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the classroom instructor. Another project involved Pub Date—Feb 88 Awareness, * Audience tained, *Gratifications Sought, Uses and Gratifi cations Research ED 312 716 CS 506 895 This paper provides a framework for developing Hayes, Kathleen C. Facinoli, Sandra L. an approach to understanding soap opera's appeal as 4HPRK: Communication-A Professional Research a direct function of both the genre's form and of its and Knowledge Taxonomy for Youth Develop- fans' viewing behavior. The paper suggests that ment. while this analysis is largely critical, other studies National Agricultural Library, Beltsville, MD. from both critical and social scientific approaches Pub Date-Sep 88 can be based upon the framework and assumptions Note-15p.; For 1989 edition, see CS 506 896. developed here. The paper is divided into the folAvailable from Youth Development Information lowing sections: (1) a relational approach to under Center, National Agricultural Center, United standing television viewing; (2) the dramatic serial States Department of Agriculture, Beltsville, MD gratification process; (3) the cumulative function of 20705 (free). the gratification process; and (4) the further impact Pub Type - Reference Materials - Bibliographies of time upon the viewing relationship. It is con(131) cluded that continued critical analysis of the generic EDRS Price - MF01/PC01 Plus Postage. structure of the serials is needed to detail more comDescriptors—Annotated Bibliographies, Group pletely and accurately the soap opera events that Dynamics, Information Technology, Interper- provide continuous gratification to serial viewers. ED 312 719 CS 506 898 Identifiers—4 H Clubs, *4 H Programs, Department Kielwasser, Alfred P. Wolf, Michelle A. of Agriculture, *Extension Service Thinking about Television: Toward a Social CogniThe result of a project funded by the Extension tion Theory of Mass Communication. Service of the United States Department of Agricul- Pub Date—May 88 ture called Professional Knowledge and Research Note-29p.; Paper presented at the Annual MeetBase of Extension 4-H Youth Development ing of the International Communication Associa(4hprk), this 18-item annotated bibliography repre- tion (38th, New Orleans, LA, May 29-June 2, sents a compilation of resources (on the topic of 1988). Best available copy. communication) most frequently identified by Ex- Pub Type-Reports - Research (143) -Speeches/tension 4-H Youth Development professionals as Meeting Papers (150) cornerstones for their educational programs. Topics EDRS Price - MF01/PCO2 Plus Postage. include interpersonal, group, verbal, presentation, Descriptors—*Mass Media Use, Research Methodwritten, nonverbal, and listening skills as well as ology, *Self Concept, *Social Cognition, *Televiinformation technology. Publications listed in the sion, Television Research, *Television Viewing, bibliography are accessible electronically (through Theory Practice Relationship AGRICOLA, the National Agricultural Library's Identifiers-Media Habits electronic database) and in hard copy. (SR) This paper, (observing that socialization about, interactions with, and influences of the mass media ED 312 717 CS 506 896 are interrelated in important and understudied Facinoli, Sandra L. ways), briefly reviews the notion of “self” as defined A Professional Research and Knowledge Taxon- through socially constructed matrices, and discusses omy for Youth Development: Communication. evidence supporting the influence of social cogniRevised. tion as a factor in human behavioral outcomes. The National Agricultural Library, Beltsville, MD. implications of these ideas are examined in terms of Pub Date—Sep 89 media-related behaviors, particularly television usNote--14p.; For 1988 edition, see CS 506 895. age. The paper proposes a broad reciprocal interacAvailable from-Youth Development Information tion scheme for elaborating the role of imputed Center, National Agricultural Center, United attributions in the process of mass media influences. States Department of Agriculture, Beltsville, MD Following an introduction, the sections discuss 20705 (free). self-perception and media use; the self in the conPub Type - Reference Materials - Bibliographies text of television usage; social cognitive perceptions (131) of television usage; research possibilities; and steps EDRS Price - MF01/PC01 Plus Postage. toward a reciprocal interaction scheme for underDescriptors--Annotated Bibliographies, Group standing the processes of mass communication in Dynamics, Information Technology, Interper- fluences. (One figure is included, and 25 references sonal Communication, Listening Skills, Nonver- are attached.) (SR) bal Communication, *Rural Youth, *Speech Communication, Verbal Communication, *Youth ED 312 720 CS 506 899 Programs Kielwasser, Alfred P. And Others Identifiers—4 H Clubs, *4 H Programs, Department Toward a Phenomenological-Longitudinal Model of Agriculture, * Extension Service of Media Gratification Processes. The result of a project funded by the Extension Pub Date—Oct 89 Service of the United States Department of Agricul- Note—43p.; Paper presented at the Conference on ture called Professional Knowledge and Research Culture and Communication (Philadelphia, PA, Base of Extension 4-H Youth Development October 1989). (4hprk), this 26-item revised annotated bibliogra- Pub Type- Reports Evaluative (142) phy represents a compilation of resources (on the Speeches/Meeting Papers (150) topic of communication) most frequently identified EDRS Price - MF01/PCO2 Plus Postage. by Extension 4-H Youth Development profession- Descriptors—Audience Response, *Communicaals as cornerstones for their educational programs. tion Research, * Mass Media Use, * Models, QualTopics include interpersonal, group, verbal, presen- itative Research, *Research Methodology tation, written, nonverbal, and listening skills as well Identifiers—Communication Theory, *Uses and as information technology. Publications listed in the Gratifications Research bibliography are accessible electronically (through While not dismissing the "uses and gratifications" AGRICOLA, the National Agricultural Library's approach to research, this paper attempts to inelectronic database) and in hard copy. (SR) crease the theoretical and practical utility of gratifi cations measures by approaching them through a ED 312 718 CS 506 897 more phenomenological and longitudinal tack. The Kielwasser, Alfred P. Wolf, Michelle A. paper suggests that any "gratification unit" is given The Appeal of Soap Opera. a unique meaning by the situated-gratified individ
ual (a phenomenological consideration, and that the tional Approach to Uses and Gratifications Analy- sis; and (6) Three Uses of Naturalistic Inquiry in Uses and Gratifications Research. One figure is in- cluded and 60 references are attached. (Author/SR) ED 312 721 CS 506 902 lizing Information about HIV Transmission. Pub Date-Aug 89 Note—34p.; Paper presented at the Annual Meet- ing of the Association for Education in Journalism DC, August 10-13, 1989). ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-*Acquired Immune Deficiency Syn- drome, Analysis of Variance, Communication Research, *Information Needs, *Information Sources, *Public Health, Public Opinion, Surveys Identifiers-Interactive Communication, *Mobiliz ing Information, University of Oregon A study was conducted to test the hypothesis that individuals who rely solely on interactive channels for Human Immunodeficiency Virus (HIV) prevention information will have different levels of accurate Tactical Mobilizing Information (MI) on HIV prevention than those who rely solely on non-interactive channels. The hypothesis was tested using data collected in a telephone survey of 358 undergraduate students at the University of Oregon in late February and early March 1988. The survey questions dealt with the mass media, AIDS, and sexual and drug-use behavior. The response rate for the survey was 68%. A one-way analysis of variance was done with Tactical Ml as the dependent variable, channel reliance as the factor, and concern and attention as covariates. Results showed no evidence that reliance on interactive or non-interactive information channels predicts to higher levels of tactical mobilizing information on HIV transmission. This finding would be consistent with suggestions that "pitting" information channels against each other in a search for various effects tends to reify the role of the sender in the communication process. Findings are lacking in that they do not illuminate much about what channel reliance might mean in terms of the strategies or mechanisms individuals use to negotiate their communication environment or the antecedent conditions for reliance on one kind of channel versus another for information on HIV transmission. (Three tables of data and 41 footnotes are included.) (MG)
ED 312 722 CS 506 904 of Ernest Angley, Akron's Idiosyncratic Televan gelist. 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 - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Audience Awareness, Communica tion Research, *Persuasive Discourse, Religion, Religious Organizations, Rhetorical Criticism Identifiers—* Angley (Ernest), Charisma, Evangeli cal Christians, Rhetorical Strategies, *Televangelism This paper examines the rhetorical factors behind the success of Ernest Angley, non-denominational televangelist in Akron, Ohio. After describing the historical background of Angley and Grace Cathedral, the paper identifies some of the dominant beliefs that Angley espouses in his preaching. The paper then explains how these themes work in combination with other rhetorical strategies to gain Angley a large following. Following an introduc Page 3
Quality, *Elementary Secondary Education, Engineering Education, *Excellence in Education, Mathematics Education, Parent Participation, *Public Schools, Science Education, *Teacher Effectiveness, Teacher Employment, Teacher Em ployment Benefits Identifiers—*Bush (George) The Educational Excellence Act of 1989 is a bill designed to provide excellence in American education. Seven specific legislative initiatives are aimed at fulfilling this principle: (1) Presidential Merit Schools program; (2) Magnet Schools of Excellence program; (3) the Alternative Certification of Teachers and Principals program; (4) President's Awards for Excellence in Education; (5) Drug-Free Schools Urban Emergency Grants; (6) National Science Scholars program; and (7) Historically Black Colleges and Universities grants. The President's message is followed by the text of the bill. The document concludes with a section-by-section analysis of the Educational Excellence Act of 1989. (SI) ED 312 743 EA 021 385 Rapp, James A. And Others The Need To Know: Juvenile Record Sharing. National School Safety Center, Malibu, CA. Spons Agency-Department of Justice, Washington, D.C. Office of Juvenile Justice and Delin quency Prevention. Report No.-ISBN-0-932612-22-9 Pub Date—89 Grant--85-MU-CX-0003 Note-88p. Available from-Publications, National School Safety Center, 16830 Ventura Blvd., Suite 200, Encino, CA 91436 ($16.00; quantity discounts). Pub Type— Legal/Legislative/Regulatory Materi als (090) — Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Confidentiality, *Confidential Re cords, Crime, * Disclosure, Elementary Secondary Education, *Privacy, *Student Records, *Student Rights Responding to the needs of children, particularly juvenile offenders, requires both good judgment and good information. Knowledge and awareness of a child's background and problems gives teachers, counselors, administrators, police, and other legal professionals guidance in developing proper education, programs, and counsel for the child. Confidential information should be shared on a routine, ongoing basis when specific needs warrant such sharing. Currently our juvenile justice system protects the privacy of the youthful offender convicted of serious crime to such an extent that the rest of society often is left at risk. In the first of two sections, this document outlines eight steps for the development of information management policies and interagency cooperation; included among these steps are: (1) determining what information is maintained by each member of the interagency partnership; (2) designating an "information management liaison” at each agency; and (3) periodically reviewing the effectiveness and appropriateness of the policies established. The second portion of this document generally examines each state's juvenile records statutes. Appended is a guide for the use of state statute tables, a model of a juvenile records code, a model of Family Education Rights and Privacy Act of 1974 legislation, and a collection of sample forms. (101 references) (KM) ED 312 744 EA 021 386 Greenbaum, Stuart And Others Set Straight on Bullies. National School Safety Center, Malibu, CA. Spons Agency-Department of Justice, Washington, D.C. Office of Juvenile Justice and Delin quency Prevention. Report No.—ISBN-0-932612-23-7 Pub Date—89 Grant-85-MU-CX-0003 Note-89p. Available from Publications, National School Safety Center, 16830 Ventura Boulevard, Encino, CA 91436 ($10.00; quantity discounts). Pub Type— Tests/Questionnaires (160) — Guides - Non-Classroom (055) – Information Analyses (070) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Aggression, Delinquency, Elemen tary Secondary Education, *Prevention, Student Alienation, *Student Behavior, *Student Subcul tures Identifiers—*Bullying Bullying, perhaps the most underrated problem in
America's schools today, distracts minds and inhibits the learning process; if left unchecked, it can destroy lives and place society at risk. Bullying is defined as one or more individuals inflicting physical, verbal, or emotional abuse upon another individual or individuals. Subliminal abuses related to bullying-such as being teased, intimidated, or intentionally excluded or ostricized-can create fear, anxiety, and pain tantamount to that resulting from physical abuse. In fact, fear of other students motivated 1 of every 12 student dropouts. This book, divided into two sections and four chapters, examines the bullying problem and defines solutions. Chapter 1 discusses the serious and widespread bullying phenomenon; highlighted is the escalation of the problem, if ignored. Chapter 2 pinpoints bully and victim characteristics, causes, and manifestations; permanent scars for the victim and a gloomy future for the bully are predicted. Chapter 3 suggests heightened public awareness to generate support for handling the antisocial bullying phenomenon and chapter 4 explores the intervention strategies of educator action, parental action, and student action. A list of resources is included, and the appendices contain both a student and an adult bully awareness survey. (102 references) (KM) ED 312 745 EA 021 387 Improving School Bus Safety. Transportation Re search Board Special Report 222. National Academy of Sciences - National Research Council, Washington, D.C. Transportation Re search Board. Spons Agency-National Highway Traffic Safety Administration (DOT), Washington, D. C. Report No.-ISBN 0-309-04716-1 Pub Date—89 Note—221p. Pub Type- Books (010) – Information Analyses (070) EDRS' Price - MF01/PC09 Plus Postage. Descriptors-Accident Prevention, *Bus Transpor tation, *Design Requirements, Elementary Secondary Education, Injuries, *Restraints (Vehicle Safety), *Safety, School Buses, *Student Transportation, Traffic Accidents, Traffic Safety While school buses transport more passengers per trip, the rate of occupant fatalities per mile driven for school buses is one-quarter that for passenger cars. Nevertheless, the public expects school districts and other school bus operators to take all reasonable precautions to protect children as they travel to and from school. Although a variety of safety improvements have been made to school bus design and operation, further improvements are always possible. Effective April 1977, the National Highway Traffic Safety Administration issued and modified a number of federal motor vehicle safety standards to enhance the safety of school bus transportation. For post-1977 school buses weighing less than 10,000 pounds, these standards require that passenger seats be equipped with seat belts. For school buses weighing more than 10,000 pounds, the standards do not require seat belts, but instead rely on strong, well-padded, energy-absorbing seats and higher seat backs to protect passengers during a crash. Prohibiting standees and raising the minimum height of seat backs from 20 to 24 inches can improve passenger safety during crashes. Measures to improve the safety of bus loading zones include school bus driver training, stop sign arms, school bus routing, and pedestrian safety. Appendices contain details about (1) school bus accidents; (2) brief narratives of fatal school bus accidents in three states; (3) supplemental information on 26 fatal school bus accidents; (4) narratives of 13 fatal school bus accidents in Texas; and (5) cost-effectiveness analysis of school bus safety measures. (KM) ED 312 746 EA 021 391 School-Based Management. The Best of ERIC on Educational Management, Number 97. ERIC Clearinghouse on Educational Management, Eugene, Oreg. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date--Dec 88 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 - Information Analyses - ERIC Informa tion Analysis Products (071) - Reference Materials - Bibliographies (131)
EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Budgeting, *Decentralization, Decision Making, Elementary Secondary Education, *Participative Decision Making, *School Administration, *School Based Management, School Supervision The first 3 of the 11 publications reviewed in this annotated bibliography discuss both the benefits of school-based management (SBM) to educational quality and the appropriate degree of school district involvement in developing educational objectives, providing training for school management teams, and monitoring school-site leadership. Subsequent reports include: a study of the impact of SBM on accountability, flexibility, and efficiency; a review of four elements that are necessary for the school to become the primary decisionmaking unit; and a report that advocates evaluation of both the benefits and the potential problems of SBM before implementation. The remaining documents suggest that the district office should facilitate rather than dictate SBM, discuss the composition of SBM decisionmaking councils, encourage central office aid in decentralization by briefly and generally stating policy, explore the possibility of the school as the focal point for all endeavors without possessing complete authority, and investigate the SBM budgeting development and success. (KM) ED 312 747 EA 021 392 Preparation of Principals. Best of ERIC on Educa tional Management, Number 98. ERIC Clearinghouse on Educational Management, Eugene, Oreg. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Sep 89 Grant-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— Information Analyses - EŘIC Informa tion Analysis Products (071) — Reference Mate rials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Education, * Admin istrator Role, Annotated Bibliographies, Assistant Principals, Elementary Secondary Education, Higher Education, * Principals, *School Administration, School Supervision, *Supervisor Qualifications Included in this annotated bibliography of 11 publications are reports asserting that principals primarily are instructional leaders whose training must include a strong mentor relationship and expanded experiential education. Subsequent reports suggest that educational programs should prepare students for the socialization aspects of their future administrative roles, assert that student achievement is the most important outcome of schooling, explore the negative aspects of the reform movement and the imposition of a set of practices and curricula upon principals, address the disagreement among professors regarding an educational administration program due to the diversity of the school leadership role, and encourage the principal education programs to teach those skills specifically required for the administrative profession. The remaining documents reviewed suggest that: school districts should create assistant principal academies; traditional academic programs do not prepare their students for the complex and dynamic situations that principals face; university education departments have not adopted recent insights on principal preparation; and a restructuring of national understanding of future educational leadership requirements must occur. (KM)
