub Date—Apr 90 Note-19p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type- Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Computer Assisted Instruction, *Computer Uses in Education, *Courseware, *Educational Policy, Elementary Secondary Education, Experimental Curriculum, Foreign Countries, Microcomputers, National Surveys, *Public Schools, *Teacher Attitudes Identifiers—*Japan Results of surveys conducted to determine the present situation and trends in the use of computers in Japanese elementary and lower and upper secondary schools are summarized. Much of the data quoted comes from surveys by the International Association for the Evaluation of Educational Achievement and the Ministry of Education, Science, and Culture in Japan. The extent of the use of computers in elementary and secondary schools has been rather limited, although experimental projects on the use of computers for computer assisted instruction/learning in schools have been undertaken for more than 20 years. Most of these experiments have been conducted in university laboratories. Currently, more schools are being equipped with microcomputers for educational uses. The average number of software items possessed by public elementary schools in 1989 was 19.6; the respective figures for lower and upper public secondary schools were 27.5 and 78.5. These numbers represent appreciable increases over the previous year. Data are also available on the types and uses of software. Other data provide information concerning: (1) the integration of computer education into curricula; (2) computer literacy of and training for teachers and teachers' attitudes toward computers; and (3) problems associated with the introduction of computers into schools. The document concludes with a discussion of policy directions and measures taken by the Japanese government. Fifteen data tables are included. (TJH)
ED 318 795 TM 014 918 Wilson, Joan B. School Program Assessment in the Republic of Korea: Changing Strategies in an Era of Reform. Pub Date- Apr 90 Note-24p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type- Reports • Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Agency Role, College Entrance Ex aminations, Educational Assessment, Educational Change, Educational Policy, Educational Trends, Foreign Countries, National Programs, *Program Evaluation, Screening Tests, Secondary Education, Secondary School Curriculum, Test Reliability, Test Validity Identifiers-South Korea Plans for new school/university entrance examinations and program assessment in the Republic of Korea are examined as such plans represent a significant variable in the formula for educational reform. In 1987, a Presidential Commission on Educational Reform identified evaluation and testing as a critical factor in the reconstruction of the nation's school system. Historically, students studied a national curriculum and were evaluated at grade level on national standardized tests and periodic national high school and college entrance examinations. Policy planners and the professional education community are now dealing with complexities in the reformulation of tests and measurements to reflect individual student aptitude in the redesigned curriculum and to judge institutional competency based on proposed accreditation standards. Unfortunately, consensus has not been reached on the definition of a "scholastic aptitude test”, and no bank of test questions has been developed using a standard of reliability and validity. Moreover, universities and secondary schools are inadequately prepared to run their own, independent screening programs. The Commission has recommended preparation of test guidelines by universities based on high school curricula, reinforced career guidance programs, and established quantitative targets and major indicators of educational growth. (TJH)
ED 318 794 TM 014 914 Stroble, Elizabeth Bratcher, Suzanne Training Rural Teachers To Implement Writing Process Instruction: A Concerns-Based Ap proach. Pub Date—Apr 90 Note-21p.; Paper presented at the Annual Meet ing of the American Educational Research Association (Boston, MA, April 16-20, 1990). Pub Type-Reports - Research (143) -Speeches/Meeting Papers (150) – Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, Elementary Secondary Education, Inservice Teacher Education, *Process Education, Program Effectiveness,
ED 318 796 TM 014 922 Druva-Roush, Cynthia Ann Wu, Zhi Jun Gender Differences in Visual Spatial Skills: A Meta-Analysis of Doctoral Theses. Pub Date-Aug 89 Note—26p.; Paper presented at the Annual Meet
reduce attentional resources related to the secondary skill/task and to test the hypothesis that this ART facilitates vertical transfer. Issues related to instructional development include motivation, incrementing task workload, use of multiple primacy tasks, optimal primary task workload, and speeded training techniques. Two figures are included. (TJH)
