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tudes Although the scope of this article is ancient history, many of the same issues and questions, such as the impact of leisure upon our contemporary society remain within the focus of the study. History has for its subject human nature, and the record of what has been thought, said, and done. In the study of leisure of ancient societies, thoughts, quotations, and actions contribute to its understanding. Even though proper historical research techniques are utilized, a problem arises since the word leisure does not exist within many ancient cultures. This presents the problem of how to study such a society. A technique of research is discussed which applies a definition and conceptual model of leisure, based upon our current understanding, to the literature of an ancient society. A conceptual model is utilized as a means of comparing contemporary thinkers as a standard for the societal view. This technique reveals the similarities, differences, and patterns of a certain concept of the ancient society to the contemporary understanding of leisure. (Author/LL) ED 332 963 SP 033 057 Moschettti, Marilou What's New: Acquatic Stabilization: Aquatic Re habilitation Strategies for the Lumbar Spine and Risk Management for the Aquatic Therapist. Pub Date—3 Apr 91 Note-18p.; Paper presented at the Annual Meet ing of the American Alliance for Health, Physical Education, Recreation and Dance (San Francisco, CA, April 2-6, 1991). Pub Type--Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Exercise Physiology, Health Promo tion, Higher Education, *Human Posture, Pain, *Physical Therapists, *Rehabilitation, *Therapeu tic Recreation Identifiers-Aquatic Centers, *Hydrotherapy, *Risk Management Through dynamic aquatic stabilization techniques, patients will develop the ability to characterize sensory distractions and develop self-awareness and sensitivity to movement in the water, which will relate directly to improved motor function. Aquatic therapy is a systematic method of treatment, with programs developed by a licensed physical therapist, used to improve the patient's ability to learn lifelong exercise skills. If patients do not learn to distinguish one state of feeling from another, they may be left merely to repeat the same patterns of dysfunctional movements again and again. Aquatic stabilization skills are taught in a supervised surrounding and in an instructional manner. They are intended to correct posture, while increasing strength, flexibility, range of motion, and endurance, for a lifespan wellness program. Aquatic therapists must consider minimizing their liability by prevention and education. Two appendixes provide an illustration of the Nachemson Studies on both everyday and exercise positions and on training needed for supervising aquatic exercise and aquatic therapy. (Author/LL) ED 332 964 SP 033 060 Baker, Judith A. Homophobia in Health Education: Implications for Practice. Pub Date—6 Apr 91 Note-11p.; Paper presented at the Annual Meet ing of the American Alliance for Health, Physical Education, Recreation and Dance (San Francisco, CA, April 2-6, 1991). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDŘS Price - MFÒ1/PC01 Plus Postage. Descriptors-Acquired Immune Deficiency Syn drome, Adolescents, Curriculum Development, Females, *Health Education, Higher Education, *Homosexuality, Males, Sex Education, *Social Bias, Suicide, Textbook Bias Identifiers—*Homophobia The impact of homophobia on health education practice has received little attention until recently. As a profession, health educators have not yet adequately addressed lesbian and gay health issues. This paper defines homophobia and discusses the consequences of homophobia in health education and implications for practice. The health education needs of lesbians and gays are seldom met as a consequence of homophobia. Areas of particular relevance to health educators include heterosexual bias in sexuality education curriculum and textbook context, AIDS education, hate violence, adolescent suicide, and health education research on lesbian and
gay topics. Strategies for eliminating homophobia include professional development of health educators and curriculum change at the university level. Fourteen references are included. (IAH) ED 332 965 SP 033 063 Greer, Harvey A Middle School Activities Program That Works. Pub Date-[91] Note-8p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors Creative Activities, Enrichment Activities, Group Activities, Intermediate Grades, Junior High Schools, *Middle Schools, Program Effectiveness, Recreational Activities, School Activities, *Self Esteem, *Student Development, *Student Participation, *Teacher Participation Identifiers-Activity Structures, Kansas, Middle School Students, *Participation Education Middle school students need to develop self-esteem, flexible and inquiring minds, relatively close human relationships, and a sense of belonging and purpose or usefulness. This paper discusses an effective middle school activities program at the Leawood Middle School in Leawood, Kansas, which helps meet these identified needs. The Leawood program includes the following components: an advisor/advisee program coupled with public service projects (60 projects underway); student government; interschool atheletics; drill team; cheerleading; performing arts; an intramural program; and the PACE (Participatory Activities Create Enjoyment) program. PACE, which is described in detail, combines the components of a school club program with a formal school academic competition program and offers activities that are age level appropriate. All students are involved for a minimum of 25 minutes on every Friday morning of the school year. The activities have proven to be educationally beneficial and participatory in nature. They enhance self-confidence and, in low-stress situations, enable the students to learn about teamwork and the importance of cooperation and mutual support. (LL) ED 332 966 SP 033 064 Marchant, Gregory J. Small Group Goal Structures and College Student Interactions. Pub Date-Apr 91 Note-15p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Chicago, IL, April 3-7, 1991). Pub Type - Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Coopera tive Learning, *Goal Orientation, *Group Discussion, Higher Education, Student Educational Objectives, *Time on Task, Undergraduate Stu dents Identifiers-Ball State University IN, Observa tional Studies This observational study was conducted to investigate the nature of individual interactions within groups. The research has demonstrated that cooperative learning groups can lead to improved achievement and more positive attitudes. The time-on-task research has suggested that increasing the time a student interacts with information or materials increases the amount a student is likely to learn. The present study demonstrated that a cooperative goal structure facilitates verbal interactions and appropriate behavioral interactions. Undergraduate educational psychology students (N=44) were involved in small group work using case studies. The usual rewrite option for assignments was changed to create differing goal structures. The students either: rewrote the assignment after the small group time (individual), rewrote the assignment together as a small group (cooperative), or discussed the assignment without a rewrite option. The cooperative groups demonstrated more appropriate behaviors and more verbal behaviors. However, the effects of the cooperative goal structure did not appear to be maintained into the discussion group, which demonstrates that the effects of a cooperative goal structure are not maintained when the goal structure changes. (Author/LL)