ED 312 748 EA 021 395 Koprowicz, Constance L. Selected Legislative Innovations in State Educa tion Policy: 1988. National Conference of State Legislatures, Denver, CO. Report No.-ISBN-1-55516-241-X Pub Date—Dec 88 Note-9p. Available from-Book Order Department, National Conference of State Legislatures, 1050 17th Street, Suite 2100, Denver, CO 80265 ($5.00). Journal Cit-State Legislative Report; v13 n37 Dec 1988 Pub Type- Reports - Descriptive (141) – Collected Works - Serials (022) — Legal/Legislative/Regulatory Materials (090) EDRS Price - MF01 Plus Postage. PC Not Avail
able from EDRS. Descriptors-Early Childhood Education, Educa tional Finance, * Educational Improvement, * Educational Innovation, Elementary Secondary Education, Governance, Higher Education, , *High Risk Students, *Parent Participation, School Law, *State Legislation, Teacher Educa tion Programs Identifiers—*Colorado Facing limited financial resources and a need to encourage large-scale school improvements, state legislators are addressing selected educational problems through such policy approaches as funding experimental programs, designing incentives for school improvement, and encouraging parental involvement. Identified within this document are a number of creative legislative approaches to educational issues initiated during the 1988 National Conference of State Legislatures session; due to the high volume of state interest, six topics were chosen for discussion. First, demonstration projects, court involvement, and revocation of driving privileges are outlined as methods of solving the problem of at-risk youth. Second, early childhood education is examined as a means of placing young, at-risk students on the road to educational success. Third, student incentives and alternative certification are targeted in the effort to attract quality candidates to the teaching profession. Fourth, school policy formation and governance are mentioned. Fifth, a 1988 Colorado comprehensive school finance act is noted. And sixth, strengthening community/parental involvement through school choice and greater home schooling opportunities and expanding community participation and educational opportunities are addressed. (KM)
flict, *Conflict Resolution, Elementary Secondary Education, Higher Education, *Interpersonal Communication, * Problem Solving, *Student Par ticipation, Teacher Student Relationship Identifiers—*Hawaii State Department of Educa tion, *University of Hawaii To develop and test an experimental model of dispute or conflict management through mediation in a school complex, and to examine the basic nature of conflict in schools, the Dispute Management in the Schools Project (DMSP) was conducted. The 3-year mediation project, begun in January 1986, involved an elementary school, an intermediate school, a high school, and five additional nonproject schools for comparison. A case study model was followed. The techniques for gathering information included questionnaires, multiple interviews, three school climate surveys, and school profile reports. Results indicate that the DMSP, as it was developed and installed, had a good start in the three schools. Mediation proved to be effective in managing student/student disputes, but additional research is recommended to determine the effectiveness of mediation in student/school or school/community conflict. The majority of those involved believed that the mediation project had positive effects on the climate of the schools; however, in most cases, the school climate assessments, pattern analyses, and school profile data did not indicate any discernible changes. The project was successful in developing a mediation project model for further use or for expansion. (20 references) (Author/KM)
method and substance. Beginning with on-the-job training, courses evolved to become highly sophisticated and widespread in education. The second decade, the 70's, focused on mainframe use, and the third decade on micros and widely networked systems. Gradually, the user has become more distant from the technical core; the coming decade may see the school administrator move physically further from the computer as skilled operators become more common. In addition, a selection of the literature that addresses accounts of what administrators “do” with computers as well as needed changes in computer training is reviewed. Estimates of developmental parameters are stated. The paper concludes with a report on changes that will soon be implemented in one midwestern university. (10 references) (SI)
ED 312 753 EA 021 402 Hargesheimer, Dick And Others Restructuring Schools: The Second Wave of Educa tion Reform. An LR391 Staff Report to the Education Committee. Nebraska Legislative Council, Lincoln. Legislative Research Div. Pub Date-Noy 88 Note-43p. Pub Type— Guides - Non-Classroom (055) — In formation Analyses (070) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Academic Achievement, * Educa tional Improvement, *Educational Innovation, Elementary Secondary Education, Excellence in Education, *School Effectiveness Identifiers—*Nebraska, *School Restructuring Because future workers will experience rapid changes in both work technologies and jobs, and because America's wellbeing is dependent upon a successfully educated and highly skilled work force, students must develop the capacity to learn new skills and tasks quickly. The traditional school structure of passive student participation is not conducive to preparing most students for the demands and challenges of the new economy. Nebraska, with its strong tradition of local control, did not respond to the first wave of educational reform (1983 through 1987) with as many standardized mandates as did most other states. To provide policymakers and educators with an opportunity to explore the concepts and principles of school restructuring, a Nebraska “Talking With Educators” project could be initiated. The project's purposes would be to solicit data from the local school districts about restructuring, provide the districts with the principles and approaches to restructuring efforts occurring elsewhere, and encourage the development of local action agendas; questionnaires and statewide and local forums could be included. Participants might be teams of local school district educators, comprised of teachers, parents, board members, administrators, legislators, and students; the teams would facilitate multiple perspectives to enhance understanding and to build innovative approaches to educational improvement. (36 footnotes and 30 references) (KM)
ED 312 751 EA 021 400 Hughes, Jane Wolford Barnds, Mary Lynch Partners in Catholic Education: Pastor, Profes sional, Parent. A Workbook for Leaders in Catholic Education. National Catholic Educational Association, Wash ington, D.C. Report No.—ISBN-1-55833-024-0 Pub Date—89 Note-81p. Available from-Publication Sales, National Catho lic Educational Association, 1077 30th Street, N.W., Suite 100, Washington, DC 20007-3852 ($10.60). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Administrative Organization, Ad ministrator Guides, * Administrators, *Catholic Educators, Catholics, Catholic Schools, Elementary Secondary Education, * Management Teams, Parents, *Participative Decision Making Since the Vatican Council II, communities of the Catholic Church have accepted a in the modern world. With radical changes taking place in society, the introduction of the theme of interdependence by Pope John XXIII was both timely and prophetic. The evolution to a more collaborative church organizational style does not imply the elimination of authority, but a more discerning use of authority. The first of three sections comprising this document describes the present situation and outlines: the establishment of a common language; perceptions of organizational style, roles, and partnerships; and the external and internal influences that impact educational effort. The second section is devoted to analyzing organizational style, roles and relationships, and external and internal influences. The third section contains a guide to developing workable strategies for future planning. Background reading on change, partnership/collaboration, community, and values is also provided. (KM) ED 312 752 EA 021 401 Holloway, William H. Of Bugs, Bytes, LANS and Viruses: The Changing Countenance of Computer Courses in Adminis trator Preparation Programs. Pub Date—Mar 89 Note-13p.; Paper presented at the Annual Meet ing of the International Association for Computing in Education (San Francisco, CA, March 1989). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Education, * Admin istrator Effectiveness, Computer Literacy, Computers, *Computer Uses in Education, Curriculum Development, *Elementary Secondary Education, Futures (of Society), Higher Education, *Management Development Instruction in computing over the past three decades has experienced dramatic changes in both
ED 312 749 EA 021 396 Haertel, Geneva D. And Others Capturing the Quality of Schools: Approaches to Evaluation. Pub Date-Mar 89 Note—52p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (San Francisco, CA, March 27-31, 1989). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—* Accountability, Accreditation (In stitutions), Educational Assessment, *Educational Quality, Elementary Secondary Education, *Evaluation Methods, Excellence in Education, *School Effectiveness This document reviews several approaches used to examine schools, evaluate their quality, or compare them to one another. The rationale and major purposes of each approach, the variables and processes employed, and the potential contributions of that approach to a comprehensive evaluation model are addressed. Six approaches are covered: (1) models used in state-level accountability systems; (2) models used in school recognition programs; (3) effective schools research paradigm; (4) self-study approaches; (5) models used in the accreditation process; and (6) models based on rich, contextualized descriptions of schools. The various approaches focus primarily on either school-process variables or outcome variables; few implementations offer thorough coverage of both. Drawing on the discussions of these six approaches, this paper then presents some implications for a methodology of comprehensive school evaluation. Examples of variables/indicators for use in comprehensive school-level evaluation, and two figures are appended. (SI) ED 312 750 EA 021 399 Araki, Charles T. And Others Research Results and Final Report for the Dispute Management in the Schools Project. PCR Work ing Paper Series. Hawaii State Dept. of Education, Honolulu.; Hawaii Univ., Manoa. Program on Conflict Resolution. Spons Agency-William and Flora Hewlett Foun dation, Palo Alto, Calif. Report No.-PCR-WP-1989-3 Pub Date—Feb 89 Note-265p.; Some tables may reproduce poorly due to small or faint and broken print. Also partially funded by the Wallace Alexander Gerbode Foundation. Pub Type- Reports - Research (143) -- Tests/ Questionnaires (160) EDRS Price - MF01/PC11 Plus Postage. Descriptors-College School Cooperation, *Con
ED 312 754 EA 021 404 Richards, Joe B. School Lawyers Represent the School Board, Not the Superintendent. Pub Date-Nov 89 Note-6p.; Paper presented at the Annual Meeting of the Oregon School Boards Association (43rd; Portland, OR, November 10-12, 1989). Pub Type- Legal/Legislative/Regulatory Materi als (090) Guides - Non-Classroom (055) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Board Administrator Relationship, Board of Education Policy, *Boards of Education, Elementary Secondary Education, *Lawyers, *Legal Problems, School Administration, *School Law, *Superintendents Identifiers—*Oregon This document is a brief discussion, in outline form, regarding the legal representation of the school board and the superintendent. Specifically, the school lawyer ordinarily represents the board rather than an individual employee such as the district superintendent. Exceptions to this rule, conflicts of interest, and disclosure matters are outlined. Some situations that the school lawyer should avoid include preparation of the superintendent's employment contract, evaluation of the superintendent, and criticism policies or contract clauses. (KM)
ED 312 755 EA 021 406 Progress in Education: A Report to the Commu nity, 1988-89. Columbus Public Schools, Ohio. Pub Date Oct 89 Note-737p. Pub Type - Reports - Evaluative (142) — Numeri cal/Quantitative Data (110) EDRS Price - MF04/PC30 Plus Postage. Descriptors—*Academic Achievement, *Educa tional Assessment, Educational Legislation, Elementary Secondary Education, Middle Schools, Public Schools, *School Personnel, School Size, *School Statistics, School Surveys, Special Edu cation Identifiers—*Columbus Public Schools OH Progress reports for each school operated by the Columbus Public Schools during the 1988-89 school year are compiled. The reports have been compiled pursuant to section 3313.94 Ohio Revised Code, and standards adapted by the State Board of Education. The reports are grouped according to school levels: senior high schools, metropolitan education center, career centers, adult center, middle schools, elementary schools, and special schools. Within each level, the reports are in alphabetical order. Preceding the reports, a summary of data, as reported for each school, is presented by school level. Information is presented in full-time equivalencies for certificated personnel and other staff by race and sex, and where possible, by average years' experience and average degree level. Pupil data is reported by grade level, ethnic group, and sex. For elementary schools, middle schools, and high schools, test data are reported by percent of students scoring in low, average, and high percentile categories for total mathematics and total reading. (SI) ED 312 756 EA 021 407 Su, Zhixin Central Educational Administration in China: An Organizational Analysis. Pub Date—Apr 89 Note-22p.; Paper presented at the Annual Meet ing of the Comparative and International Education Society (33rd; Cambridge, MA, March 30-April 2, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Administration, *Edu cational Policy, Elementary Secondary Education, Foreign Countries, International Organizations, International Studies, Organizational Change, *Organizational Development, Postsecondary Education Identifiers-China This document examines the abolition of the Chinese Ministry of Education (MOE) and the establishment of the Chinese State Education Commission (SEC) in June 18, 1985. First, an organizational analysis of the history and organization, the administrative tools, and the functions and dysfunction of the former MOE is presented. Second, a discussion of the establishment of the SEC includes an examination of the three distinct differences between the SEC and the former MOE: (1) an increase in power and responsibilities; (2) a stronger central educational administration; and (3) a clearer outline of goals and tasks. Finally, the prospects for future reform in the areas of organization structure, power distribution, administrative principles, staff quality, and administrator supervision are assessed. (22 references) (SI)
Secondary Education, Family Characteristics, Futures (of Society), *Health Services, *Housing, Outcomes of Education, School Demography, *Transportation Identifiers—*Client Centered Approach In the United States, services (such as education, health care, housing, and transportation) are provided for citizens by a bewildering array of agencies at many government levels. Service organizations must learn to communicate across functional lines, and educators must become familiar with other service providers at various levels. This means perceiving the client as the most important part of the organizations providing services to that person, family, or group. The rationale is that these agencies are all serving the same children and families as clients. This approach is the most efficient, effective, and humane way to deliver services in an era of diminishing financial resources. Drawing on numerous maps, tables, and statistics, this report explores the complex interrelationships among family demography, housing, transportation, health, crime, and education. Interagency cooperation and taxpayer investment in families' basic needs are essential to prevent future problems like crime, illiteracy, mental retardation) and reduce the need for costly programs to deal with them. For example, it would be more cost-effective to help low-income families secure affordable housing and to supply small grants to cover broken down cars and medical emergencies than to maintain these same families on welfare. Prisons are another costly service that might be reduced by investing more heavily in early education and college access programs. Recent occupational and demographic trends (including metropolitan areas moving across state lines) are provided to support an interactive, client-centered agenda and recommendations for achieving it. (18 references) (MLH) ED 312 758 EA 021 409 Whalen, Kathryn Smith, Les Oregon's Scope of Bargaining: From Schools to Public Safety. LERC Monograph Series, Issue No. 6. Oregon Univ., Eugene. Labor Education and Re search Center. Pub Date-Mar 87 Note-103p. Available from—Publications, Labor Education and Research Center, University of Oregon, Eugene, OR 97403 ($3.50). Pub Type- Reports - Research (143) — Legal/Leg islative/Regulatory Materials (090) EDRS Price - MF0i/PC05 Plus Postage. Descriptors-Collective Bargaining, *Court Litiga tion, Elementary Secondary Education, *Employer Employee Relationship, *Labor Problems, *Labor Relations, Quality of Working Life, *Safety, Strikes Identifiers—*Oregon This document reviews early "scope" litigation between Oregon teachers and schcol districts that set the underpinnings for the more recent decisions by the Employment Relations Board (ERB). These early cases worked in a dialectic fashion to bring Oregon scope of bargaining to the point it is today. As a result of the evolutionary process, the scope issues have declined in importance for employees and employers who have the statutory right to strike. The reasons that public safety issues are different for employers and their represented personnel are addressed. Finally, recent cases by the board as well as a labor and management view of the current state of the scope of bargaining obligation are examined. A table which sets forth a complete listing and brief descriptions of the scope cases which have come before the ERB is appended. (SI)