ing of the American Psychological Association (97th, New Orleans, LA, August 11-15, 1989). Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Cognitive Ability, College Students, *Doctoral Dissertations, Effect Size, Elementary Secondary Education, Higher Education, Meta Analysis, *Sex Differences, *Spatial Ability, Test Results, Visualization, *Visual Measures Identifiers—Mental Rotation, Spatial Tasks Meta-analysis techniques were used to summarize the results concerning gender differences reported in doctoral dissertations on visual spatial skills. Dissertations were chosen because they are not subject to the selection process of journals, which may bias results toward large effects. An analysis of 150 independent data points in 43 dissertations indicated an overall effect size of 0.205. A majority of these dissertations used college freshmen and sophomores as subjects. When the scores were partitioned into the categories of spatial perception, mental rotation, and spatial visualization, the effect sizes were 0.034, 0.433, and 0.171, respectively. These effect sizes are smaller than those reported in a recent meta-analysis of journal articles using the same ability categorization. When test results were recategorized using a task complexity scale, gender differences increased with the complexity of the task. When scores were partitioned by task complexity (recognition, manipulation, and multiple tasks), effect sizes were 0.131, 0.280, and 0.243, respectively. Within the spatial manipulation category, effect sizes became larger as the age of the subject increased. Four tables present the data. One appendix lists bibliographic information about the 43 dissertations, and two appendices classify the tests and list them by dissertation. (Author/SLD) ED 318 797 TM 014 923 Recker, Margaret M. Pirolli, Peter A Model of Self-Explanation Strategies of Instruc tional Text and Examples in the Acquisition of Programming Skills. Pub Date-Apr 90 Note-14p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type - Reports - Research (143) -Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, *Computer Science Education, Elementary Secondary Education, *Learning Strategies, *Problem Solving, *Programing, * Protocol Analysis, *Skill Develop ment Identifiers—LISP Programing Language, *Self Ex planation Strategies Students learning to program recursive LISP functions in a typical school-like lesson on recursion were observed. The typical lesson contains text and examples and involves solving a series of programming problems. The focus of this study is on students learning strategies in new domains. In this light, a Soar computational model of self-explanation strategies of instructional text was examined. The subjects, 12 students with little or no computer programming experience, proceeded through a series of lessons in the LISP Tutor program on recursion. Subjects, who were asked to think aloud, were videotaped as they read through an instructional booklet prior to solving problems using the Tutor. Subjects were also asked to explain examples to themselves. After reading their texts, subjects worked through 12 recursion problems with the LISP Tutor. Subjects were then divided into groups of “good” and “poor" performers. The verbal protocols were segmented into elaborations, which are pause-bound utterances and are not a first reading of the text. Each elaboration was categorized in terms of the instructional content to which it referred and to one of six types of comments. Sequences of related elaborations were coded into episodes (or macro-codings). Results indicate a strong correlation between types and contents of elaborations made and subsequent problem-solving performance. Self-explanations of "good" students were much more structured into goal-based episodes than were those of “poor" students, indicating more persistence on the part of the “good” students. Three data tables and three flowcharts are included. (TJH) ED 318 798 TM 014 925 Yachimowicz, David J. And Others Measuring Cerebral Dominance: Implications for Education.
Pub Date-Apr 90 Note—38p.; Paper presented at the Annual Meet- ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MFÒ1/PC02 Plus Postage. Descriptors-Adults, Brain Hemisphere Func tions, College Students, Comparative Testing, *Construct Validity, Head Injuries, Higher Education, *Individual Differences, *Lateral Dominance, Multiple Choice Tests, Neurological Impairments, Psychometrics, *Test Reliability, Test Validity Identifiers—Internal Consistency, Paper and Pencil Tests, *Your Style of Learning and Thinking The psychometric properties of a paper-and-pencil instrument for assessing individual differences in cerebral dominance are explored. The instrument, Your Style of Learning and Thinking (SOLAT), contains 50 multiple-choice questions. The study subjects consisted of three groups: 235 undergraduate and graduate students, 124 undergraduate and graduate students, and 74 adults who had sustained brain injury after the age of 13 years. The latter group, who were enrolled at a community college, possessed normal fluid intelligence. The study was conducted in three phases: the first phase examined the SOLAT's construct validity; the second phase assessed the SOLAT's internal consistency and test/retest reliability coefficients; and the third phase further studied the SOLAT's construct validity by comparing the performance of brain injured and normal adults. Contrary to the predictions of cerebral dominance theory, a principal factor analysis for construct validity revealed a seven-factor solution. Assessment of the instrument's internal consistency and test-retest reliability indicated low to moderate correlations for these aspects. The further assessment of construct validity indicated that, with one exception, the instrument found no significant differences between the performances of brain-injured and normal adults. These results do not support the notion of hemisphericity, at least as measured by the instrument involved. This instrument should not be used by educators to differentiate students in terms of preferred mode of processing. Moreover, it is concluded that instructional planning that focuses on hemisphericity only detracts from more important sources of individual differences (such as attention and concentration, coding, and use of cognitive strategies). A 36-item list of references and six data tables are included. (TJH)