ing of the American Educational Research Asso ciation (Chicago, IL, April 3-7, 1991). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Case Studies, *Change Agents, *De gree Requirements, *Educational Change, Elementary Secondary Education, *Extended Teacher Education Programs, Higher Education, Preservice Teacher Education, *Teacher Educa tion Curriculum Identifiers-Austin College TX, *Knowledge Base for Teaching, Northeast Missouri State University, University of Florida, University of New Hampshire The interplay of institutional reform efforts and the role of external actors (public officials and agencies, private sector entities) have brought about changes in teacher education programs, e.g., fifth-year program innovations. A naturalistic case study approach was used to investigate structural and substantive changes in four extended teacher education programs that had made structural changes in the past 5-17 years. Each program moved from a 4- to a 5-year plan, increased academic requirements and field experiences, and made stronger connections to the client schools. From analysis of the data some generalizations can be made: (1) those programs that have changed and prevailed have demonstrated change in curriculum grounded on a well articulated knowledge base; and (2) the curriculum changes reflect a major change in priorities due to an interaction of internal and external actors and circumstances. The results of the case studies demonstrate that the impetus for change comes from a change in priorities, but that the interrelationships between the various publics may ultimately predict the direction of teacher education in a given institution. Five graphs and a bibliography are attached. (AMH) ED 332 968 SP 033 066 Maclean, Rupert, Ed. McKenzie, Phillip, Ed. Australian Teachers' Careers. Teachers in Society. Australian Council for Educational Research, Haw thorn. Report No.-ISBN-0-86431-077-3 Pub Date-91 Note308p. Available from Australian Council for Educa tional Research, 9 Frederick Street, Hawthorn, Victoria 3122, Australia ($32.95). Pub Type - Collected Works - General (020) Document Not Available from EDRS. Descriptors-Aging in Academia, *Career Ladders, *Career Planning, Catholic Schools, Economic Status, Elementary Secondary Education, Foreign Countries, Private Education, Professional Recognition, *Promotion (Occupational), Public Education, Rural Education, *Teacher Characteristics, *Teachers, *Teaching (Occupation), Women Faculty Identifiers-Australia (Victoria), Australian Coun cil for Educational Research This book focuses on career patterns and promotion of Australian school teachers. Following an introduction by the editors, the book is divided into 4 parts: Part 1, entitled "Understanding Teachers' Careers" includes 2 chapters: (1) “Teachers' Careers: A Conceptual Framework" (Rupert Maclean); and (2) “Teachers' Work: A Perspective on Schooling,” consists of 3 2, "Contexts of Australian Teachers' Careers," consists of 3 chapters: (3) “Profile of the Australian Teaching Force” (Phillip McKenzie); (4) “Teachers and Economic Policy" (Gerald Burke); and (5) "Spencer Button: A Centenary Tribute to the Careers of State School Teachers" (Andrew Spaull). Part 3, “Issues and Concerns," includes 6 chapters: (6) “Women Teachers' Careers?" (Shirley Sampson); (7) “Teachers in Rural Schools” (Bob Meyenn, Ron Sinclair, and Don Squires); (8) “Age and the Teaching Career” (Geoff Howse); (9) "Teachers' Careers in Independent Schools" (David Campbell); (10) "Teachers' Careers in Catholic Schools" (Don Christie and Paula Smith); and (11) "Career Behaviour and Perceptions of Promoted Teachers" (Rupert Maclean). Part 4, “Proposals for Reform," includes two chapters: (12) “Career Planning and the Teaching Service: Problems and Policy Issues” (John Pederson); and (13) “Reforming the Teaching Career: A (Personal) Trade Union Perspective” (David Tonkin. The final chapter is a conclusion by the editors entitled “Some Policy and Research Issues." (LL)
ED 332 967 SP 033 065 Grow-Maienza, Janice Teacher Education and the Role of External Ac tors: Four Case Studies. Pub Date—7 Apr 91 Note-32p.; Paper presented at the Annual Meet
Cooperative Learning-Part 2: The Classroom Teacher. Kansas Association for Supervision and Curriculum Development. Pub Date—90 Note—112p.; For part 1, see ED 326 505. Journal Cit—Kansas ASCD Record; v8 n4 Fall 1990 Pub Type - Collected Works - Serials (022) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Class Activities, Classroom Tech niques, *Cooperative Learning, Educational Games, *Educational Principles, Elementary Secondary Education, Lesson Plans, Literature, Mathematics Instruction, Preschool Education, Problem Solving, Science Instruction, Second Language Instruction, Social Studies, *Teaching Methods The articles in this volume are written primarily by classroom teachers who share their experiences and offer practical examples of cooperative learning activities. Lesson and unit plans, games, group projects, samples of student work, worksheets, and evaluation forms are included, as well as cooperative learning activities for several grade levels and subject areas. The following articles are included: “Dealing with Misunderstanding in the Cooperative Classroom”; “A Teacher's Point of View”; “Cooperative Learning and Early Childhood"; "Cooperative Learning After One Year"; "Cooperative Learning in the Middle School Social Studies Classroom"; "Teamwork Can Make It Happen in Eighth-Grade Mathematics"; "STAD: Student Teams-Achievement Division"; "TAI Math"; "Science Investigation through Cooperative Learning"; "Collaboration in the Study of a Novel"; "Group Investigation"; and “Cooperative Learning and Creative Thinking.” (IAH) ED 332 970 SP 033 069 Hughes, Phillip, Ed. Teachers' Professional Development. Teachers in Society Series. Australian Council for Educational Research, Haw thorn. Report No.-ISBN-0-86431-071-4 Pub Date—Feb 91 Note-154p. Available from—Customer Services, Australian Council for Educational Research, P.O. Box 210, Hawthorn, Victoria, 3122. $3.00 freight and han dling charges prepaid for orders $30.00 or less). Pub Type - Collected Works - General (020) Document Not Available from EDRS. Descriptors-Administrators, Curriculum Development, Distance Education, Educational Policy, Elementary School Teachers, Elementary Secondary Education, *Faculty Development, Foreign Countries, Government Role, *Inservice Teacher Education, School Administration, Secondary School Teachers, *Teacher Attitudes, Teacher Evaluation, Teacher Improvement, * Teaching (Occupation), *Theory Practice Rela tionship Identifiers-Australia, Australian Council for Edu cational Research, Reflective Teaching and teaching, a result of the Australian Council for Educational Research program of research on teachers. The theme, teachers in society, has been constructed around three broad areas: the context of teaching, teacher education, and teachers' work. The book is divided into 8 chapters as follows: (1) “A Reappraisal of Professional Development for Teachers” (Phillip Hughes); (2) "Teacher Development: Achievements and Challenges” (Cherry Collins); (3) “The Dependence of Teacher Development on Teacher Evaluation” (Michael Scriven); (4) "Teacher Development and the Teacher" (Bob Conners); (5) "Teaching, Teacher Thinking and Teacher Development” (Bevis Yaxley); (6) “Individual and Group Reflection as a Basis for Teacher Development" (John Baird); (7) “Distance Education and Teachers' Professional Development" (Terry Evans and Daryl Nation); and (8) “Government Policy for the Future Development of Teachers” (Ray Costello). Each chapter is supported by a list of references, and a general guide to further reading is supplied. (LL)