The school principal must secure maximum performance from teachers to achieve the goals set forth by the district superintendent and the school board. To accomplish this, the principals' authority must be accepted by the faculty. The extent of faculty members' response to orders or directives issued by authority figures is determined by each member's zone of indifference. To investigate the relationship between principals' experience and teachers' acceptance of authority, the Zones of Indifference Instrument was administered to 41 teachers from 3 Mississsippi public elementary schools where the principal had less than 1 year of experience, and to 59 teachers from 3 like schools, but where the principal had 5 or more years of experience. The results indicated a significant difference in authority acceptance between teachers with inexperienced and experienced principals. According to nine significant item scores from the survey, teachers in schools with experienced principals were less likely to grant the principal authority than were teachers in schools with inexperienced principals. Teachers in schools with inexperienced principals rated 16 of 41 items as greater conflict sources than teachers in schools with experienced principals. Teachers in schools with experienced principals rated 25 of 41 items as greater conflict sources. (KM) ED 312 760 EA 021 411 Ward, Betsy B. Sistrunk, Walter E. The Relationship between Teachers' Perceptions of Principals' Actual Supervisory Behavior and Teachers' Preferred Supervisory Behavior in Selected Southern Public Junior High Schools. Pub Date—Nov 89 Note—18p.; Paper presented at the Annual Meet ing of the Mid-South Educational Research Asso ciation (Little Rock, AR, November 7-10, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PĆ01 Plus Postage. Descriptors—* Administration, Administrator Role, Instructional Leadership, Junior High Schools, *Leadership Styles, Organizational Climate, School Supervision, *Supervisory Methods, *Teacher Administrator Relationship, *Teacher Supervision Identifiers—*Mississippi Increasing demands for educational accountability make it important for principals to know how and when to successfully use methods of supervision with teachers to attain the mutual goal of instructional improvement. To determine whether significant differences existed between junior high school teachers' perceptions of principals' supervisory behavior and the teachers' preferences for principals' supervisory methods, Supervisory Behavior Description Questionnaires (form 1) were mailed to 4 teachers employed in each of 20 randomly selected public junior high schools in Alabama, Arkansas, Louisiana, Kentucky, Mississippi, and Tennessee. Per state, 80 usable responses would have signified a 100 percent return; the actual response rate was 91 percent from Mississippi; Alabama, 25 percent; Arkansas, 30 percent; Kentucky, 20 percent; Louisiana, 40 percent; and Tennessee, 20 percent. An analysis of collected data showed that, in the areas of Curriculum and Staff Development and Evaluation of Instruction, the teachers perceived more directive supervision. Mississippi teachers perceived and preferred less supervision than did teachers in the other five states who perceived more nondirective supervision than they preferred. Racial demographic variables indicated that Caucasians perceived more supervision in Curriculum Development, Instructional Organization, and Staff Development than did non-Caucasians. (16 references) (KM) ED 312 761 EA 021 413 Sistrunk, Walter E. And Others The Leadership Style of a Junior High School Principal, the School Climate, and Group Inter action. Pub Date—Nov 89 Note-12p.; 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 - MFÒ1/PC01 Plus Postage. Descriptors-Administrator Evaluation, Adminis trator Role, *Educational Environment, Junior High Schools, *Leadership Styles, *Organizational Climate, School Supervision, *Supervisory
ED 312 757 EA 021 408 Hodgkinson, Harold L. The Same Client: The Demographics of Education and Service Delivery Systems. Institute for Educational Leadership, Washington, D.C. Report No.-ISBN-0-937846-67-8 Pub Date—89 Note-32p. Available from Publications Department, Insti tute for Educational Leadership, Inc., 1001 Connecticut Avenue, N.W., Suite 310, Washington, DC 20036 ($12.00; quantity discounts). Pub Type- Reports - Evaluative (142) — Numeri cal/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Agency Cooperation, *Correctional Institutions, Demand Occupations, * Educational Cooperation, Educational Finance, Elementary
ED 312 759 EA 021 410 Wilkes, Sam T. Love-Wilkes, Rebecca The Relationship of Administrators' Experience and Teachers' Acceptance of Authority in Missis sippi Schools. Pub Date—Nov 89 Note—16p.; 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/PC01 Plus Postage. Descriptors—*Administrator Effectiveness, Ele mentary Education, Leadership Qualities, Power Structure, *Principals, School Supervision, *Teacher Attitudes, *Teacher Behavior Identifiers—* Mississippi
Methods, *Teacher Administrator Relationship, Teacher Behavior, Teacher Militancy, Teacher Supervision Identifiers—* Mississippi Delta Due to parental disenchantment with a Mississippi Delta junior high school principal, the principal's leadership style, the school climate, and group interactions were investigated. A consultant was employed to determine teachers', students', and parents' perceptions of the school climate and of the principal as a leader, and then to recommend a plan for modifying the principal's behavior. A total of survey instruments were administered to 29 teachers, 1 survey was completed by 38 students, and 1 survey was completed by 19 parents; thus, the total sample consisted of 86 respondents. The information collected was converted to standardized scores for statistical comparison purposes. An examination of the data revealed that students were relatively satisfied with the school climate, that teachers were extremely dissatisfied with the school climate and the principal's leadership behavior, and that parents were less dissatisfied than the teachers with the climate but somewhat more satisfied than the students. Because the investigation was undertaken due to perceived parental dissatisfaction with the school climate, and because the results indicate far greater teacher dissatisfaction than parental dissatisfaction, it is believed that a small group of teachers "triggered" parent disenchantment with the school. (10 references) (KM)
ED 312 762 EA 021 414 Reed, Dorothy D. Franks, Melvin G. Impact of MSERA Research on Policy Decisions. Pub Date-Nov 89 Note-12p.; Paper presented at the Annual Meet ing of the Mid-South Educational Research Asso ciation (Little Rock, AR, November 7-10, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports Research (143) — Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Educational Change, *Educational Policy, *Educational Research, * Educational Researchers, Elementary Secondary Education, Federal Government, Research Problems, *Research Utilization, School Policy, *Theory Practice Relationship Educational research is designed to generate valid and reliabie information needed by decision-makers. The issue of research utilization is of utmost importance, especially as it relates to the federal government; however, much of the research has not found its way into the policymaking process. This issue precipitated a survey of 141 Mid-South Research Association (MSERA) members who presented papers at the 1988 MSERA annual meeting soliciting their views on the significant gaps between educational research and the implementation of educational policy (61 surveys were returned). Survey results showed that 53 percent of the respondents produced papers which had recommendations, results, or ideas that could have impact on making educational policy or changing current practices. Seventy-eight percent of the 53 percent forwarded the results of their work to persons in policymaking positions. Of the 78 percent, 76 percent indicated that the policymakers considered their recommendations. Of the studies for which the recommendations were forwarded, 72 percent brought about some sort of change. Appended is a copy of the survey with annotated responses as well as explanations for two survey questions. (15 references) (SI) ED 312 763 EA 021 415 Richardson, Gloria D. Sistrunk, Walter E. The Relationship between Secondary Teachers' Perceived Levels of Burnout and Their Perceptions of Their Principals' Supervisory Behaviors. 1989 Update. Pub Date-Nov 89 Note--21p.; 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/PC01 Plus Postage. Descriptors—Administrator Role, Collegiality, Leadership Styles, Organizational Climate, Participative Decision Making, School Supervision, Secondary Education, *Supervisory Methods, * Teacher Administrator Relationship, *Teacher Burnout, *Teacher Morale, *Teacher Supervision Identifiers—*Mississippi The empowerment of teachers through collabora
tion, a supervisory trend currently receiving much attention and emphasis, employs variability and encourages cooperative decisionmaking. Despite its apparent popularity, collaboration can be viewed as unwieldy and difficult to manage with teachers who are already working under less than desirable conditions and further burdened by excessive paperwork and other duties associated with accountability and the reform movements under way in many states. To investigate Mississippi teachers' perceptions of burnout and the possibility of a relationship between teacher burnout and principals' directive, collaborative, or nondirective supervision methods, the Supervisory Behavior Description Questionnaire (form 1) and the Maslach Burnout Inventory Form Ed were mailed to a random sample of 192 teachers of grades 9 through 12. The response rate was 62 percent. Analyses of data collected indicated greater teacher emotional exhaustion and depersonalization under collaborative supervision. It is possible to attribute this to several existing problems, all of which have increased teachers' duties and the demands on their time. Perhaps the greatest difficulty lies with the traditional supervision methods, where principals' directive supervisory behaviors did not permit teachers to develop appropriate decisionmaking and group interaction skills to participate in collaboration. (21 references) (KM) ED 312 764 EA 021 416 Kennebrew, Johnny L. Sistrunk, Walter E. Principals' Supervisory Behavior and School Cli mate. Pub Date—Nov 89 Note-11p.; Paper presented at Annual Meeting of the Mid-South Educational Research Association (Little Rock, AR, November 7-10, 1989). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Role, *Leadership Styles, *Organizational Climate, Secondary Education, *Supervisory Methods, *Teacher Administrator Relationship, Teacher Attitudes Identifiers—*Mississippi Successful building-level instructional supervision requires a physical, intellectual, and psychological environment where optimal teaching and learning can occur. While supervisory activities may open the lines of communication between the principal and the teacher, these communication lines may be affected by the perceptions that teachers have of the school climate. In an investigation of the the correlation between Mississippi secondary teachers' perceptions of the principals' supervisory behaviors and their perceptions of the school climate, 240 English, science, mathematics, and social studies teachers completed Supervisory Behavior Description Questionnaires (form 1) and School Climate Surveys (form A). The results generally showed that the administrative aspects of the school climate were negatively correlated with directive supervisory practices in the areas of curriculum development, staff development, instructional organization, and program evaluation. Additionally, these four areas were negatively correlated with nondirective administration-related behaviors. A positive correlation, however, did exist between these areas and the perceived collaborative supervisory behaviors of school leaders. (6 references) (KM) ED 312 765 EA 021 417 Fowler, Frances C. Gettys, Cynthia M. Becoming a Principal: The First Years. Pub Date—Nov 89 Note—33p.; Paper presented at the Annual Meet ing of the Mid-South Educational Research Asso ciation (Little Rock, AR, November 7-10, 1989). Pub Type--Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Administrator Attitudes, * Adminis trator Characteristics, Elementary Secondary Education, *Instructional Leadership, Occupational Information, *Principals, *School Administra tion, *School Supervision Identifiers—Beginning Principals, *Tennessee (East) The recently proposed school administration reforms concentrate largely on the issues surrounding recruiting, selecting, and preparing potential administrators; yet little is know about what it is like to become a school administrator, and virtually no research on beginning administrators has been done. Related literature does describe the uncertainty, stress, responsibilty, and conflicts experienced by
principals during their first years on the job. In April and May 1989, 7 of 8 first- and second-year East Tennessee principals .(7 female and 1 male, and 5 white and 3 black) were interviewed and observed; the eighth principal was interviewed in June 1989, and observed the following October. An analysis of collected data identified six recurring themes: the heavy weight of responsibility; the conflicting demands; the uncertainty; and the steady stream of human interactions. The findings of this study support existing principalship literature with few exceptions. Even in their first 2 years on the job, these principals had encountered most of the problems reported by their more experienced peers. Some differences, though, were evident. The problem of time constraints pervaded this study, but did not emerge as an issue in the literature. Powerlessness, however, occurred in the literature, but did not surface in this study. (12 references) (KM) ED 312 766 EA 021 418 Berry, Bobbie C. Sistrunk, Walter E. The Relationship between Actual and Preferred Supervisory Behaviors as Perceived by Special Education Teachers and as Self-Perceived by Special Education Supervisors in Louisiana. Pub Date-Nov 89 Note-13p.; Paper presented at the Annual Meet ing of the Mid-South Educational Research Association (Little Rock, AR, November 7-10, 1989). Pub Type-Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Role, Elementary Secondary Education, *Leadership Styles, Organizational Climate, School Supervision, Special Education, Special Education Teachers, *Supervisory Methods, *Teacher Administrator Rela tionship, *Teacher Supervision Identifiers—*Louisiana The lack of a clear role definition for the special education supervisor has resulted in an interpretation of the position as that of a facilitator, planner, and legal rights guarantor for exceptional children. To determine whether differences existed between the self-perceived supervisory methods of special education administrators and their actual and preferred supervisory behaviors as perceived by special education teachers, and to gauge whether demographic variables influence the teachers' preferrences and perceptioris, 66 Louisiana special education supervisors and 264 special education teachers were mailed the Supervisory Behavior Description Questionnaire (form 1). A total of 50 supervisors and 200 teachers (4 from each of the 50 schools) participated. No significant differences were identified between the supervisors' and the teachers' perceptions of actual supervisory behavior; however, there existed a substantial difference between teachers' perceptions of, and teachers' preferences for, their supervision. The teachers perceived their supervisors as more directive, but preferred them to be less directive. Female teachers preferred more direction than males, and non-Caucasian teachers preferred more direction than Caucasians on various tasks. The bibliography contains 9 references. (KM)
ED 312 767 EA 021 419 Vickers, Bettye Hamill Sistrunk, Walter E. Elementary Principals' and Teachers' Perceptions of Their Principals' Supervisory Behaviors. Pub Date-Nov 89 Note-11p.; 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/PC01 Plus Postage. Descriptors—Administrator Role, Elementary Ed ucation, Instructional Leadership, *Leadership Styles, Organizational Climate, School Supervision, *Supervisory Methods, *Teacher Adminis trator Relationship, *Teacher Supervision Identifiers-*Mississippi To influence teaching in a way that enhances and improves student learning is the school principal's responsibility. Because perceptions are more important than actual behavior, it is essential for principals to know if their perception of their supervisory actions is in agreement with the way their teachers perceive the same supervisory behaviors; the greater this perceptual agreement, the more favorable the attitude toward work and the greater the possibility for instructional improvement. To investigate the relationship between Mississippi public elementary The most frequently used method for solving, coping with, or managing conflict is compromise. District size and the cultures found in surrounding communities often influence choice of method. The value of collaboration is emphasized. (14 references) (SI)
school principals' and teachers' perceptions of supervisory behavior, the Supervisory Behavior Description Questionnaire (form 1) was mailed to all elementary school principals and teachers in the state. The responses from 115 principals and 475 teachers were used for analysis. The results indicated that the principals perceived their supervision methods as more collaborative and directive, whereas the teachers perceived the supervision as less collaborative and directive, and more nondirective. Perceptive discrepancies also existed in the areas of: curriculum development; special student services; staff development; providing materials and facilities; and evaluation of instruction, where principals perceived themselves as more collaborative than the teachers perceived them to be. The bibliography contains 9 references. (KM) ED 312 768 EA 021 420 Greenberg, David E. Preschool Special Education: New Responsibility for Schools. National School Boards Association, Alexandria, VA. Educational Policies Service. Pub Date—89 Note-10p. Journal Cit-Updating School Board Policies; n20 n10 p1-6,8 Nov Dec 1989 Pub Type - Reports - Descriptive (141) - Journal Articles (080) – Legal/Legislative/Regulatory Materials (090) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Access to Education, *Disabilities, Educational Opportunities, *Equal Education, Handicap Identification, *Mainstreaming, *Preschool Education, *Special Education, Student Placement Identifiers—*Education of the Handicapped Act Amendments 1986 The Education of the Handicapped Act Amendment of 1986 extended the six basic rights established in the Education for All Handicapped Children Act to preschoolers. All preschool handicapped children (ages 3 to 5) will receive a free, appropriate public education in the same manner that the K-12 students benefit from federal law for the handicapped. Furthermore, by the 1991-92 school year, states accepting federal funds for handicapped preschoolers must guarantee a full range of services to 3- to 5-year-olds. Whether or not the state receives federal funds, schools with preschool classes must include special education in their planning. The legislation also calls for the development of a statewide interagency delivery system for services to handicapped infants and toddlers (birth to 2-years-old). The intent of the 1986 amendment is to reduce or to eliminate the number of special education placements and related services in later years. Although the benefit of these public services for obviously handicapped children is clear, the need to extend programs to children identified as "at risk” of future learning difficulties remains controversial. (KM) ED 312 769 EA 021 421 Keller, Ernest R. Managing District Conflict: The Practices of Ore gon School Board Members and Superinten dents. Oregon School Study Council, Eugene. Pub Date—89 Note-8p. Available from Publication Sales, Oregon School Study Council, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($6.00 prepaid; $2.00 postage and handling on billed orders). Journal Cit-OSSC Report; v30 n1 Fall 1989 Pub Type - Collected Works - Serials (022) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Boards of Education, Conflict, * *Conflict Resolution, Cooperation, Coping, *Decision Making, Elementary Secondary Education, *Problem Solving, *Superintendents Identifiers—*Oregon The director of curriculum support services at Oregon's Wasco Education Service District discusses methods that superintendents, board members, and school leaders can use to control conflicts in their school organizations. Surveyed were 239 Oregon school board members and 135 superintendents who were asked to identify which of the following appproaches they most frequently use to resolve conflict: (1) competing; (2) compromising; (3) collaborating; (4) accommodating; and (5) avoiding.