ED 318 800 TM 014 933 Tucker, Susan A. Dempsey, John V. Photo-Interviewing as a Tool of Inquiry. Pub Date-90 Note-12p.; Paper presented at the National Con sortium for Instruction and Cognition (Boston, MA, April 16-20, 1990). Photographs will not re produce clearly. Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Students, Computer Soft ware, Computer Uses in Education, Higher Education, *Interviews, Microcomputers, *Photography, *Program Evaluation, Schools of Education, Technology Transfer Identifiers-HyperCard, University of South Ala bama This paper focuses on the challenges of using photographic evidence while conducting evaluation and research. The viability of photo-interviewing is discussed as part of a perception-based model of evaluation to describe and judge a technology infusion program in higher education. The program involved the use of a software tool, HyperCard, as a means of integrating many of the short- and long-term technology goals of the College of Education at the University of South Alabama (Mobile). Major evaluation questions, developed through negotiations among program participants, addressed the nature of participants and participation; the nature and effectiveness of training; the use of microcomputers in classrooms of participating faculty; other training taken by faculty participants; the impact of computer use on students; and outcomes, follow-ups, and replication strategies. Subjects participated in an “Introduction to HyperCard” workshop, during which they were photographed at selected times. One month after subjects participated in the workshop, photo-interviews were conducted with four groups of workshop participants (N=19 out of 27 students). Evaluators used a five-phase process to select photographs and clarify data derived from the oral interviews. Offering promise in bridging physical and psychological realities, this study applied a photoanalysis model to extend oral interview data gathered from a hypermedia training program. Four polemics concerning photo-interviewing as a tool of inquiry are presented. Four sample photographs are included. (TJH) ED 318 801 TM 014 935 Linacre, John M. Designing Your Own Rasch Analysis Program. Pub Date-Apr 90 Note-20p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Boston, MA, April 16-20, 1990). Pub Type— Reports Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Algorithms, *Computer Assisted Testing, Computer Graphics, Computer Simula- tion, Error of Measurement, Goodness of Fit, Item Bias, *Item Response Theory, Maximum Likelihood Statistics, *Programing, Statistical Bias Identifiers—*Rasch Model Advantages and disadvantages of standard Rasch analysis computer programs are discussed. The unconditional maximum likelihood algorithm allows all observations to participate equally in determining the measures and calibrations to be obtained quickly from a data set. On the advantage side, standard Rasch programs can be used immediately, are debugged and accurate, and can report statistics that are difficult to calculate. On the disadvantage side, the user must have the correct hardware, conclusions based on numbers appearing in the output are not necessarily valid, and the effort involved in producing one's own program can be considerable. Guidelines for writing programs, including those that surpass standard programs, are provided; and sample output from a number of standard programs is examined for strong and weak points. Emphasis is on adequate and useful statistics presented as easily comprehended graphical output. Topics dis
ED 318 799 TM 014 932 Dempsey, John V. And Others Attention Reduction Training: Overview and Im plications for Training and Research. Pub Date—Apr 90 Note—8p.; Paper presented at the Annual Meeting of the American Educational Research Associa tion (Boston, MA, April 16-20, 1990). Pub Type- Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Attention Control, *Computer As sisted Instruction, Computer Simulation, *Instructional Development, Learning Motivation, Memory, Primacy Effect, Skill Analysis, *Train ing Methods, *Transfer of Training Identifiers-Attention Diversion, Dual Tasks A computer-based attention reduction model of training is presented, and associated issues related to instructional systems design are outlined. Attention reduction training (ART) is based on the dual task assessment procedure developed by researchers in the area of memory. The technique involves having subjects respond to two tasks simultaneously. The issue of vertical transfer of training is central to the model. Vertical transfer describes a condition in which a subordinate skill is used when performing a superordinate skill; the notion that two or more skills may be related in a hierarchical fashion becomes paramount to this view of transfer. Whereas training aimed at skill mastery focuses primarily on performance accuracy, ART extends skill performance criteria to include speed (reaction time) and other measures related to the reduction of attentional resources (i.e., the ability to process two or more tasks concurrently). From this perspective, it is maintained that the development of fluent or automatic intellectual skills is content specific and should be approached from the perspective of detailed hierarchical analysis techniques. The consistent mapping practice procedure can be used to |
Creating standards for each content area was not a controversial task to be completed.
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