Note-50p. School Teachers, Elementary Secondary Education, Evaluation Criteria, Feedback, Higher Education, Preservice Teacher Education, Program Effectiveness, Program Evaluation, *Schools of Education, Secondary School Teachers, State Surveys, Teacher Education Programs, *Teacher Effectiveness, *Teacher Evaluation, Teacher Su pervision Identifiers—*Colorado This report presents the 1990 results of the survey of Colorado first and third-year teachers (N=1,520) and their supervisors as mandated by the Colorado Teacher Certification Act of 1975. The purpose of the survey is to provide Colorado institutions of higher education and the Colorado State Board of Education with information for the continued improvement of teacher education programs. Teachers rated components of their programs on a 5-point scale according to importance for effective teaching and adequacy of preparation. Supervisors rated their teachers' performance of these components based on requirements of the district standards. The components rated were: knowledge of subject matter, knowledge and utilization of teaching/learning theories, planning and organization of curriculum and instruction, classroom management, teaching techniques and communication of instructional material, assessment, communication and cooperation parents and office staff, professionalism and management of general responsibilities, and communication with students. Over 90 percent of rated teachers met district standards in each area with the exception of classroom management and relationship with students. Teachers, too, felt that preparation in these domains was inadequate. The appendixes contain tables summarizing the 1988 and 1990 ratings of adequacy of program preparation by teacher- and supervisor-respondents and the supervisor and teacher 1990 survey forms. (LL) ED 332 972 SP 033 072 Easley, Jack Sekita, Kazuhiko Transition from Peer Group Dialogue to Tradi tional Schooling: Six Longitudinal Case Studies. Pub Date—Apr 91 Note-21p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Chicago, IL, April 3-7, 1991). Pub Type-- Reports - Research (143) - Speeches/ Meeting Papers (150) - Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors Academic Achievement, Case Stud ies, Conventional Instruction, *Cooperative Learning, Elementary Education, Interviews, Longitudinal Studies, *Mathematics Instruction, *Peer Groups, Problem Solving, *Science Instruction, Teaching Methods Using small groups with a cooperative class structure is useful and effective for children's active learning. However in this study, with one exception, six children who had experienced peer group dialogue as the principal means of mathematics and physical science instruction for 2 years (third and fourth grades) from a single teacher demonstrated lower levels of academic achievement, less enthusiasm for mathematics and science, and less positive learning attitudes during 3 subsequent years (fifth, sixth, and seventh grades) of exposure to traditional instruction. The third and fourth grade teacher of the six students, using a technique known as DIME (Dialogues In Methods of Education), applied small group problem solving in her class. This report includes a description of this teacher's use of peer dialogue (small group discussion) in mathematics and science and an interview with this teacher, focusing on her reactions to her former students' difficulties in making the transition to traditional instruction. Case study reports on each of the six pupils are given, featuring results of interviews with these students. A copy of the instrument used to collect teachers' assessment of the six pupils' performance, attitudes, and work habits is included. (IAH) ED 332 973 SP 033 075 MacCallum, Judith A. Teacher Reasoning and Moral Judgement in the Context of Student Discipline Situations. Pub Date—Apr 91 Note-18p.; Paper presented at the Annual Meet
ing of the American Educational Research Asso ciation (Chicago, IL, April 3-7, 1991). Pub Type - Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Classroom Techniques, *Discipline, Foreign countries, High Schools, Inservice Teacher Education, "Moral Development, *Moral Values, *Secondary School Teachers, *Student Behavior, Student Responsibility, Stu dent Rights, Teacher Role, *Value Judgment Identifiers-Australia (Western Australia), Moral Judgment Task (Piaget) This study was conducted to investigate the moral development of teachers, their reasoning about student discipline incidents, and whether a teacher's own moral development might affect desired student outcomes. An inservice course on student discipline entitled “Managing Student Behavior: A Whole School Approach to Discipline" (MSB) was offered at two secondary schools in Perth, Australia. The course, based on the premise that students are to take responsibility for their own behavior, focused on the enhancement of teacher strategies and skills necessary for the development of students' rights and responsibilities. Such techniques as student participation in the formulation of rules, and sanctions connected with violations were stressed. The 27 subjects of the study were interviewed, before and after attending the MSB class, about 4 hypothetical school discipline incidents. It was determined that teachers' moral judgment was related to various aspects of discipline and, therefore, that more attention needs to be paid to the development of teachers' moral judgment during education courses. The educational program could include the presentation and discussion of theories of moral development, challenging teachers to address the moral issues inherent in the teaching/learning environment. (LL) ED 332 974 SP 033 077 Scheirer, Elinor A. Becoming an Expert Teacher in Informal Primary Education. Pub Date-91 Note-29p.; Supported in part by a grant from the University of North Florida's Training and Ser vice Institute. Pub Type-Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*British Infant Schools, Career De velopment, Elementary Education, Foreign Countries, Inservice Teacher Education, *Interprofessional Relationship, Interviews, Mentors, *Open Education, Oral History, Peer Influence, Preservice Teacher Education, Professional Development, Role Models, Teaching (Occupation), *Teaching Experience Identifiers-England, *Primary Schools (United Kingdom) This paper discusses the development of the professional careers of a group of experienced and expert primary teachers (N=11) in England who share a commitment to informal primary education, a teaching approach that emphasizes first-hand experiences in learning along with integration of content areas of curriculum. During unstructured and intensive interviews using the techniques of oral history and ethnography, the expert teachers described their perceptions of the influences that shaped their professional histories. The interview data suggest how successful teachers view their own professional development. Analysis of the data indicates several themes that can inform educators as they structure both preservice and inservice teacher education programs. Findings suggest that continuing conversations with expert teachers about how they have developed their personal practical knowledge about children, curriculum, teaching, learning, and professional growth can further the education of future teachers. (LL)