ED 312 770 EA 021 422 Parent Involvement Policy of the Holyoke Public Schools = Codigo de Participacion de Padres. Holyoke Public Schools, Mass. Pub Date—85 Note-25p. Language-English; Spanish Pub Type-Guides - Non-Classroom (055) -- Re ports - Descriptive (141) — Multilingual/Bilin gual Materials (171) EĎRS Price - MF01/PC01 Plus Postage. Descriptors--Administrator Role, Educational Pol icy, Elementary Secondary Education, Family Involvement, *Parent Associations, Parent Grievances, *Parent Participation, *Parent Role, Parent School Relationship, Public Schools, *School Community Relationship Identifiers—*Holyoke Public Schools MA Parent involvement efforts distinguish the Holyoke Public Schools of Holyoke, Massachusetts. No other school system in the region offers as many varied opportunities for parents to have an impact on their children's school experience. The Parent Involvement Policy was developed with the help of a 15-member task force of parents in the summer of 1985. The handbook has six sections: (1) parent advisory council; (2) citywide parent planning council; (3) grievance procedure; (4) parent bill of rights of the Holyoke Public Schools; (5) school committee role; and (6) administration role. The handbook is written in both English and Spanish. (SI) ED 312 771 EA 021 423 Coleman, Donald G. And Others Another Vision: THe Church Model of Education Administration (EA). Pub Date-Aug 89 Note-26p.; Paper presented at the Annual Meet ing of the National Conference of Professors of Education Administration (Tuscaloosa, AL, Au gust 13-18, 1989). Pub Type - Speeches/Meeting Papers (150) -- In formation Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Administrator Education, *Educa tional Administration, * Educational Change, Educational Development, Higher Education, *School Administration In 1987 and again in 1988, the National Commission on Excellence in Educational Administration report catalogued a litany of sins committed by educational administration faculties and by institutions of higher education; however, the reports did little to straighten educational administration's crooked halo. Included among the past attempts at educational administration reform were internships, diagnostic and prescriptive measures, and system analyses. The key to successful educational administration reform lies in overhauling the existing programs rather than in developing an entirely new educational administration training system. Some suggestions for the redesign of the current educational administration program contained within this document include: (1) realizing that schools alone have not failed the children of the nation, but have actually offered continuous stability for the children; (2) redefining the school administrator's role and education to include both management and leadership; (3) constantly reforming the educational administration profession rather than occasionally making changes; (4) recognizing priorities and avoiding attempts to accomplish everything; (5) awarding more master's degrees in educational administration to those who qualify-especially to teachers; and (6) joining the National Conference of Professors of Education Administration. (24 references) (KM)
Descriptors—* Administrator Education, Adminis trator Effectiveness, *Administrator Qualifications, Change Strategies, Cooperation, *Educational Change, * Educational Research, Elementary Secondary Education, Management Development, Professors, *Theory Practice Relationship The administrator preparation reform issue is affected by a split in loyalties between the "professional” model and the liberal arts model. Whereas recent calls for reform follow the professional model, most professors of educational administration, who must implement the reforms, are products of the liberal arts tradition. This paper reviews literature and research in educational administrator preparation, particular attention to research criticisms, professor complacency, and cooperation between researchers in the field. Several criticisms of dissertation research are offered, and steps are suggested to avoid or remedy the problems. In addition, an introduction to practicum design is presented which considers the context, develops a concept of the ideal, analyzes and compares the present state to the ideal, notes the discrepancy, and searches for the problem at the heart of the discrepancy. Appended are definitions of the three categories of problems and two diagrams of purpose-practice relationships in educational administration research. (21 references) (SI) ED 312 773 EA 021 431 Bowers, Bruce C. Alternatives to Standardized Educational Assess ment. ERIC Digest Series Number EA 40. ERIC Clearinghouse on Educational Management, Eugene, Oreg. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date-89 Contract-OERI-R188062004 Note-4p. 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- Information Analyses - EŘIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Achievement Tests, * Criterion Refer enced Tests, * Educational Assessment, *Educational Testing, Elementary Secondary Education, *Evaluation Methods, Mastery Tests, Norm Referenced Tests, *Student Evaluation, Student Placement Standardized testing of American students provides comparative scores for the placement of individual students, enables students to make appropriate decisions regarding a future course of study, and offers the opportunity to assess the effectiveness of teachers, schools, and school districts. As a result of using standardized test scores for comparative purposes, however, “teaching to the test” is becoming a common practice in our nation's schools. Performance-based assessments offer an alternative to standardized testing by requiring students to demonstrate active skills. Because performance-based assessments are more easily scored using a criterion- rather than a norm-referenced approach, to maintain assessment reliability comparisons must be made with similar assessments made by other teachers in other settings, the adoption of an exemplary system involving regular meetings between teachers responsible for scoring would be necessary. Such a shift in testing methodology sacrifices reliability for the benefits of validity. (9 references) (KM)
ED 312 772 EA 021 424 Achilles, C. M. DuVall, L. Where Are the Models and Paradigms? Pub Date-Nov 89 Note-20p.; Paper presented at the Annual Meet ing of the Southern Regional Council on Educational Administration (Columbia, SC, November 11-14, 1989). Pub Type - Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PĆ01 Plus Postage.
ED 312 774 EA 021 432 Peterson, David Strategic Planning. ERIC Digest Series Number EA 41. ERIC Clearinghouse on Educational Management, Eugene, Oreg. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—89 Contract—OERI-R188062004 Note-4p. 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-- Information Analyses - EŘIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Page 4
EA 021 461 Barry, Michael The Training of Teachers as Advisors. Pub Date-Nov 89 Note-22p.; Appendix B contains small print. Pub Type - Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Advising, *Counselor Training, Educational Administration, Elementary Secondary Education, *Program Design, Program Development, *Staff Development, Teacher Guidance, *Teachers, *Teacher Student Relationship In Florida, State Department of Education emphasis on “Teachers as Advisor Programs” across the state has created a demand for the training sequence described in this paper. Current reasons for promoting the program are listed and a brief training course description is provided. The skills involved are intended to be sequential. The course is divided into three parts: (1) learning/teaching styles; (2) communication/problem solving; and (3) intervention model/demonstration. The course schedule and instructional sequence explicate each of the three parts of the course. At the end of the course, teachers work with actual students who have academic problems. The teachers then discuss their successes and their failures with each other in an environment that does not threaten their professional competence. The course is designed to enable teachers to develop the skills necessary to work one-on-one with students in their schools. Appendixes include a program objectives list, an instructional sequence diagram, a sample instructor lesson guide, and a course schedule. (4 references) (SI) ED 312 790 EA 021 465 Williams, Hampton S. Attitudes toward the Use of Militant Collective Actions: A Study of Mississippi Public School Teachers. Pub Date-Nov 89 Note—27p.; Paper presented at the Annual Meet ing of the Southern Regional Council on Educational Administration (Columbia, SC, November 11-14, 1989). Pub Type- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Collective Bargaining, Educational Environment, Elementary Secondary Education, Organizational Climate, *Public School Teachers, *Teacher Attitudes, *Teacher Militancy, Teaching Conditions Identifiers—*Mississippi To investigate the current attitudes of Mississippi public school teachers toward the use of militant, collective actions, 600 randomly selected elementary and secondary teachers were asked to complete the Teacher's Attitude Scale and a demographic data sheet. A total of 450 responses were received, representing a 75 percent return rate. The collected data were analyzed descriptively, and two hypotheses-drawn in part from a review of related literature-were tested using a multiple regression/correlation technique; both hypotheses were accepted. The findings indicated that teachers' attitudes were significantly related to certain demographic variables and that race, gender, and age each made small but significant contributions to attitudinal differences. Specifically, African-American public school teachers tended to have more unfavorable attitudes toward the use of militant, collective actions, while male teachers (far outnumbered by female teachers in Mississippi) had more positive attitudes regarding collective actions. Additionally, teachers between 30 and 40 years of age responded most favorably to the use of militant, collective actions. (26 references) (KM)
DC 20402 (Stock No. 065-000-00387-2, $15.00). Pub Type- Numerical/Quantitative Data (110) EDRS Price - MF01/PC15 Plus Postage. Descriptors-Academic Achievement, Degrees (Academic), *Educational Assessment, Educational Environment, * Educational Resources, Educational Trends, Elementary Secondary Education, Enrollment Influences, Enrollment Trends, Ethnic Groups, Higher Education, High School Graduates, Public Support, *School Demography, *School Statistics, *School Surveys, Student Attitudes, Student Characteristics, Tables (Data), Teacher Attitudes Identifiers—*Indicators, National Assessment of Educational Progress The National Center for Education Statistics (NCES) gathers and produces statistics and other information on the status and progress of education in the United States. In 1989 as in 1988, the center published the “indicators” (key data that measure the health of education, monitor important developments, and show trends in major aspects of education) in three volumes. “The Condition of Education” report encompasses the first two volumes, addressing education at the elementary and secondary levels and at the postsecondary level, respectively. This third volume includes the indicators from both of the earlier volumes, along with all the technical supporting data, supplemental information, and data sources. For elementary and secondary education, data are presented from the most recent (1988) administration of the National Assessment of Educational Progress. These include indicators for student performance; high school completion; economic outcomes; fiscal resources; human resources; student characteristics; learning environment; perceptions of the public concerning the schools and of the teachers concerning student problems and education improvement strategies; and requirements for graduation and for teacher preparation. The section on postsecondary education includes indicators for trends in higher education, degrees conferred, degrees and fields of study categorized by race and ethnicity, economic outcomes, fiscal resources, human resources, and student characteristics. Appended are tables and supplementary notes keyed by number to the indicators, a list of data sources, a glossary, and an index. (KM) ED 312 792 EA 021 470 Snyder, Thomas D., Comp. Digest of Education Statistics, 1989. Twenty-Fifth Edition. National Center for Education Statistics (ED), Washington, DC. Report No.-NCES-89-643 Pub Date—Dec 89 Note—542p.; For 1988 edition, see ED 295 344. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 (Stock No. 065-000-00391-1, $25.00). Pub Type- Numerical/Quantitative Data (110) EDRS Price - MF02/PC22 Plus Postage. Descriptors—Academic Achievement, Adult Edu cation, Degrees (Academic), Dropout Rate, Educational Attainment, *Educational Finance, Educational Trends, Elementary Secondary Education, Employment Level, *Enrollment, Ethnic Groups, Federal Programs, Government Publications, Higher Education, *Institutional Characteristics, International Education, Library Statistics, Microcomputers, National Norms, Postsecondary Education, Preschool Education, Private Schools, Public Schools, Salaries, *School Demography, School Holding Power, *School Statistics, Student Characteristics, Student Costs, Student Financial Aid, Tables (Data), Teacher Characteristics, Technical Education, Vocational Education This document, consisting of 7 chapters, 31 fig. ures, and 360 tables, provides statistical data on most aspects of United States education, both public and private, from kindergarten through graduate school. The chapters cover the following topics: (1) all levels of education; (2) elementary and secondary education; (3) postsecondary, college, university, technical, and adult education; (4) federal programs for education and related activities; (5) outcomes of education; (6) international comparisons of education; and (7) learning resources and technology. A wide range of information is presented on subjects including the number of schools and colleges, teachers, enrollment, graduates, educational attainment, finances, federal funds for eduction, employment and income of graduates, li
braries, and international education. Supplemental information on population trends, attitudes on education, educational characteristics of the labor force, government finances, and economic trends is provided. Included among data not appearing in previous editions are the following: salaries for beginning teachers; data from teacher and general public opinion polls; data on handicapped students in higher education; international tests of educational achievement in mathematics and science; statistics on ages of college students by type and control of institution; profiles of persons earning doctor's degrees in education, engineering, physical sciences, and social sciences; college student participation in financial aid programs; and the percentage of bachelor's degree recipients going to graduate school. A short introduction highlights major findings, and each chapter contains a brief overview of significant trends. A guide to sources, definitions, and an index are included. (KM) ED 312 793 EA 021 511 Gerald, Debra E. Horn, Paul J. Hussar, William J. Projections of Education Statistics to 2000. National Center for Education Statistics (ED), Washington, DC. Report No.-NCES-89-648 Pub Date—Dec 89 Note-217p.; A summary of the projections is avai able in a pocket-sized folder: "Pocket Projections: 1977-78 to 1999-2000.” For prior year's report, see ED 299 704. Available from Superintendent of Documents, U.S. Government Printing Office, Washington, DC (Stock No. 065-000-00392-0; $11.00). Pub Type- Numerical/Quantitative Data (110) Reports - Research (143) EDRS Price - MF01/PC09 Plus Postage. Descriptors—*Educational Trends, Elementary Secondary Education, *Enrollment Projections, Enrollment Rate, *Expenditures, Futures (of Society), Government Publications, *Graduates, Higher Education, *School Statistics, *Teachers A consistent set of projections for key education statistics. Included are statistics on enrollment, graduates, instructional staff, and expenditures in elementary and secondary schools and institutions of higher education is provided. The tables, charts, and narratives contain data on enrollment, teachers, graduates, and expenditures for the past 15 years and projections to the year 2000. The book is divided into three parts: (1) Projections and Analyses; (2) Projection Methodology; and (3) Technical Appendixes. Total enrollment in public and private elementary and secondary schools is projected to increase from 45.4 million in 1988 to 49.7 million in 1998. Enrollment in institutions of higher education is projected to increase from 12.8 million in 1988 to 13.4 million by the year 2000. Current expenditures of public schools are expected to increase from $161.5 billion in 1998-89 to $212.0 billion in 1999-2000. Current-fund expeditures of institutions of higher education are projected to increase from $115.5 billion in 1988-89 to $144.4 billion by 1999-2000. (SI)
ED 312 794 EC 220 511 Skov-Jorgensen, I. A Realistic Approach to a School for All. Pub Date—Sep 88 Note-20p.; Paper presented at the World Confer ence of Rehabilitation International (16th, Tokyo, Japan, September 5-9, 1988). Pub Type- Information Analyses (070) - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Counseling, Delivery Systems, *Dis abilities, Educational History, Educational Needs, Educational Trends, Education Work Relationship, Elementary Secondary Education, Foreign countries, Intervention, *Mainstreaming, *Normalization (Handicapped), Preschool Education, Referral, Special Classes, Teacher Ed ucation Identifiers-Europe The literature review describes the ideal of “a school for all” which integrates children with and without disabilities from a European perspective. Topics covered include a historical review of discrimination against the disabled, the establishment
ED 312 791 EA 021 469 Baker, Curtis O., Ed. And Others 1989 Education Indicators. National Center for Education Statistics (ED), Washington, DC. Report No.—NCES-89-653 Pub Date—89 Note-367p.; For 1988 edition, see ED 301 974. Available from—Superintendent of Documents, U.S. Government Printing Office, Washington, Page 5
Classroom - Learner (051) - Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Books, *Childhood Attitudes, Chil drens Literature, * Diabetes, * Diseases, Elementary Education, Fiction, Peer Acceptance, Self Concept, *Special Health Problems One of a series of children's books written from the point of view of an elementary grade child with a disability or other problem, the stories emphasize the similarities in childhood experience while providing information specific to the disability. In this book, 11-year-old Christine copes successfully with her diabetes but finds it much more difficult to come to terms with the demands of her Greek-American heritage. After the story, a question and answer section provides answers (by Christine) of typical questions children often have about diabetes. These include: “What is diabetes?” “Is there a cure?" "Why is exercise so important?" "Why do you give yourself shots of insulin?” “How can you give yourself shots? Isn't it disgusting?” “Doesn't it hurt?” "Can you get AIDS from using a needle?” “How did you get diabetes?" "Why can't you eat candy or other sweet things?" "Once you needed emergency candy. Why?" "How do you know if your sugar level is right?" "Is it hard to have diabetes?” (DB) ED 312 820 EC 221 278 Review of the Present Situation of Special Educa tion. United Nations Educational, Scientific, and Cul tural Organization, Paris (France). Report No.-UNESCO-ED-88/Wś/38 Pub Date-88 Note-157p. Available from United Nations Educational, Sci entific, and Cultural Organization, Special Education Programme, 7 Place Fontenoy, Paris, France 75700. Pub Type- Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Administration, *Delivery Systems, *Disabilities, Educational Finance, Éducational Legislation, Educational Needs, *Educational Policy, Elementary Secondary Education, *Foreign countries, Research and Development, *Special Education Identifiers—*United Nations The review of special education worldwide is based on questionnaire replies of appropriate ministries in 58 United Nations member states during 1986-87. The first part of the review consists of a summary and analysis of data collected concerning such aspects of special education as policy, legislation, administration and organization, special education provision, training, finance, research, and development. Issues are identified in the areas of legislation, access to education, integration, parental involvement, information exchange, and the language of handicap. National summaries are provided for the following countries: Algeria, Argentina, Barbados, Botswana, Brazil, Cameroon, Chile, China, Congo, Costa Rica, Cuba, Czechoslovakia, Denmark, Ecuador, Egypt, El Salvador, Ethiopia, Finland, German Democratic Republic, Federal Republic of Germany, Ghana, Guatemala, Hungary, Indonesia, Iraq, Ireland, Israel, Jordan, Kuwait, Madagascar, Malawi, Mali, Malta, Mexico, Netherlands, New Zealand, Nicaragua, Nigeria, Norway, Panama, Peru, Philippines, Poland, Rumania, Saudi Arabia, Senegal, Sri Lanka, Sweden, Syria, Thailand, Tunisia, Uganda, Uruguay, Venezuela, Yugoslavia, Zaire, Zambia, Zimbabwe. The questionnaire is attached. (DB) ED 312 821 EC 221 279 Project TRAIN: The Final Report of the Project TRAIN, 1985-1988. Virginia Commonwealth Univ., Richmond. School of Education.; Virginia State Dept. of Education, Richmond. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date—88 Grant-G008530322 Note527p. Pub Type- Reports - Descriptive (141) - Reports - Evaluative (142) EDRS Price - ÀF02/PC22 Plus Postage. Descriptors—Attitude Change, Competency Based Teacher Education, *Inservice Teacher Education, Institutes (Training Programs), Lesson Plans, *Mainstreaming, Mild Disabilities, Secondary Education, State Programs, Teacher Atti
tudes, *Teaching Methods, Technical Assistance Identifiers-Virginia The final report of Project TRAIN describes a 3-year collaborative project of Virginia Commonwealth University and the Virginia State Department of Education to provide special education inservice training for regular classroom teachers serving secondary level mildly handicapped youth. The project: (1) developed adaptive instructional training packets; (2) conducted five statewide summer institutes for assisting regular and special educators to adapt instruction for mainstreamed students; and (3) provided technical assistance to inservice personnel serving mildly handicapped youth throughout Virginia. Project evaluation indicated increased teacher competencies, positive attitudinal changes by teachers, and positive evaluations of institutes by teachers. The bulk of the document consists of appendixes including institute material/handouts, competency test data, institute evaluation data, maps of dissemination, and institute brochures, letters, and programs. Also appended are reprints of the following articles: Adapting Lesson Plans for the Mainstreamed Student" (Judy Wood and Jennifer Miedehoff); “Adapting the Presentation of Academic Content" (Judy Wood); “Mainstreaming-Ready_or Not” (Barbara Lowenthal); and “Adapting Test Construction for Mainstreamed Mathematics Students" (Jennifer Miederhoff and Judy Wood). (DB) ED 312 822 EC 221 280 Bibliography: Recruitment and Retention #19. Information on Personnel Supply and Demand. National Association of State Directors of Child Development.; National Clearinghouse for Pro fessions in Special Education, Reston, VA. Spons Agency--Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date-May 89 Grant-G0087C3053-88 Note-13p. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Disabilities, Elementary Secondary Education, Higher Education, *Special Education Teachers, *Teacher Persistence, *Teacher Recruitment The bibliography lists approximately 125 documents and journal articles concerning issues and practices in the recruitment and retention of personnel for general and special education at district, state, and higher education levels. Citations date from 1975 to 1989 and are listed by author or institution and include ERIC (Educational Resources Information Center) document or journal numbers when appropriate. (DB) ED 312 823 EC 221 281 Halpern-Gold, Julia And Others Travel Tales. A Mobility Storybook. Report No.--ISBN-0-922637-00-8 Pub Date—88 Note-106p. Available from—Mostly Mobility, RD 1, Box 1448A, Bethel, PA 19507 ($22.00). Pub Type- Guides - Classroom - Learner (051) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Blindness, *Instructional Materials, Physical Mobility, Preschool Education, Primary Education, *Travel Training, *Visual Impairments, *Visually Handicapped Mobility The book is designed to supplement mobility and orientation lessons and explain mobility concepts to visually impaired children from preschool through third grade. Each of the 17 chapters centers on the adventures of Eliot, a young visually impaired child, as he learns the following pre-cane orientation and mobility skills: sighted-guide technique, trailing technique, upper and lower protective techniques, orientation to a house, orientation to an apartment building, orientation to a school, self-familiarization, characteristics of a residential neighborhood, characteristics of a square block, characteristics of a rural neighborhood, characteristics of an urban neighborhood, supermarket familiarization, store familiarization, bus travel, train travel, subway travel, and cane familiarization. Each chapter is divided into six parts including new words to learn and use, the story, concepts and topics for discussion, games for reinforcement, sing-a-long, and worksheets. (DB) ED 312 824 EC 221 282 UNESCO Consultation on Special Education
(Paris, May 2-6, 1988). Final Report. United Nations Educational, Scientific, and Cul tural Organization, Paris (France). Report No.-UNESCO-ED-88/WŚ-45 Pub Date-May 88 Note—28p. Available from United Nations Educational, Sci entific, and Cultural Organization, Special Education Programme, 7 Place Fontenoy, Paris, France 75700. Pub Type- Reports - Descriptive (141) - Col lected Works - Proceedings (021) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Administration, *Disabilities, Ele mentary Secondary Education, Information Needs, International Education, *International Organizations, International Programs, *Long Range Planning, *Needs Assessment, *Special Education, Teacher Education Identifiers-*UNESCO A meeting of 26 specialists and representatives of international governmental and non-governmental organizations and funding agencies was convened to propose actions that UNESCO could undertake in special education during the period covered by the Third Medium Term Plan (1990-1995). The following four priority areas were identified by the participants as warranting special attention: (1) information; (2) planning, organization and management of special education; (3) training of personnel; and (4) mobilization of resources. The planning, organization, and management area was identified as the core area of focus to be reinforced by supportive action in the other areas. The conference also urged that UNESCO strengthen its presence at the regional level by means of shared expertise and operational activities. The report presents a summary of the discussions and suggestions. The suggestions are divided into those for UNESCO's future action and those for member states. The summary covers the conceptual framework and general principles of the meeting, outcome of background documents, and main issues discussed. Appendixes include a list of participants and a list of documents. (DB) ED 312 825 EC 221 283 Rogers, Karen B. And Others Graduate Research Reports, Master of Arts in Gifted/Creative/Talented Education. Masters' Papers: No. 1 through No. 13. Volume One. College of St. Thomas, St. Paul, Minn. Pub Date-Dec 88 Note-88p.; Published by Graduate Studies in Edu cation, Human Development, and Professional Psychology Available from-College of St. Thomas, Attn: Ka ren B. Rogers, 2115 Summit Ave., M.S. 5017, St. Paul, MN 55105 ($7.50). Pub Type-- Collected Works - General (020) Dissertations/Theses - Undetermined (040) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Acceleration (Education), Cognitive Style, Creative Development, Creativity Tests, Dramatics, Elementary Secondary Education, Emotional Development, Enrichment, *Family Relationship, Futures (of Society), *Gifted, Imagery, *Intervention, Parent Attitudes, Program Effectiveness, Sex Differences, Talent, *Teacher Attitudes, Tests This publication marks the first volume of what is intended to be an annual showcase of outstanding research papers from the College of St. Thomas' (Minnesota) Masters of Arts in Gifted/ Creative/Talented Education program. Section 1 focuses on gifted programs and teachers' perceptions, and includes “Taking Care of the Affective Needs of Gifted Students: A Survey of Twenty-seven Programs” (Joyce Kennedy); "A Gifted Program: What Difference Does It Make?” (Sara McKelvey); "Elementary Classroom Teachers' Attitudes about Programming for the Gifted, Creative, and Talented” (Carol Olson); and “Teachers' Attitudes and Practices Toward Reading Acceleration and Enrichment in the Elementary Grades" (Mary Ann Gaug). The second section discusses successful interventions in the following papers: "Which Promotes Creative Thinking: Guided Imagery or Creative Dramatics?” (Mary Jelinek); “The Future is Now: The Effects of Studying the Future on Students' Attitudes About the Future” (Shanda Waller); “The Relationship Between Perceived Perceptual Strengths and Learning Styles in Academically Talented Junior High School Students: A Case Study" (Sharen Hilliard); and “Does A Test of Cre Page 6
on the evaluation instruments, and a description of the solution strategy. The final section gives results, conclusions, and recommendations, and dissemination activities are described for the report and lesson plans. Appendixes provide further information on target behaviors, discussion questions, demonstration lessons, block plans, sample daily plans, and a social skills lesson plan. (DB) ED 312 840 EC 221 298 Kemp, Faye, Ed. And Others New Directions in Resources for Special Needs Hearing Impaired Students: Outreach '88. Proceedings of the Annual Southeast Regional Summer Conference (8th, Cave Spring, Georgia, June 14-17, 1988). Atlanta Area School for the Deaf, GA.; Gallaudet Coll., Washington, D.C. Pre-College Programs.; Georgia Interpreters Network Services, Atlanta.; Georgia School for the Deaf, Cave Spring. Pub Date—Jun 88 Note-206p.; Photographs will not reproduce well. For selected individual papers, see EC221 299-303. Pub Type - Collected Works - Proceedings (021) EDRS Price - MF01/PC09 Plus Postage. Descriptors-Auditory Perception, Community Programs, Curriculum Development, Deaf Interpreting, *Deafness, * Delivery Systems, *Educational Practices, Education Work Relationship, Elementary Secondary Education, *Hearing Impairments, Language Acquisition, Mainstreaming, Minimum Competencies, Multiple Disabilities, Preschool Education, Recreation, Residential Programs, Rural Education, Sign Language, Visual Perception, Writing Instruction The proceedings include, after the keynote address by E.M. Childers and the conference agenda, the following papers: "An Additional Handicap: Visual Perceptual Learning Disabilities of Deaf Children” (Vivienne Ratner); “Minimum Competency Testing” (Carl Williams); “Transitional Planning for Hearing Impaired Students in the Mainstream" (Helen Boyle); “From Point to Point: A Writing Program for Hearing Impaired Students” (Joan Laughton and Page Long); “Communication Between Dormitory Staff and Parents" (Michael Kelly); "Infant-Toddler Evaluation" (Ruth Funderburg and Paula Forney); "New Developments in Recreation for Residential Students” (Marilyn Myers); “Community Based Curriculum for Hearing Impaired Students” (John Johnston et al.); “Educational Interpreting" (Judy Heavner); “Preparing Deaf Students for College/What Parents and Teachers Can Do” (Susan Easterbrooks); “What Does LRE Mean?” (Sy DuBow); “Debugging the Human Computer: Instrumental Enrichment” (Mary Jo Johnson); “Auditory Processing for the Hearing Impaired" (Linda McGraw); "The Semantic/Syntactic Assessment and Instruction of Language Rationale and Development" (Phyllis Baker and Debbie Inman); “Developing a Curriculum for the Multi-Handicapped Hearing Impaired" (Dianne Moore and Larry Thorne); “Dicotomies-The Deaf Dilemma: The Deaf Child and the Restrictive Element in His/Her Environment” (Joe Hartung); “Innovative Ways to Serve Hearing Impaired Students in Rural Settings” (Helen Boyle); “The Role of Philanthropy in Provision of Services to the Deaf” (David Brown); “AIDS” (Maureen Dinges); “KET K-12 Instructional Television Programs" (Jan Davie); "American English Phonetic Hand Alphabet" (Jay Barker); “Visual Impulses" (Michael Burton); and “The Past is Prologue/Observation/Directions" (James Whitworth). (DB) ED 312 841 EC 221 299 Ratner, Vivienne An Additional Handicap: Visual Perceptual Learn ing Disabilities of Deaf Children. Pub Date—Jun 88 Note-12p.; In: Kemp, Faye, Ed.; And Others. New Directions in Resources for Special Needs Hearing Impaired Students: Outreach '88. Proceedings of the Annual Southeast Regional Summer Conference (8th, Cave Spring, Georgia, June 14-17, 1988); see EC 221 298. Pub Type— Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Deafness, Etiology, Etiology, *Handicap Identification, *Learning Disabilities, Mathematics Achievement, *Multiple Disabilities, * Perceptual Handicaps, Sign Language, *Visual Perception The paper examines issues concerned with the
incidence of visual perceptual learning disabilities among deaf and partially hearing children. Evidence indicating a high incidence (15.5 percent of 682 deaf students) of visual perceptual deficits is offered, as is a definition of visual perception. The impact of visual perceptual deficits on educational performance is discussed especially in the areas of writing and mathematics. The most devastating effect of the disorder is seen to lie in decreased ability to comprehend sign language. Causes of learning disabilities in deaf children are suggested. Characteristics of this population are discussed along with the effects of inappropriate tests which may fail to identify these students. (DB) ED 312 842 EC 221 300 Funderburg, Ruth Seth Forney, Paula Infant-Toddler Evaluation. Pub Date—Jun 88 Note-13p.; In: Kemp, Faye, Ed.; And Others. New Directions in Resources for Special Needs Hearing Impaired Students: Outreach '88. Proceedings of the Annual Southeast Regional Summer Conference (8th, Cave Spring, Georgia, June 14-17, 1988); see EC 221 298. Pub Type- Reports . Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Early Intervention, Evaluation Methods, * Hearing Impairments, *Home Programs, Infants, *Multiple Disabilities, Occupational Therapy, Physical Therapy, Preschool Education, State Programs, Toddlers, *Visual Impairments The Georgia Parent Infant Network for Educational Services (PINES) is a home intervention program currently serving over 300 hearing impaired, visually impaired, and multihandicapped sensory impaired (MHSI) preschoolers. The infant-toddler evaluation component is described, with sections on screening and diagnosis, parent education concerning other handicapping conditions, developmental assessment, infant/toddler evaluation in deafness, assessment of the MHSI, and use of the Callier Azusa Scale and the Insite Developmental Checklist. The physical/occupational therapy component is also described, including training of therapists, purpose of therapy, and assessment in 12 areas by physical/occupational therapists. References conclude the paper. (DB) ED 312 843 EC 221 301 Easterbrooks, Susan R. Preparing Deaf Students for College: What Par ents and Teachers Can Do. Pub Date—Jun 88 Note-19p.; In: Kemp, Faye, Ed.; And Others. New Directions in Resources for Special Needs Hearing Impaired Students: Outreach '88. Proceedings of the Annual Southeast Regional Summer Conference (8th, Cave Spring, Georgia, June 14-17, 1988); see EC 221 298. Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors--*College Preparation, College Stu dents, *Deafness, Higher Education, Parent Role, Postsecondary Education, *Student Characteris tics, Teacher Role Identifiers—Jacksonville State University AL The paper considers postsecondary educational support for deaf students and describes the program at Jacksonville (Alabama) State University which provides support services for sensory impaired individuals wishing to attend college. A definition of postsecondary education is provided. The paper discusses the need for postsecondary education by this population, levels of functioning of incoming deaf freshmen at Jacksonville, typical characteristics of most deaf students, and what parents and teachers can do to help. (DB)