ED 332 975 SP 033 083 Weisbender, Leo And Others Preventing Teacher Dropout: Volume 1-Mentors Helping New LAUSD Teachers, 1984-1988; Volume 2-Retention Rates for LAUSD Mentors, Mentees, and Other Teachers, 1984 to 1988. Evaluation and Assessment Branch. Report No.-LAUSD-Pub-No.-531 Pub Date—Jun 89 Note-257p. Pub Type - Reports · Evaluative (142) Tests/Questionnaires (160)
ED 332 971 SP 033 070 Supervisors, 1990. Colorado State Dept. of Education, Denver. Pub Date Oct 90
struction, *Instructional Innovation, Locus of Control, *Teacher Attitudes, *Teacher Role Identifiers-Experienced Teachers This is an exploratory, descriptive study of experienced elementary, middle, and secondary school teachers who participated in a 9-month cooperative learning training project which was designed to encourage reflection upon their beliefs and assumptions about their pedagogy. Fifteen teachers were interviewed to understand how teachers modify cooperative learning to fit their existing beliefs about pedagogy; how teachers interact with this innovation to reconstruct their assumptions about teaching and learning; and how these reconstructions affect certain pedagogical themes which emerged from them. Themes which emerged were: conceptions of their role, their sense of authority and locus of control, their notions of the nature of knowing and knowledge, their conceptions of their decision-making, their understanding of cooperative learning, and their resolution of the dilemmas of practice which emerge for them in the process. Using a model which defined three broad epistemological orientations, or meaning systems, operating on a continuum from "transmission" to "transaction” to "transformation," which cast educational practices as systems of belief, the mainstream models of cooperative learning were analyzed for their fundamental assumptions regarding these themes. (Author/IAH)
EDRS Price - MF01/PC11 Plus Postage. Descriptors—*Beginning Teacher Induction, Colle giality, Elementary Secondary Education, *Faculty Development, Faculty Mobility, *Interprofessional Relationship, *Mentors, Program Effectiveness, Program Evaluation, Teacher Improvement, *Teacher Persistence, Teacher Qualifications, Teacher Retirement, Work Envi ronment Identifiers—*California Mentor Teacher Program, *Los Angeles Unified School District CA Since 1984, the Los Angeles Unified School District (LAUSD) has been operating the California Mentor Teacher Program (MTP), initiated and supported by the state, to give special help to new or inexperienced teachers and encourage competent teachers to continue teaching. The study reported in these two volumes evaluated program effectiveness and the extent of goal attainment. Participants in the study were 336 mentors and their principals in 240 schools, and 638 of their mentees; 18 directors of elementary and secondary instruction; and 46 retirees in the Priority Staffing Program serving 46 schools. Data were collected through the use of questionnaires and personnel records. Volume 1 reports the answers to 6 of 7 research questions dealing with number of mentor transfers, retention rates, MTP services, district personnel attitudes, program participants' rating of MTP assistance, and matching of mentors and mentees. Volume 2 answers question 7 on retention rates of MTP participants and nonparticipants. Volume 1 concludes that the majority of teachers who have participated in the MTP since spring 1984 have remained in the teaching profession and in LAUSD. Volume 2 suggests a high rate of teacher retention in both participating and nonparticipating groups. Gender did not play a major role in retention rates but ethnicity did. The goals of the program were met, but there is still room for improvement. Volume 1 appendixes provide participants' comments and the survey instruments. Volume 2 appendixes present guidelines for making adjustments to mentor teacher program implementation, as well as 15 data tables. (LL) ED 332 976 SP 033 084 Sparks, William G., III Stinson, William J. Promoting Self-Responsibility and Decision Mak ing with At-Risk Students. Pub Date—Apr 91 Note-28p.; Paper presented at the Annual Meet ing of the American Alliance for Health, Physical Education, Recreation and Dance (San Francisco, CA, April 2-6, 1991). Pub Type - Speeches/Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Behavior Development, *Behavior Problems, Decision Making Skills, Elementary Secondary Education, High Risk Students, Humanistic Education, Individualized Instruction, Self Concept, Self Control, Social Development, *Student Adjustment, *Student Responsibility, Teacher Responsibility, *Teacher Student Relationship At-risk students who exhibit disruptive behavior need opportunities to fit into the traditional school setting. Teachers need to employ a progressive, cooperative approach in which these students are helped to acknowledge that their behavior is unacceptable. The profile of an at-risk student might include the following characteristics: hostility, few goals, expulsions from school, academic inferiority, transiency, and low self-concept. Teachers must understand the importance of feelings and create an atmosphere of open communication, honesty, and trust in order to foster in at-risk students an attitude of responsibility for their own actions and a willingness to bear the consequences for misbehavior. These youngsters must be given opportunities for success; they must learn that misbehavior is not beneficial and that cooperation is a more rewarding experience. Teachers can aid in building self-responsibility skills by: building self-esteem, building decision-making skills, rewarding responsible behavior, encouraging students to be accountable, including students in decision making, always showing respect, praising students' efforts, establishing achievable goals, assessing students' skills individually, and offering individualized instruction. (LL)
Note-45p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Chicago, IL, April 3-7, 1991). Pub Type-- Reports - Research (143) -- Speeches/ Meeting Papers (150) - Tests/Questionnaires (160) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Academic Achievement, Coopera tive Learning, *Educational Environment, Educational Innovation, Elementary Education, Elementary School Teachers, Higher Education, *Individual Power, Inservice Teacher Education, *Self Efficacy, Socialization, Staff Development, *Teacher Expectations of Students, *Teacher Stu dent Relationship, Trust (Psychology) Identifiers—Oregon This study was conducted in 1989 in a suburban school district in Oregon for the purpose of determining the impact of high, medium, and low usage levels of cooperative learning on teacher efficacy. Elementary school teachers in the district were engaged in a staff development training program for teaching cooperative learning in the classroom. This type of learning includes helping, communicating, encouraging, teaming and supporting, with the teacher acting as model. Elementary classroom teachers (N=129, a 71% response rate) responded to a questionnaire which gathered information about an independent variable, the amount of classroom time spent in cooperative learning situations within a week's time, and its effects on teacher efficacy. Results indicated that teachers using the highest level of cooperative learning experienced the highest levels of efficacy, power, confidence in working with students, and willingness to innovate. Since this study is exploratory, suggestions are made for further investigation through experimental designs. The survey form is appended. (LL) ED 332 978 SP 033 088 Tamir, Pinchas What Benefits Can Be Derived from the Involve ment of Student Teachers in Research? Effective Introduction of Research into Preservice Teacher Education. Pub Date-Apr 91 Note-11p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Chicago, IL, April 3-7, 1991). Pub Type - Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classroom Research, Elementary Secondary Education, Foreign countries, Higher Education, Methods Courses, Preservice Teacher Education, Research Utilization, *Student Research, *Student Teachers, Teacher Education Curriculum, *Theory Practice Relationship Identifiers—Israel Preservice teachers need to be prepared for their roles as researchers and consumers of research. Four ways by which methods instructors can interest preservice teachers in research are: (1) selecting potentially useful findings and publishing them in journals of interest to prospective teachers; (2) assigning analysis of research papers; (3) creating situations which provide opportunities for citing and applying research findings; and (4) involving students in research. The benefits derived from involving student teachers in research increase when the whole methods class focuses on the same topic. "Shadowing" a pupil for a whole term, including participation in the pupil's classes, interviews with the pupil and with significant others (teachers, peers, parents), and examining samples of school work have proved to be useful techniques. The paper is based on reports submitted by 20 biology student teachers, half Jewish and half Arab. Benefits are classified in terms of the types of knowledge (e.g., pedagogical, curricular, pupil characteristics) gained by carrying out the research. (IAH) ED 332 979 SP 033 089 Brody, Celeste M. Hill, Leslie Rennie Cooperative Learning and Teacher Beliefs about Pedagogy. Pub Date-4 Apr 91 Note45p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (Chicago, IL, April 3-7, 1991). Pub Type-Reports - Research (143) --Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Cooperative Learning, *Educational Principles, Elementary Secondary Education, Epistemology, Inservice Teacher Education, In
ED 332 980 SP 033 092 The Next Level. Minority Teacher Supply & Demand. A Policy Statement. American Association of Colleges for Teacher Edu cation, Washington, D.C. Report No.-ISBN-0-89333-070-1 Pub Date—90 Note-17p. Available from-American Association of Colleges for Teacher Education, One Dupont Circle, Suite 610, Washington, DC 20036-2412 ($5.00 pre paid). Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cultural Pluralism, Elementary Sec ondary Education, Higher Education, Minority Group Teachers, Multicultural Education, Population Trends, Position Papers, *Preservice Teacher Education, School Demography, *Teacher Supply and Demand Identifiers-American Association of Colleges for Teacher Educ Representatives from 26 educational, community, and governmental groups attended a national symposium in January 1990 sponsored by the American Association of Colleges for Teacher Education (AACTE). The position paper presented here was developed at this symposium. It examines the growing population of students from different ethnic and racial backgrounds and holds that teacher preparation programs need to be restructured in order that all teachers, whether majority or minority, may be adequately prepared to provide quality education to all students. In order to nurture a culturally informed teaching force, preservice teachers must be prepared more effectively to teach students from diverse backgrounds. The “Next Level” initiative requires policy and programmatic changes to incorporate diversity throughout teacher education programs. The paper discusses why the initiative is necessary; who should be involved; and how it should be implemented. (LL) ED 332 981 SP 033 093 Schlechty, Phillip C. Reform in Teacher Education: A Sociological View. American Association of Colleges for Teacher Edu cation, Washington, D.C. Report No.-ISBN-0-89333-059-0 Pub Date Aug 90 Note-75p. Available from American Association of Colleges for Teacher Education, One Dupont Circle, Suite 610, Washington, DC 20036-2412 ($18.00). Pub Type Opinion Papers (120) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Educational Change, Educational Sociology, Elementary Secondary Education, Higher Education, Liberal Arts, Preservice Teacher Education, Professional Education, *Schools of Education, Selective Admission, *Student Recruitment Systems Analysis, Teacher Education Curriculum, Teacher Educa tion Programs, *Teaching (Occupation) Identifiers Professional Guidelines, Sociology of
ED 332 977 SP 033 087 Wax, Anne S. Dutton, Margaret M. The Relationship between Teacher Use of Cooper ative Learning and Teacher Efficacy. Pub Date—4 Apr 91
Occupations, *Teacher Socialization This monograph examines preservice teacher education from the perspective of the sociologist. It emphasizes the need for furthering the cause of professionalism among teachers through the acquisition of knowledge, skills, attitudes, beliefs, and orientations of a profession, a process referred to as a socialization system. The publication offers a statement of intent, along with three chapters which present a general description of socialization subsystems, discussing the important characteristics of each and detailing the implications for teacher education. Chapter 1 covers the recruitment and selection subsystem and includes criteria for recruitment, degree of selectivity, sponsorship, prior commitment, and implications for teacher education. Chapter 2 discusses the induction subsystem, covering the meaning of induction; conditions of admission; status systems; rituals, ceremonies, and celebrations; and implications for teacher education. Chapter 3, on the normative subsystem, discusses the nature and types of norms, characteristics of normative systems, the liberal arts academy or professional school, professional preparation programs, the issue of purpose, a common language, and performance visibility and intensity of communication. (LL)