tion, *Deafness, * Disabilities, Educational Legislation, Elementary Secondary Education, *Federal Legislation, Government Role, *Mainstreaming, Special Classes, Special Schools, *Student Placement Identifiers—*Education for All Handicapped Chil dren Act The paper interprets the legal meaning and application of the “least restrictive environment” (LRE) principle in the education of handicapped, and particularly deaf children. The role of the Department of Education in interpreting the intent of the Education for All Handicapped Children Act, is reviewed with emphasis on the “core value” of LRE. Also examined is congressional intent in the original law. Federal court interpretations of LRE are examined including the following cases: Roncker v. Walter, A.W. v. Northwest RI. School District, and Geis v. Bd. of Education. Specific decisions on LRE and deaf children reviewed include Springdale School District v. Grace, and Visco v. School District of Pittsburgh. The paper stresses that the goal of educating students in the least restrictive environment should be secondary to the goal of providing an appropriate education that meets the unique needs of each handicapped child. (DB) ED 312 845 EC 221 303 Johnson, Mary Jo Debugging the Human Computer: Instrumental Enrichment. Pub Date—Jun 88 Note--12p.; In: Kemp, Faye, Ed.; And Others. New Directions in Resources for Special Needs Hearing Impaired Students: Outreach '88. Proceedings of the Annual Southeast Regional Summer Conference (8th, Cave Spring, Georgia, June 14-17, 1988); see EC 221 298. Pub Type-Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Classroom Environment, *Cognitive Development, Cognitive Processes, Curriculum, *Deafness, *Educational Methods, Elementary Secondary Education, Instructional Materials, Theories Identifiers—*Instrumental Enrichment, North Car olina School for the Deaf The paper describes the implementation of a 3-year cognitive skills development curriculum, Instrucmental Enrichment (IE), at the North Carolina School for the Deaf in a question/answer format. The following questions are addressed: What are the goals? Who is it for? How is it taught? What is the IE classroom climate like? What is the theory? What are the deficient cognitive functions? What are some of the instruments and their specific areas of concentration? What is the proof? Where can I get information on purchasing IE materials? What kind of training is involved? What is a sample lesson like? In what ways does IE most benefit the teacher and students? (DB)
ED 312 846 EC 221 304 Lobato, Debra Miller, Carol T. Siblings of Handicapped Children: Assessing the Need for and Impact of Their Early Education. Final Report. Vermont Univ., Burlington. Spons Agency—Special Education Programs (ED TOSERS), Washington, DC. Pub Date-[86] Grant—G008300345 Note-59p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors—* Disabilities, Individual Needs, *In tervention, Needs Assessment, Preschool Children, Preschool Education, * Psychological Characteristics, Sibling Relationship, *Siblings, *Social Development The project examined the psychosocial functioning of preschool-aged siblings of handicapped children in comparison to a matched control group of siblings of non-handicapped children. The project then examined the psychosocial effects of increasing sibling understanding of and involvement with the handicapped child via participation in a 6-week sibling workshop program. Subjects were 24 children, aged 3 to 7, who had a sibling with a handicapping condition. Results based on parental questionnaires and pre- and post-interviews of the children indicated few statistically significant differences in psychosocial functioning. Having a handicapped sibling was not associated with differences between children on measures of empathy, verbal
ED 312 844 EC 221 302 Du Bow, Sy What Does LRE Mean? Pub Date—Jun 88 Note-15p.; in: Kemp, Faye, Ed.; And Others. New Directions in Resources for Special Needs Hearing Impaired Students: Outreach '88. Proceedings of the Annual Southeast Regional Summer Conference (8th, Cave Spring, Georgia, June 14-17, 1988); see EC 221 298. Pub Type - Speeches/Meeting Papers (150) – Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Compliance (Legal), *Court Litiga
ized affect toward parents or siblings, understanding of disability terms, or perceived self-competence and acceptance. Significant differences between the groups were uncovered only on measures of functioning obtained through maternal reports, which may have been due to mothers' perceptions being influenced by stress factors and not the siblings' actual behavior. Enrollment in the sibling workshop program failed to produce measurable changes in psychosocial functioning. Parents, however, were enthusiastic about their child's participation, expressing satisfaction that a special program was designed for their "neglected" non-handicapped child. An appendix contains explanations of the measures of videotaped behavior and a description of sibling workshop activities. (JDD)
more than the other two groups. It was not possible to demonstrate that a significant effect resulted from IE training, as neither seventh-grade nor eighth-grade subjects showed an increase in academic performance or reduced absenteeism or behavior problems. The only statistically significant differences were found for schools attended, educational exceptionality, and race. The report summarizes and evaluates the project's first year activities and second year activities and offers a final report. Appendices contain summary statistics for study measures by levels of treatment condition, educational exceptionality category, sex, race, and school. (JDD
EDRS Price - MF01/PC11 Plus Postage. Descriptors—*Curriculum Development, *Curricu lum Enrichment, Curriculum Evaluation, Elementary Secondary Education, *Gifted, *Inservice Teacher Education, *Science Course Improvement Projects, *Science Instruction, Student Attitudes, Teacher Attitudes, Teacher Edu cation Programs Identifiers-Minnesota (Orono) This package includes compaction plans, enrichment opportunities designed to be substituted for the basic science curriculum already mastered, and extensive bibliographies of materials and books for gifted students in the Orono (Minnesota) school district. The project focused on training seven science teachers for cluster teaching of students gifted in science in grades 4-8. The teachers received training in principles of curriculum differentiation, compaction and modification, as well as the current literature and characteristics of gifted science students. The implemented programs yielded increased teacher motivation, increased classroom interest and student participation, refinement and articulation of the Orono science curriculum, and a more supportive administrative stance toward the curriculum. Charts include enrichment activity matrices covering processes of comprehension, application/analysis, and synthesis/evaluation for / several topics of study, and bibliographies by grade and topic. (PB)
ED 312 847 EC 221 305 Patterson, Douglas Alabama School for the Blind Fitness and Nutri tion Project. Alabama Inst. for Deaf and Blind, Talladega. Spons Agency-Special Education Programs (ED TOSERS), Washington, DC. Pub Date-[86] Grant-G008500256 Note-100p. Pub Type - Reports - Research (143) - Guides Non-Classroom (055) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Blindness, Body Composition, Com parative Analysis, Elementary Secondary Education, *Intervention, *Nutrition, *Physical Fitness, Residential Schools, *Visual Impairments This project compared the relative physical fitness levels of 30 visually handicapped/blind students (aged 7-18) at a residential school with that of non-handicapped peers, to develop a school-based fitness and nutrition intervention program and determine impact of the intervention. The compounding handicapping nature of fitness deficits and blindness is discussed, and previous programmatic fitness research is reviewed. The project involved assessing students' cardiovascular fitness, body composition, and nutritional status. Pre-intervention characteristics showed that the experimental group was heavier, had a larger value for the sum of skinfolds, and had smaller mid-arm circumference measures than the controls. Post-intervention measures indicated significant changes in heart rates during submaximal exercise and a decrease in sum of skinfolds for the experimental group. The only dietary intake variable to show a significant change for the experimental group between pre- and post-intervention was an increase in protein consumed. Appendices include screening tools for exercise testing; sample blood chemistry profile; National Center for Health Statistics growth charts; norms for tricep skinfold, mid-arm circumference, and mid-arm muscle circumference; food intake records; and nutrition intervention information. A 7-page bibliography is also included. (JDD) ED 312 848 EC 221 306 the Effects of an Educational Program on School School Students. Final Report. Wake County Public School System, Raleigh, N.C. Spons Agency–Special Education Programs (ED- TOSERS), Washington, DC. Pub Date-29 Dec 86 Grant-G008400634 Note-89p.; Appendices A-E will not reproduce well. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Academic Achievement, Attendance, *Cognitive Development, *Emotional Disturbances, *Intervention, *Learning Disabilities, *Mild Mental Retardation, Secondary Education, *Student Behavior Identifiers—*Instrumental Enrichment The study investigated short-term effects of a cognitive education program (the Instrumental Enrichment program) on school-related behaviors of 197 mildly retarded, emotionally handicapped, and learning-disabled students, compared to 127 controls. Hypotheses were that Instrumental Enrichment (IE) students would show improvement in cognitive functioning and class/school behavior, while non-IE students would not; that 2-year subjects would show greater improvement on both functioning and behavior than 1-year subjects; and that mentally handicapped students would improve
ED 312 849 EC 221 307 Tracy, Barbara Positioning and Care of the Low-Tone Child. Report No.-ISBN-0-88450-361-5 Pub Date—89 Note-13p. Available from Therapy Skill Builders, Communi cation Skill Builders, 3830 E. Bellevue, P.O. Box 42050, Tucson, AZ 85733 ($12.50 for a package of 10, Catalog No. 4161-Item #6639. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Child Rearing, Human Posture, *In fants, *Motor Development, Motor Reactions, * Physical Disabilities, * Physical Therapy Identifiers—*Positioning (Patients) The brochure offers guidelines on the everyday care and handling of infants with low muscle tone, in order that positioning, carrying, and other daily activities can be done in ways that will enhance the development of the child and prevent abnormal postures and patterns of movement. Proper positioning in the prone, supine, side lying, and sitting positions can help prevent abnormal postures and give the infant the opportunity to strengthen different groups of muscles. Carrying involves providing adequate support for head and trunk. Other routine daily activities which provide opportunities to improve the child's strength and development occur during dressing, feeding, and bathing. (JDD) ED 312 850 EC 221 308 Faux, Cassandra Developing Effective Communication for the Phys ically Handicapped Child. Report No.-ISBN-0-88450-366-6 Pub Date—89 Note-20p. Available from—Therapy Skill Builders, Communi cation Skill Builders, 3830 E. Bellevue, P.O. Box 42050, Tucson, AZ 85733 ($12.50 for a package of 10, Catalog No. 4164-Item #6683. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Body Language, *Communication Aids (for Disabled), *Communication Skills, *Nonverbal Communication, *Physical Disabili ties, *Skill Development Identifiers-Augmentative Communication Sys tems Developing effective communication for the physically handicapped child involves establishing a communication system which comprises many nonspeech modes as well as intelligible speech. The child can develop communication readiness skills as the parents develop an attachment between parent and child, acknowledge the child's methods of communication other than speech, help the child interact with objects, talk to the child, and give the child opportunities to make choices. Communication systems can be gestural or gestural-assisted in nature. Gestural systems are described as those communication systems in which the sender communicates by motion of body parts. Gestural-assisted systems are described as those systems which require external assistance to communicate; such systems can be non-electronic or electronic. The pamphlet concludes with a list of information sources and manufacturers. (JDD) ED 312 851 EC 221 309 Rogers, Karen B., Ed. The Orono Science Project. Enriched Science for Gifted Cluster Students. Orono School District, Minneapolis, MN. Pub Date—May 89 Note-268p. Pub Type- Reports - Evaluative (142) — Guides Non-Classroom (055)
ED 312 852 EC 221 310 Hearing on EHA Discretionary Programs Reau thorization. Hearing before the Subcommittee on Select Education of the Committee on Education and Labor, House of Representatives. One Hundred First Congress, First Session. Congress of the U.S., Washington, D.C. House Committee on Education and Labor. Pub Date—7 Mar 89 Note—293p.; Some pages will not reproduce well due to small print. Serial No. 101-3. 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 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Disabilities, *Educational Legisla tion, *Federal Legislation, Financial Support, Hearings, Mainstreaming, *Program Budgeting, Program Costs, Program Evaluation Identifiers-Congress 101st, Education of the Handicapped Act 1970 The transcripts, prepared statements, letters, supplemental materials, et Transcripts, prepared statements, letters, supplemental materials presented at a congressional hearing on the reauthorization of the discretionary programs of the Eduation of the Handicapped Act comprise this document. Materials include comments from representatives of the Association for Children and Adults with Learning Disabilities, the National Federation for the Blind, Educational Audiology Programs, the American Indian Rehabilitation Research and Training Center, the National Center for Law and the Deaf at Gallaudet University, National Longitudinal Transition Study, and other concerned groups and individuals. (PB)
ED 312 853 EC 221 311 Hicks, John S. And Others The Five P's Replication Study. Variety Pre-Schooler's Workshop, Syosset, NY. Spons Agency-A.L. Mailman Family Foundation, Inc.; American Legion Child Welfare Foundation, Inc., Indianapolis, Ind.; Hugo and Doris Neu Foundation, New York, NY. Pub Date—Dec 88 Note-92p. Pub Type- Numerical/Quantitative Data (110) — Reports - Evaluative (142) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Behavior Rating Scales, *Classroom Observation Techniques, *Disabilities, Early Childhood Education, National Surveys, Preschool Education, *Student Evaluation, Test Reli ability, Test Validity Identifiers—*Five Ps Observational Scale This study evaluated the Five P's (Parent/Professional Preschool Performance Profile) observational scale through which preschool teachers and parents evaluate the behavior of disabled or nondisabled children in natural settings while the children interact with familiar adults over prolonged periods of day care, and special classroom settings; and (6) selecting an appropriate disinfectant and sanitizer. Appendix A provides two sample policies on infectious disease. Appendix B offers an AIDS case definition for surveillance purposes with three supplements providing information on laboratory evidence for or against HIV (human immunodeficiency virus infections, definitive diagnostic methods for diseases indicative of AIDS, and suggested guidelines for presumptive diagnoses of diseases indicative of AIDS. Appendix C gives a classification system for HIV infections, appendix D a glossary of 14 terms, and appendix E a bibliography of 22 items. (DB)
time. Developmental skills and interfering behaviors are the two main categories observed and rated. In this replication study 370 children ranging in age from 20 months to 7 years from a wide range of geographical areas were assessed for teacher/parent rating agreement, Cronbach Alpha reliability, test retest reliability, and the development of a set of experimental norms for the five major subscales. Involved teachers and parents rated the scales positively and the replication study presented strong supportive evidence that these ratings met professional standards of reliability for teachers. (PB) ED 312 854 EC 221 312 Ekstrand, Richard E. And Others Preparation for Special Education Hearings: A Practical Guide to Lessening the Trauma of Due Process Hearings. 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. Report No.-ISBN-0-86586-189-7 Pub Date-89 Contract-R188062007 Note—48p. Available from—The Council for Exceptional Chil dren, Publication Sales, 1920 Association Drive, Reston, VA 22091-1589 ($10.00, nonmembers; $8.00, members; Stock No. 327). Pub Type-Guides - Non-Classroom (055) - Information Analyses - ERIC Information Analysis Products (071) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Child Advocacy, *Coping, * Disabili ties, *Due Process, Elementary Secondary Education, *Hearings, *School Counseling, *Student Rights Identifiers—*Education For All Handicapped Chil dren Act One of the fundamental rights guaranteed by the Education of the Handicapped Act is the right to an impartial due process hearing. Such hearings are often difficult and emotionally draining experiences. They need not be so difficult, however, because proper and sensitive preparation for a hearing can minimize its negative emotional impact. This monograph presents fundamental information about the hearing process, followed by a practical step-by-step guide to help school system personnel prepare for due process hearings and their aftermath. (Topics covered include: grounds for a hearing, the impartial hearing officer, parties and counsel, conducting the hearing, appeals, prehearing preparation, role of the attorney/case presenter, role of the witness, preparing to testify, and posthearing reactions. Appendixes include information on the Attorneys' Fees Act, a Case Preparation Checklist, a Testimony Preparation Guide, and a case study.) (Author/PB) ED 312 855 EC 221 314 Management of Chronic Infectious Diseases in School Children. Revised Edition. Illinois State Board of Education, Springfield.; Illi nois State Dept. of Public Health, Springfield. Pub Date-89 Note—33p. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Acquired Immune Deficiency Syn drome, *Communicable Diseases, Elementary Secondary Education, Policy Formation, *Program Development, Program Implementation, Rubella, *School Policy, *Special Health Problems, *State Standards Identifiers-Cytomegalovirus, Hepatitis, Herpes Simplex, *Illinois This manual contains current guidelines for Illinois school personnel to follow when working with children who have infectious diseases. The first chapter focuses on school district development of policies and procedures and program implementation. The next chapter provides information on characteristics, mode of transmission, prevention, and classroom implications for the following infectious diseases: congenital rubella syndrome, hepatitis B, cytomegalovirus infections, herpes simplex, and acquired immunodeficiency syndrome (AIDS) and AIDS-related illnesses. Chapter 3 provides guidelines on: (1) establishing infectious disease prevention procedures; (2) maintaining a safe, healthful school environment; (3) cleaning up body fluid spills; (4) maintaining a clean school environment; (5) special procedures for early childhood,