ED 332 982 SP 033 096 Boccia, Judith A. Beginning Teachers Speak Out: A Study of Profes sional Concerns in the First Three Years of Teaching. Part II, Elementary Teachers. Pub Date - Apr 91 Note—23p.; Paper presented at the Annual Meet ing of the American Educational Research Association (Chicago, IL, April 3-7, 1991). For an earlier report, see ED 316 555. Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-* Age Differences, *Beginning Teacher Induction, *Beginning Teachers, Classroom Environment, Elementary Education, Elementary School Teachers, Higher Education, Interprofessional Relationship, Needs Assessment, Preservice Teacher Education, Questionnaires, Teacher Attitudes, *Teaching Conditions, Teaching Experience Identifiers—University of Lowell MA This study was conducted to: (1) determine the concerns of beginning elementary teachers; (2) identify perceived successes of novice teachers; (3) learn the extent of orientation provided; (4) ascertain the kinds of professional support received from fellow teachers and administrators; (5) identify the kinds of professional assistance needed; and (6) relate findings from these objectives to such variables as year of teaching, age of respondent, classroom structure, kind of community, and work conditions. The instrument used to collect data was a questionnaire mailed to 115 elementary certification graduates of the classes of 1986-1989 of the University of Lowell's (Massachusetts) graduate programin teaching. Responses were returned by 68 (59 percent) of the graduates. Results of the study suggest that beginning elementary teachers give more weight to concerns of an instructional rather than administrative or organizational nature and that they focus on topics related to the teaching task as well as on issues pertaining to collegial relations. Record keeping and district administration received little attention from the group. The findings in this study imply that inclusion of research on beginning teachers may better prepare graduates for their initial teaching experience. (28 references) (LL)
tudes, Teacher Student Relationship This monograph reviews the research findings related to the oral questioning behaviors and practices of teachers. It also gives some attention to written and student-generated questions. The purpose is to provide teachers with knowledge to assist them in making decisions about improving classroom instruction. The monograph examines past and current research related to teachers' questioning practices and the impact of those questioning practices on student thinking, achievement, and attitudes. It reviews research related to questioning techniques and strategies and approaches to analyzing classroom questions. It examines the role of questioning within the broader context of classroom interaction, with a particular focus on recitation and discussion. Finally it presents an approach teachers can use to gather information on their own classroom questioning behaviors. Two analysis forms, "Question Levels" and "Questioning Techniques" are provided for the purpose. A bibliography containing 138 references is included. (IAH) ED 332 984 SP 033 104 Jacobs, George M. Ilola, Lisa Marie A Brief Look at How Feminist Pedagogy Interre lates with Invitational Education and Coopera tive Learning. Pub Date—5 Apr 91 Note-10p.; Paper presented at the Annual Meet ing of the American Educational Research Association (Chicago, IL, April 3-7, 1991). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Context Effect, Cooperative Learn ing, Educational Philosophy, Educational Principles, Elementary Elementary Secondary Education, Females, Feminism, Instruction, *Sex Discrimi nation, Teacher Role, Teaching Methods Identifiers—*Feminist Pedagogy, "Invitational Ed ucation In the literature of feminist pedagogy, four interconnected strands emerge: (1) horizontal, rather than vertical classroom structure; (2) inclusion of the subjective, not just the objective; (3) the importance of context; and (4) a need to overcome the oppression that females face. Each of these strands is discussed in this paper, and connections with invitational education and cooperative learning are explored. Similarities between these three perspectives on education exist, including similar implementation problems. Resistance from teachers and students may be among these problems. In addition to cooperative learning and invitational education, other perspectives on education may be compatible with feminist pedagogy. Feminist pedagogy helps educators to see problems, such as hierarchical classrooms, a ban on the subjective, and a lack of context, from a fresh perspective. Thirty references are included in the bibliography. (IAH)
ing was the finding that education students recognized a need to develop greater computer competency to enhance professional productivity. SUNY (Buffalo) has implemented the following program to address the issue in a systematic fashion: (1) instructional computing exposure; (2) an elective instructional technology course offered in a computer laboratory to teach education majors word processing, data base management, spreadsheet manipulation, chart development, and communications, and methods for integrating these skills into classroom instruction; and (3) training faculty members in education departments who lack expertise in the instructional use of technology. The survey form is attached. (LL) ED 332 986 SP 033 109 Adolescents, AIDS and HIV: A Community-Wide Responsibility. Center for Population Options, Washington, DC. Spons Agency–Center for Disease Control (DHHS/PHS), Atlanta, Ga. Pub Date [90] Contract-U63/CCU302752-02 Note-38p.; This report summarizes the material presented at three national meetings on Adolescents, AIDS, and HIV sponsored by the Center for Population Options (April 1987, 1988, 1989). Pub Type- Reports - General (140) – Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Acquired Immune Deficiency Syn drome, Adolescents, Communicable Diseases, Community Planning, Disease Control, Drug Education, Educational Planning, Elementary Secondary Education, *Health Education, *Health Promotion, Policy Formation, *School Community Programs, Secondary Education, Sex Education This report explores policy initiatives, priorities, and plans of action recommended to policymakers with respect to a commitment to education for youth on prevention of Human Immunodeficiency Virus (HIV) infection and Acquired Immune Deficiency Syndrome (AIDS). Young people with AIDS/HIV infection, can be offered compassion, hope, and support. Uninfected adolescents must be provided with accurate information about AIDS/HIV and with skills to make healthy decisions in order to prevent HIV infection. This report is both a resource and a challenge, directed to local communities, to create a national campaign on adolescents, AIDS, and HIV. The information in the report is intended to help program planners, educators, and policymakers develop an effective community response to the HIV epidemic. The report is divided into 6 sections: (1) identifying and naming an epidemic; (2) adolescents, AIDS, and HIV; (3) goals of HIV prevention; (4) information for HIV prevention; (5) delivering the message; and (6) HIV education: a shared community responsibility. Forty references and 68 organizational resources are listed. (LL) ED 332 987 SP 033 110 Adolescents, AIDS and HIV. Resources. Center for Population Options, Washington, DC. Pub Date-90 Note-16p. Available from-Center for Population Options, 1025 Vermont Avenue, N.W., Suite 210, Washington, DC 20005. Journal Cit—Resources for Educators; v5 Nov 1990 Pub Type- Reference Materials - Bibliographies (131) - Collected Works - Serials (022) EDRS' Price - MF01/PC01 Plus Postage. Descriptors—*Acquired Immune Deficiency Syn drome, * Adolescents, American Indians, Annotated Bibliographies, Asian Americans, At Risk Persons, Blacks, Drug Education, Females, Hispanic Americans, Homeless People, *Minority Groups, Out of School Youth, Pacific Americans, *Resource Materials, Secondary Education, Sex Education, Young Adults This compilation of educational resources is designed for communities which have been either overlooked in Acquired Immune Deficiency Syndrome (AIDS) education efforts or disproportionately affected by Human Immunodeficiency Virus (HIV) infection. The materials listed target Blacks, Latinos, Asians and Pacific Islanders, Native Americans, young women, out-of-school youth, homeless youth, and sexual minority youth. The materials also highlight a range of factors, such as feelings of disenfranchisement and the cultural constructs surrounding sex and drug use. Adolescents have been