ED 312 856 EC 221 315 Walsh, James Mackin Implementation of Prereferral Intervention Sys tems. Pub Date-Apr 89 Note-35p.; Paper presented at the Annual Con vention of the Council for Exceptional Children (67th, San Francisco, CA, April 3-7, 1989). Pub Type-Speeches/Meeting Papers (150) — Re ports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Administrator Attitudes, *Consulta tion Programs, *Disabilities, Elementary Secondary Education, *Intervention, Program Implementation, *Referral, Student Placement, *Teamwork Identifiers—*Prereferral Intervention To identify factors which facilitate and limit the successful implementation of pre-referral intervention systems in public schools, a survey was conducted of Maine Directors of Special Education who represented school systems using pre-referral systems. Forty-eight of 67 special education directors responded to the survey; 20 additional responses were collected by pre-referral team members at 9 school systems which use formalized team-based pre-referral systems. Facilitating factors included the support of the building principal, the support of special and regular educators for the consultation process, and adequate time and training for pre-referral teacher involvement. Limiting factors included resistance by regular classroom teachers due to increased time and effort, and the focus of pre-referral intervention on classroom change. Survey results also revealed: (1) a need for staff training in consultation to foster a better understanding of pre-referral goals; and (2) a recognition that administrative factors play a large role in the successful implementation of pre-referral systems. (JDD)
view should be standardized to ensure that target behaviors are adequately identified and to decrease sources of error and bias. Specialized training is required before prospective consultants begin the process. References are listed. (JDD) ED 312 858 EC 221 317 Foster, Herbert L., Ed. A Variety of Programs Meeting the Needs of Emotionally Disturbed Students in New York State. Special Conference Edition. Association of New York State Educators of the Emotionally Disturbed. Pub Date-89 Note-34p.; The unnumbered Special Conference program insert was not included in the copy re ceived by ERIC. Available from-Association of New York State Educators of the Emotionally Disturbed (ANYSEED), OMB 112, SUNY College at New Paltz, New Paltz, NY 12561. Journal Cit-Perceptions; v24 n2 Win 1989 Pub Type- Collected Works - Serials (022) — Re ports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Adventure Education, Behavior Modification, Camping, Day Schools, Educational History, Elementary Secondary Education, *Emotional Disturbances, High Risk Students, Holistic Approach, *Mental Health Programs, Program Development, Development, *Psychoeducational Methods, Rehabilitation, *Special Programs, *Special Schools, Therapeutic Environment Identifiers—*New York This issue of “Perceptions” contains an introductory article by guest editor Herbert Foster-”A Variety of Programs"-and seven articles describing programs for educating emotionally disturbed children in New York. "A Very Special Place” (Susan Kosberg and Bernie Kosberg) describes a therapeutic camping milieu located in the Hudson highlands. "RISC - Raising Individual Self Concept” (Susan Shove) describes a Girl Scout-sponsored adaptive Outward Bound program for girls who are at risk of becoming teenage mothers, school drop-outs, juvenile offenders, and unproductive citizens. “The Herbert G. Birch School for Exceptional Children" (Morton Bortner and Phyllis Susser) describes a day school program with a behavior modification culture integrated with a psychodynamic orientation. "The Corey School at Pilgrim Psychiatric Center: A Holistic Approach to Special Education within a Psychiatric Setting" (Phyllis March and Dianna Dantuono) describes a program for adolescents and adults which seeks to rebuild self-concepts and assist in developing the resiliency needed to meet life challenges. “The Clarkstown Alternative” (Joel Klein et al.) is a highly structured and individualized school program of remediation and rehabilitation. “The Last Stop on the Public School Express” (Lynne Gang) comments on development of a program within a BOCES (Board of Cooperative Educational Services). “Bringing Mental Health Services to Public School Programs” (Richard Brennan et al.) describes a cooperative program combining educational services with mental health services. (JDD)
ED 312 857 EC 221 316 Gable, Robert A. Rosso, Marcia L. Use of the Behavioral Interview for Target Behav ior Specification in Collaboration and Consulta tion. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Pub Date-[88] Grant-G008715088 Note-35p. Pub Type-- Information Analyses (070) — Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Behavior Problems, *Consultation Programs, Cooperative Planning, Educational Cooperation, *Educational Diagnosis, Elementary Secondary Education, High Risk Students, *Interviews, *Learning Problems Identifiers—*Behavioral Interview, *Behavior Analysis This paper reviews literature on methods of specifying target behaviors as a preliminary step in the provision of specialized instructional programming for low-performing, at-risk students. Careful specification of target behaviors can ensure that collaborating teachers in a consultation program have a shared understanding of the exact nature of the referral problem. Past practices for problem identification generally involved conducting a conventional interview with the consultee. Shortcomings associated with this approach are discussed. A rationale is introduced for employing an alternative process termed a behavioral interview, which yields clearer specification of the problem behavior. Six verbal skills that appear to be central to successful problem identification in a behavioral interview include: behavior verbalizations, behavior setting verbalizations, evaluation verbalizations, summary verbalizations, empathy verbalizations, and deflection verbalizations. To the extent possible, the inter
ED 312 859 EC 221 318 Guidelines for Speech-Language Services in Ore gon: A Technical Assistance Paper. Oregon State Dept. of Education, Salem. Pub Date-89 Note-72p.; Print in appendices is small and may not reproduce well. Available from Oregon Department of Education, Publication Sales, 700 Pringle Parkway, S.E., Sa lem, OR 97310-0290 ($3.50). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Delivery Systems, Educational Di agnosis, Elementary Secondary Education, Eligibility, Handicap identification, Individualized Education Programs, *Intervention, *Language Handicaps, Program Implementation, Referral, *Speech Handicaps, *State Standards, Student Evaluation Identifiers—*Oregon This document outlines Oregon's standards for services provided to students with speech or language impairments, focusing on eligibility requirements, service providers, referral and evaluation procedures, multidisciplinary team function, individual education program content, and delivery of services. It also discusses program management, in
cluding program evaluation and community involvement, and outlines requirements for facilities and materials. The appendices contain: test review forms, a list of evaluation instruments for speech and language, excerpts from the “Joint Technical Standards for Educational and Psychological Testing," a normal distribution curve, severity rating scales from four school districts, guidelines for caseload size, and guidelines for the employment of supportive personnel. (JDD) ED 312 860 EC 221 319 On the Agenda: Oregon's Chronically Ill Children and Their Families. Oregon State Dept. of Education, Salem. Pub Date-89 Note-48p.; Prepared by Northwest Instructional Design, Salem, OR. Available from Oregon Department of Education, Publication Sales, 700 Pringle Parkway, S.E., Sa lem, OR 97310-0290 ($3.50). Pub Type-Reports - Descriptive (141) - Opinion Papers (120) -- Tests/Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Chronic Illness, *Delivery Systems, *Educational Needs, Educational Opportunities, Educational Planning, Elementary Secondary Education, Financial Support, *Health Needs, Incidence, Parent Attitudes, Parent Participation, * Program Development, State Agencies, State Programs This report describes the current status and needs of chronically ill children and their families in Oregon. An introductory chapter outlines the history of educational services for children with severe health needs, defines the term "chronically ill,” reports on prevalence, and outlines trends. a survey of 49 parents of chronically ill children analyzes demographic information, access to and need for various services, changes that would improve service delivery, and types of financial assistance being received. The primary roles of state agencies which could provide support and services are described. The report recommends that the state: (1) continue the Steering Committee on Children with Chronic Illness and Their Families; (2) designate and fund a single case management agency; (3) include parents as important planners, reviewers, and evaluators of goals, objectives, and action plans; (4) coordinate and extend eligibility criteria to assure that all children with severe chronic illnesses qualify for medical support and other services; (5) assure a support system that addresses the financial needs of all parents; (6) provide support to assure that children with chronic illness progress through the public school system; and (7) provide training for service providers. An appendix contains a copy of the parent survey form. (JDD) ED 312 861 EC 221 320 Corbitt, Eileen R. The Three R's of Staff Development: Reality, Relevance, and Relationships. Pub Date—7 Apr 89 Note-21p.; Paper presented at the Annual Con vention of the Council for Exceptional Children (67th, San Francisco, CA, April 3-7, 1989). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Change Strategies, *Disabilities, El ementary Secondary Education, Faculty Development, Inservice Teacher Education, Postsecondary Education, *Special Education Teachers, Teacher Improvement, *Teacher Role, Teaching Methods This study investigated the nature of change in nine rural special education resource room teachers, after they had participated in a comprehensive, system-wide staff development program in the principles of effective teaching using the Program for Effective Teaching. Data were gathered through classroom observations, teacher assessments of educational beliefs and sense of teaching efficacy, and ethnographic interviews. Following training, most of the teachers continued to utilize classroom management patterns that were consistent with their original procedures. Those that were using group and teacher-directed instruction routinely before training tended to continue or increase the use of such structures. Also analyzed were the teachers' use of explanation, demonstration, and assignments; teachers' sense of efficacy; and the strength and nature of teacher beliefs. Teachers who found the
training model consistent with their role perceptions and philosophy tended to incorporate the model into their teaching procedures. It is concluded that it is necessary for trainers to consider entry behaviors and beliefs when planning comprehensive change efforts. The success of special education staff development in promoting change was found to be affected by several factors-relevance, mutual adaptation in real settings, supportive relationships, and attention to the issues of integration and communication. (JDD) ED 312 862 EC 221 321 Gallagher, James J. And Others A Survey of Current Status on Implementation of Infants and Toddlers Legislation (P.L. 99-457, Part H). North Carolina Univ., Chapel Hill. Carolina Inst. for Child and Family Policy.; North Carolina Univ., Chapel Hill. Frank Porter Graham Center. Spons Agency–Special Education Programs (ED TOSERS), Washington, DC. Pub Date-Apr 88 Note-29p.; À product of the Carolina Policy Stud ies Program (CPSP). Pub Type - Reports - Evaluative (142) - Numeri cal/Quantitative Data (110) EDRS Price - MF01/PCO2 Plus Postage. Descriptors--Agency Cooperation, *Compliance (Legal), Data Collection, Definitions, *Disabilities, "Early Intervention, Eligibility, *Federal Legislation, Financial Support, Infants, Preschool Education, *Program Implementation, Public Policy, *State Programs, Toddlers Identifiers—*Education of the Handicapped Act Amendments 1986, Individualized Family Service Plan This report was prepared as part of a 5-year study of the states' implementation of federal legislation regarding infants and toddlers (the Education of the Handicapped Act, Amendments 1986). In spring of 1988, a survey was made of key state personnel to assess current implementation status along a number of critical dimensions: definition and eligibility criteria, finance, family plans, interagency service coordination, and data systems. The survey found that 25 states had definitions for “developmentally delayed," while 20 states were considering or revising their definitions. From 4 to 15 different financial sources were being used to support programs for infants and toddlers; 14 states reported no coordination of funds, while 28 states reported efforts to coordinate sources. Nineteen states were using a former or existing interagency planning group to serve as the Interagency Coordinating Council, while 24 states formed new councils. Only five states reported having an Individual Family Service Plan (IFSP) meeting the requirements of the law, while 18 states were developing IFSP formats and 16 states were developing IFSP guidelines and policies. Forty-four states indicated that they had data available for at least one of the four required annual report categories. (Author/JDD) ED 312 863 EC 221 322 Gallagher, James J. And Others Major Policy Issues in Implementing Part H-P.L. 99-457 (Infants & Toddlers). North Carolina Univ., Chapel Hill. Carolina Inst. for Child and Family Policy.; North Carolina Univ., Chapel Hill. Frank Porter Graham Center. Pub Date—Oct 88 Note—48p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Coordination, Data Collection, Deci sion Making, Definitions, *Delivery Systems, *Disabilities, *Early Intervention, *Educational Policy, Eligibility, Family Involvement, Federal Legislation, Financial Support, Infants, Personnel Needs, Policy Formation, Preschool Education, *Program Development, Public Policy, *State Programs, Toddlers Identifiers—* Education of the Handicapped Act Amendments 1986 In Part H of Public Law 99-457, the Federal Government agrees to provide modest financial resources to aid the states in planning and developing comprehensive, multidisciplinary, coordinated services for young children with handicaps and their families, and presents mandates for reforms in the service delivery system. This paper identifies the major state policy issues presented by the legislation and some of the options for addressing these issues. General policy issues that are raised by the broad scope of the legislation include: state policy-making
responsibilities; coping with the diversity of clients, professionals, agencies, and personnel; state readiness; and long-term financial support. Six specific policy areas dealing with various aspects of the law are also discussed: definition and eligibility criteria, meeting personnel requirements, assuring involvement of families, obtaining finances, coordinating services, and designing data systems. For each specific policy area, the issues involved are discussed and possible options are presented for solution of the issues. (JDD) ED 312 864 EC 221 323 Place, Patricia And Others State Progress in Policy Development for the Individualized Family Service Plan (P.L. 99-457, Part H). National Association of State Directors of Special Education, Washington, D.C.; North Carolina Univ., Chapel Hill. Carolina Inst. for Child and Family Policy. Pub Date—10 Mar 89 Note—32p.; The study was conducted by the Caro lina Policy Studies Program. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Agency Cooperation, Compliance (Legal), Content Analysis, *Disabilities, *Early Intervention, Educational Planning, Educational Policy, Family Involvement, Federal Legislation, Infants, * Policy Formation, Preschool Education, Program Development, Public Policy, *State Programs, Toddlers Identifiers—*Education of the Handicapped Act Amendments 1986, *Individualized Family Service Plan This survey sought to identify the status of state policies on Individual Family Service Plans (IFSP) required by Public Law 99-457. The survey found that every state plans to develop or review IFSP policies, even the three states who said they had existing policies which they thought might currently meet the Part H requirements on service delivery to infants/toddlers with disabilities and their families. The Interagency Coordinating Council was identified as a key participant in policy development in 37 of the 39 states which had identified procedures for input into or review of the IFSP policies. The lead agency was the most frequent agent for final policy approval. Content analysis of seven states' policies found that the policies included a case management system, family input into plan development, and requirements for identifying family needs. However, few policies identified practices to protect the rights of the family, and none identified procedures for resolution of disputes. An appendix contains the questions used in the content analysis of existing state policies. (Author/JDD) ED 312 865 EC 221 324 Harbin, Gloria L. And Others Status of the States' Progress toward Developing a Definition for Developmentally Delayed as Required by P.L. 99-457, Part H. North Carolina Univ., Chapel Hill. Carolina Inst. for Child and Family Policy.; North Carolina Univ., Chapel Hill. Frank Porter Graham Center. Pub Date—Apr 89 Note—37p.; The study was conducted by the Caro lina Policy Studies Program. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Child Development, Content Analy sis, *Definitions, * Disabilities, * Early Intervention, Educational Policy, Eligibility, Evaluation Methods, Federal Legislation, High Risk Persons, Infants, * Policy Formation, Preschool Education, Program Development, Public Policy, *State Programs, Toddlers Identifiers—*Developmental Delays, *Education of the Handicapped Act Amendments 1986 A survey was conducted to determine states' progress towards developing a definition for developmentally delayed infants and toddlers as required by Public Law 99-457, Part H. Results of the survey, conducted in the summer of 1988, indicated that many states had made a great deal of progress toward developing a policy regarding the definition of developmentally delayed, most states had only partially completed the process, and a few had not yet begun. The Interagency Coordinating Council and the lead agency were identified as playing a major role in providing input into this process. A content analysis of the completed definitions from 28 states showed that all definitions included developmentally delayed infants and toddlers and those of 31 tables. (JDD)