ED 332 983 SP 033 103 Wilen, William W. Questioning Skills, for Teachers. What Research Says to the Teacher. Third Edition. National Education Association, Washington, D.C. Pub Date-91 Note—43p. Available from-NEA Professional Library, P.O. Box 509, West Haven, CT 06516 ($3.95). Pub TypeGuides - Classroom - Teacher (052) Information Analyses (070) EDRS Price - MFOI Plus Postage. PC Not Avail able from EDRS. Descriptors-Academic Achievement, Classroom Communication, Classroom Research, *Cognitive Processes, Discussion (Teaching Technique), Elementary Secondary Education, Inservice Teacher Education, Preservice Teacher Education, *Questioning Techniques, Student Atti
ED 332 985 SP 033 105 Beaver, John F. A Profile of Undergraduate Educational Technol ogy (In)Competence: Are We Preparing Today's Education Graduates for Teaching in the 1990's? Pub Date—90 Note-12p.; Appended survey responses may not reproduce well because of type style. Pub Type— Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Computer Centers, *Computer Liter acy, Computer Uses in Education, Educational Technology, Education Majors, Elementary Education, Higher Education, Preservice Teacher Education, Questionnaires, *Schools of Education, Teacher Education Curriculum, *Teacher Qualifi cations Identifiers—*State University of New York Coll at Buffalo, *Technology Education This study was conducted at the State University of New York (SUNY) College at Buffalo to clarify the state of computer competence among elementary education majors. The impetus for the study was a local superintendent of schools' statement of his district's plans to employ teachers and administrators only if they demonstrate computer literacy. A survey of elementary education majors (N=324) was taken in 1989 and replicated in 1990 (N=284) to ascertain changes in computer competency. Frequency distributions were obtained for each of 15 questions. The results were disturbing in that over 50 percent of respondents had never used a microcomputer in any college course. More encourag
back row attack/block are offered, as well as key points for use in making judgments. (Author/LL)
designated as a key target population for HIV-prevention education programs. However, many teens, both informed and uninformed, continue to engage in risky behaviors, and adolescent AIDS cases among Blacks, Latinos, and young women are disportionately high as represented in the current statistics. The materials suggested in this resource list include curricula, pamphlets, brochures, videos, and resources for leaders. Each entry specifies the reading level and has a short annotation. A list of publishers, with addresses, and a list of new publications from the Center for Population Options are included. Some titles are available in Spanish. (LL) ED 332 988 SP 033 111 Guide to Implementing TAP. Teens for AIDS Prevention Project. Center for Population Options, Washington, DC. Pub Date [90] Note-151p. Available from Center for Population Options, 1025 Vermont Avenue, N.W., Washington, DC 20005 ($25.00 for guide, $4.00 for accompanying audio tape) Pub Type-Guides - Classroom - Teacher (052) — Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors—Acquired Immune Deficiency Syn drome, * Adolescents, *Group Activities, *Peer Groups, *Peer Influence, *Program Development, School Community Relationship, Secondary Education, Secondary School Students, Social Values Identifiers—Community Based Education, Peer Fa cilitators, *Teens for AIDS Prevention Project Teens for AIDS Prevention (TAP) is a model peer intervention program designed by the Center for Population Options to increase knowledge and change attitudes and behaviors among youth to reduce their risk of Human Immunodeficiency Virus (HIV) infection. The program utilizes peer pressure in a positive sense: to encourage youth to protect themselves from HIV infection by modifying attitudes and mores within a school or youth agency setting. This manual is a step-by-step guide to implementing a successful TAP program in a school or community based organization. The chapter titles outline the steps as follows: (1) the "Introduction" presents an overview of the need for HIV and AIDS education and the effectiveness of peer education; (2) “Building Support” highlights the importance of laying the groundwork for the program in a school or community; (3) “Getting Started” focuses on program planning, budgets, funding, coordinator responsibilities, and recruitment of participants; (4) "Training” outlines, session by session, 20 hours of HIV prevention and AIDS education and skillbuilding exercises for the TAP group; (5) “Activities” describes some educational efforts that TAP members can design and implement; (6) "Taking the Message to the Media” provides basic guidelines on how to interact with the media; and (7) “Resources” presents a listing of educational materials-videos, curricula, pamphlets, and books for additional information. (LL)
ED 332 990 SP 033 116 Creative Nutrition Education-An Integrated Ap proach. A. Recommended Guide for Oklahoma, Elementary Level. Fourth Edition. Oklahoma State Dept. of Education, Oklahoma City. Spons Agency-Department of Agriculture, Wash ington, D.C. Pub Date—Sep 86 Note-444p.; Child Nutrition Programs Division, Nutrition Education & Training Program. Printed on colored paper, certain sections may not reproduce well. Pub Type-Guides - Classroom - Learner (051) Guides - Classroom - Teacher (052) EDRS Price - MF01/PC18 Plus Postage. Descriptors—Child Health, *Class Activities, Cooking Instruction, *Eating Habits, Educational Games, Educational Resources, Elementary Education, Foods Instruction, Health Activities, Instructional Materials, Nutrition Instruction, Songs, State Curriculum Guides, Teaching Guides, Visual Aids Identifiers—*Oklahoma, *Recipes (Food) This guide to Nutrition Education has 12 sections which cover the following areas: scope; facts about nutrition basics; games and activities; poems, plays, and stories; songs; food preparation in the classroom; puppets, patterns, and puzzles; suggestions for tasting parties; recipes for snacks and celebrations; clues for creative cafeterias; and learning center activities. Each section is color coded and has complete instructions and all the necessary materials. The final section lists audiovisual resources (169 items) and 72 sources of nutrition education materials. (LL)
lems in moving to jointly registered programs; and (5) observations and conclusions. Appendixes include the conference program, evaluation sheet, summary of participants' evaluations, list of persons attending, and list of New York State Education Department representatives. (AMH) ED 332 992 SP 033 122 Wilczenski, Felicia L. Use of the “Attitudes Toward Mainstreaming Scale" with Undergraduate Education Students. Pub Date- Apr 91 Note—24p.; Paper presented at the Annual Meet ing of the New England Educational Research Organization (Portsmouth, NH, April 1991). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Attitude Change, Attitude Mea sures, Construct Validity, *Disabilities, Elementary Secondary Education, Higher Education, *Mainstreaming, Preservice Teacher Education, Special Needs Students, *Student Attitudes, *Teaching Experience, Undergraduate Students Identifiers—* Attitudes Toward Mainstreaming Scale Education students' attitudes towards mainstreaming are crucial to the future success of the movement toward inclusive education. This study describes the attitudes toward mainstreaming held by undergraduate education students and assesses attitude changes related to knowledge about handicapping conditions and the field of education as well as classroom teaching experience. The Attitudes Toward Mainstreaming Scale (ATMS) was administered to 233 undergraduate education majors; 110 students participated in a follow-up study. In general, education students favor the idea of mainstreaming and are willing to teach in regular classes those students whose handicaps do not inhibit their own learning or the learning of others. Cross-sectional and longitudinal data indicated that advanced students held more positive attitudes toward mainstreaming than beginning students and there was a trend toward reporting more favorable attitudes toward mainstreaming during professional preparation prior to student teaching. Following student teaching, however, there was a significant decline in the favorability of students' attitudes toward mainstreaming. Use of the ATMS and implications of the findings of the survey for teacher training are discussed. (Author)
ED 332 989 SP 033 113 Davis, Kathryn L. Volleyball Officiating: Overlapping and Ball Han dling. Pub Date-1 Apr 91 Note-9p.; Paper presented at the Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance (San Francisco, CA, April 2-6, 1991). Pub Type- Guides · Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Athletic Coaches, Athletics, Com petition, Team Sports, *Volleyball Identifiers-AAHPERD, *Referees, *Rules and Regulations, Sports Officiating In volleyball officiating, two areas of concern are overlapping and ball-handling calls. Overlapping involves the illegal positioning of players during the contact of the serve by the server. It is imperative that officials be able to recognize overlapping violations in order also to recognize back line player violations. Consistency in ball handling is a vital concern with both officials and coaches in volleyball. Volleyball is one of the only sports to have a judgment that is so subjective. The rule is concerned with the length of contact with the ball, not the body position or the technique. In the 1990s, these two areas of officiating will impact officials the most. Helpful hints for officials calling out-of-position and
ED 332 991 SP 033 118 Developing Jointly Registered Teacher Education Programs To Increase Minority Baccalaureate Achievement. Proceedings of a Statewide Invitational Conference of Two- and Four-Year Col leges (Albany, New York, April 5, 1990). New York State Education Dept., Albany. Office of Higher and Professional Education. Spons Agency-Ford Foundation, New York, N.Y.; State Higher Education Executive Officers Association. Pub Date-Nov 90 Note-84p. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Academic Achievement, Bachelors Degrees, Community Colleges, *Cooperative Planning, *Cooperative Programs, Elementary Secondary Education, Higher Education, *Institutional Cooperation, *Minority Group Teachers, Private Colleges, Program Development, Public Colleges, State Departments of Education, State Standards, Statewide Planning, *Teacher Education Programs, Teacher Recruitment, Two Year Colleges Identifiers—*Jointly Registered Teacher Education Programs NY, New York The participants in this conference have been developing teacher education programs which will be jointly registered by the State of New York. These programs would allow minority students to enter a teacher education program at a two-year institution, transfer to a four-year teacher preparation institution without loss of academic credit, and be eligible for initial state teacher certification upon graduation. The proceedings are divided into five sections: (1) a conference overview, which includes papers on the State Higher Education Executive Officers (SHEEO)/Ford Foundation minority achievement in higher education project, an overview of jointly registered programs, joint registration of associate and baccalaureate degree programs, and helpful considerations on preparing jointly registered programs; (2) jointly registered teacher education programs within the City University of New York, including papers on cooperation among the affiliated community and four-year colleges; (3) jointly registered programs involving public and independent institutions, including descriptions of three joint programs and three proposals for bridging the alleged gap between public and private institutions; (4) jointly registered teacher education programs within the State University of New York (SUNY), including descriptions of three joint efforts, a letter on the status of dual registration programs within SUNY, and a paper addressing some of the prob
ED 332 993 SP 033 126 McEwin, C. Kenneth Thomason, Julia T. Who They Are-How We Teach. Early Adolescents and Their Teachers. National Middle School Association, Columbus, ОН. . Report No.-ISBN-1-56090-046-6 Pub Date—89 Note-35p.; Revision of a 1982 publication. Photo graphs will not reproduce well. Available from National Middle School Associa tion, 4807 Evanswood Drive, Columbus, OH 43229 ($4.00). Pub Type - Information Analyses (070) - Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adolescents, Child Development, *Developmental Stages, Intermediate Grades, Junior High Schools, Middle Schools, Preadolescents, Self Concept, *Teacher Characteristics, *Teacher Effectiveness, Teacher Role This monograph describes and illustrates the characteristics of middle grades students in terms of intellectual, physical, emotional, and social growth; discusses the characteristics of effective middle grades teachers; and explores the implications of teacher/learner research data for curriculum and instruction related to early adolescents (ages 10-14). Early adolescence is a period of major transitions: students learn new roles, deal with rapidly changing bodies, and experience new expectations. Middle grades teachers need a thorough knowledge of the human growth and development data pertinent to early adolescence, subject matter expertise, the ability to provide strong role models, and good classroom management skills. Diverse instructional strategies are needed for middle grades, strategies that aim to foster cognitive development and healthy personalities, and that reflect the search for identity characteristic of early adolescence. Forty-five references are given. (IAH) |
Identify any two groundwork preparations teachers may make before successful conferences.
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