with established risk. Three major types of eligibility criteria were prominent: percent delay, delay in number of months, and delay as indicated by standard deviation. Within these major areas, there was considerable variance in the level of delay needed to establish eligibility for services. Over half of the states included at-risk infants and toddlers, but there was minimal agreement as to which factors place a child at risk, with 53 different biological criteria and 36 environmental risk factors being cited by states using these categories in forming definitions. (JDD)
ED 312 866 EC 221 325 Masselam, Venus Shirley Parent Adolescent Communication, Family Func tioning, and School Performance. Pub Date—89 Note-121p.; Ph.D. Dissertation, University of Maryland. Pub Type - Dissertations/Theses - Doctoral Dis sertations (041) — Reports - Research (143) EDRS Price · MF01/PC05 Plus Postage. Descriptors-Adolescents, *Behavior Disorders, Comparative Analysis, *Emotional Disturbances, * Evaluation Methods, Family Attitudes, Family Problems, *Family Relationship, *Group Unity, *Interpersonal Communication, Parent Attitudes, Parent Child Relationship, Secondary Education, Special Schools, Student Attitudes Fifty-two families of students successful in public school and 40 families of students requiring alternative school programs completed self-report instruments on their perceptions of parent-adolescent communication and family functioning. The alternative school programs included residential and day treatment programs for adolescents with emotional difficulties, delinquency, poor school performance, discipline problems, or low self-esteem. Instruments used were the Family Adaptability and Cohesion Evaluation Scale III and the Parent Adolescent Communication Scale. The public school (PS) parents, adolescents, and families all reported their communications as more positive and open than did their alternative school (AS) counterparts. No sig. nificant differences were found between the two groups on adaptability. In the area of cohesion, however, there was a striking difference: 75% of the AS families described themselves as functioning in the disengaged interval compared to 19% of the PS families. There was significantly less discrepancy between the real and ideal cohesion measures for PS fathers, mothers, adolescents, and families than for their AS counterparts. It is concluded that the two assessment instruments successfully identified families where students are at risk for school failure, and that clinicians should consider the area of family cohesion and family communication as special goals in treatment plans. The appendices provide data tables, a bibliography, and instruments used in the research. (JDD) ED 312 867 EC 221 326 Special Education Personnel in Michigan Public Schools, 1980-88. Michigan State Dept. of Education, Lansing. Pub Date—Apr 89 Note-58p. Pub Type - Numerical/Quantitative Data (110) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Administrators, * Disabilities, Ele mentary Secondary Education, *Employment, Enrollment, Labor Turnover, Public Schools, *School Personnel, *Special Education Teachers, Supervisors, Teacher Certification, Teacher Characteristics, *Teacher Supply and Demand, Teach ing Experience Identifiers—*Michigan This report on special education professional personnel in Michigan schools from 1980 through 1988 is divided into five sections: “Instructional-Ancillary Personnel and Student Counts,” “Retention of Instructional and Ancillary Personnel," "Certificate Endorsements, School Years 1980 through 1988," “Instructional Personnel Approvals: 1979 through 1988," and "Administrative-Supervisory Personnel and Student Count.” The report is limited to data on prior and currently employed special education professional personnel, personnel with special education certificate endorsements, and personnel granted special education temporary or emergency approvals for special education assignments. The report analyzes data as they relate to such factors as age, sex, educational attainment, teaching experience, certificate endorsement area, teaching assignment, and supply. The data are presented in a series
ED 312 868 EC 221 327 Heiner, Donna Ensign, Arselia S., Ed. Computers for Vocational Purposes. PAM Re peater, No. 53. Physically Impaired Association of Michigan, Lan sing. PAM Assistance Centre. Pub Date-May 89 Note-13p.; Photographs will not reproduce well. Pub Type- Guides · Non-Classroom (055) – Book/Product Reviews (072) EDRS Price - MF01/PC0ì Plus Postage. Descriptors-Adults, * Assistive Devices (for Dis abled), Computer Peripherals, *Computer System Design, Decision Making, Input Output Devices, *Microcomputers, *Physical Disabilities, *Selection This pamphlet provides information on selection of a personal computer system for individuals with physical disabilities. It is directed toward adults or young adults who need to access such application programs as word processing, database management, and spreadsheets for higher education or vocational purposes. Following a brief description of what microcomputers can do, a comparison is presented of Macintosh and MS-DOS computers. A chart lists major input/output adapted features available for either the Macintosh or MS-DOS computers, such as voice recognition, optical head pointer, word prediction, and braille hard copy output. Peripheral equipment to be considered is also described, including printers, hard disk drives, color monitors, and memory options. In addition to consideration of the type of computer application and the adaptive hardware needed, performance level is identified as a decision-making factor. Three models each from Macintosh, IBM, and Zenith are categorized as Level 1, Level 2, and Level 3 in performance and their capabilities are described. (JDD) ED 312 869 EC 221 328 Curriculum-Based Assessment: Research Brief for Teachers, Brief T2. ERIC Clearinghouse on Handicapped and Gifted Children, Reston, Va. Spons Agency-Office of Special Education and Rehabilitative Services (ED), Washington, DC. Div. of Innovation and Development. Pub Date—Dec 88 Contract-R188062007 Note-3p. Available from Council for Exceptional Children, Publication Sales, 1920 Association Dr., Reston, VA 22091-1589 ($1.00 each, minimum order of $5.00 prepaid). Pub Type - Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Bibliographies, *Diagnostic Teach ing, *Disabilities, Elementary Secondary Education, Evaluation Methods, *Student Evaluation, Teaching Methods Identifiers—*Curriculum Based Assessment This special education research brief provides a synopsis of the steps in curriculum-based assessment (CBA) and lists resources that provide more detail on the method and applications of CBA. The described CBA method involves selecting or developing a method of measurement, assessing student knowledge, tailoring instruction to student needs, and using repeated assessments to fine tune instruction and track progress. The 20 bibliographic resources listed are arranged in four categories: general information and CBA models; measuring, recording, and analyzing student data; tailoring instruction; and using CBA data. (JDD)
Training Six issues are discussed concerning the provision of services to preschool children with severe behavior disorders, in order to initiate an examination of needs for policy, services, and training. The issues, which are presented in the form of questions, include: how to define the population of preschool children with severe behavior disorders, what are the needs of the population, how can practitioners best serve these students, what are valid intervention approaches, how can the students be tracked longitudinally, and what type of training and certification should be developed for those working with preschool children with severe behavior disorders. A call for action recommends that professionals in the field address the area of preschool children by holding conferences, creating inter-organizational task forces, and influencing the state licensure/certification process. (JDD) ED 312 871 EC 221 330 Murphy, Linda Della Corte, Suzanne Toys and Games That Teach: Making the Most of Leisure Time. Pub Date-Aug 89 Note—9p. Available from-Lindell Press, Inc., P.O. Box 462, South Salem, NY 10590 ($18.00 per year, $3.50 per issue). Journal Cit—Special Parent/Special Child; v5 n4 Jul-Aug 1989 Pub Type- Guides - Non-Classroom (055) — Col lected Works - Serials (022) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Communication Skills, * Disabilities, * Educational Games, Elementary Secondary Education, Games, *Leisure Time, Parenting Skills, * Play, Preschool Education, Skill Development, *Toys This newsletter issue focuses on toys, games, and activities that entertain special needs children and sharpen their ability to think, speak, and play with others. Play is beneficial to special children as it develops their creativity, helps them explore their environment, allows them to socialize, and provides opportunities for them to act out stressful situations. Such toys as balls, board games, magnetic letters and numbers, and dominos are recommended as inexpensive items that can enhance learning. Parents are encouraged to check the suitability of toys for their child's developmental level, to choose activities the child can be successful doing, and to remember that play should be fun. An article by Karen Meyer, "Fostering Your Child's Communication through Play," describes how special needs children can communicate their ideas and feelings through relaxed play. The article presents a chart of toys, games, and activities for playing alone and playing with others, at various age levels. An article by Leah Spring, “Learning Can Be Fun with Computers,” outlines the value of computers as learning tools and notes possible computer adaptations to suit the needs of individuals with disabilities. The newsletter concludes with a column by George Popper titled "What is Play Therapy?” (JDD)
ED 312 870 EC 221 329 Hilton, Alan Schmitz, Cathryne L. Questions and Directions Related to the Provision of Services to Preschool Children with Severe Behavior Disorders. Pub Date—Nov 88 Note-13p.; Paper presented at the Annual Confer ence of Teacher Educators of Children with Behavioral Disorders (12th, Tempe, AZ, November 1988) Pub Type-Speeches/Meeting Papers (150) - Information Analyses (070) - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Behavior Disorders, Certification, * Delivery Systems, Educational Diagnosis, Educational Policy, Intervention, *Preschool Children, Preschool Education, *Student Needs,
ED 312 872 EC 221 331 Goodall, Patricia, Ed. Return to Work Following Traumatic Brain In jury. Special Issue, Volume 5, Number 1. Virginia Commonwealth Univ., Richmond. Reha bilitation Research and Training Center. Pub Date-89 Note-9p.; Also produced by the Supported Com petitive Employment Project for Individuals with Traumatic Brain Injury. Available from–Virginia Commonwealth Univer sity, Rehabilitation Research and Training Center, 1314 West Main St., VCU Box 2011, Richmond, VA 23284-2011 (free while supply lasts). Pub Type-- Reports - Descriptive (141) – Guides Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adults, Alcohol Abuse, Case Studies, Counselor Role, Employment Potential, *Employment Services, *Interdisciplinary Approach, *Neurological Impairments, *Vocational Rehabil itation Identifiers-Head Injuries, *Supported Employ ment The report examines employment service issues related to assisting persons who have suffered traumatic brain injury to re-enter the labor force and maintain their employment. An interdisciplinary Page 7
tive development of high risk infants. The first chapter provides instructions for use of the curriculum by mental health and health-related professionals. Four distinctive characteristics of the model's assessment-intervention sessions are explained in the second chapter: (1) parent-professional partnership, (2) assessment as intervention, (3) anticipatory guidance, and (4) parent support. The third chapter looks at the post-hospital period, considering such aspects as infant physiological control, the fears and feelings of parents, the support system, and expenses. The remaining chapters provide assessment and intervention activities for infants in the age ranges of 0-3 months, 3-6 months, 6-9 months, and 9-15 months. The curriculum in each chapter covers infant development, emotional milestones, and family issues. Typically provided for a behavior is an explanation, samples of praise for parents, and related suggestions to encourage parents in fostering infant development. After an extensive bibliography, seven appendixes offer suggestions for talking to a toddler, sample songs and finger plays, criteria for choosing a therapist, and sample forms and newsletters. (DB)
team treatment approach is recommended and the roles of each of the following professionals are summarized: employment specialist, neuropsychologist, neurosurgeon, nurse, physiatrist, occupational therapist, physical therapist, social worker, and speech pathologist. Particular attention is given to the role of the employment specialist in the supported employment setting. Compensatory strategies on the job site are listed and include using lists to compensate for memory problems, structuring the environment to enhance functioning, and using individualized auditory or visual cues. Two case studies demonstrate application of rehabilitation principles. A final section notes the high incidence of alcohol abuse in this population and encourages further research and attention to rehabilitation needs. Ten references complete the report. (DB) ED 312 873 EC 221 332 vices for Deaf and Hearing Impaired Preschool Children by Establishing a Resource Center for Parents, Teachers and Other Professionals. Pub Date-31 May 89 Note-201p.; Ed.D. Practicum, Nova University. Pub Type-- Dissertations/Theses - Practicum Pa- pers (043) — Reports - Descriptive (141) EDRS Price - MF01/PC09 Plus Postage. Descriptors---*Deafness, Early Intervention, Emo tional Development, "Hearing Impairments, Inservice Teacher Education, Mainstreaming, Minority Groups, *Parent Education, *Parent Teacher Cooperation, Preschool Children, Preschool Education, Program Development, *Puerto Ricans, *Resource Centers, Spanish Speaking, Visual Discrimination Identifiers-Puerto Rico The practicum report describes a program which established an Early Childhood Special Education Resource Center to serve the parents and teachers of deaf and hearing-impaired preschool children attending an integrated laboratory school associated with the University of Puerto Rico. Program goals included promoting parent-teacher interaction to further social-emotional development and visual discrimination skills of the children as well as to enhance public awareness about the importance of early identification and intervention in the education of young children at risk. Individual and group training sessions, workshops, conferences, and evaluation meetings were implemented. Surveys and questionnaires indicated that the knowledge, competencies, and self-confidence of the children, parents, teachers, and others improved as a result of the program. The report is organized into sections providing an introduction, a description of the problem and review of the literature, anticipated outcomes and evaluation instruments, a description of the solution strategy, results, and references. Seventeen appendixes provide the various forms and assessment instruments used; a weekly log; goals and objectives of the Resource Center; and reports on educational services, teacher preparation, and estimated incidence of handicapped children in Puerto Rico. (DB)
tion Identifiers—* Education for All Handicapped Children Act The report documents the nation's progress in providing a free appropriate public education for all children with handicaps under the provisions of the Education for All Handicapped Children Act, Public Law 94-142. Chapter I presents national statistics reported annually by the states (e.g., a 1.6% increase in number of handicapped children served during 1987-88). Chapter II discusses educational placements and notes continued stability at 6% in number of children served in segregated facilities. Chapter III focuses on the provision of services to children below school age, reporting that all states elected to continue their participation in this component. The circumstances under which students with handicaps exit from secondary school and the services anticipated to meet their needs are analyzed in Chapter IV. The fifth chapter presents data on personnel trained under Part D of the law and reviews state-reported data on personnel employed and needed and issues in measuring personnel supply, demand, and need. Chapter VI describes the mandated survey of special education expenditures and related services, noting that the average cost of educating a handicapped student was $6,335 in the 1985-86 school year. Chapter VII presents the results of federal monitoring activities and discusses technical assistance provided to states by the Regional Resource Centers. Finally, Chapter VIII examines Congressionally mandated and federal/state evaluation efforts supported under the Act. (DB)
ED 312 875 EC 221 334 Ziff, Barry, Ed. Hostettler, Karen, Ed. Parenting California Association for the Gifted. Pub Date—Jan 89 Note-31p. Available from—California Association for the Gifted, 23684 Schoenborn St., Canoga Park, CA 91304 ($2.00 each, $15.00 per year). Journal Cit—CAG Communicator; v19 nl pl 18,19-39 Jan 1989 Pub Type- Collected Works · Serials (022) Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Child Rearing, Creative Develop ment, Elementary Secondary Education, *Emotional Development, Females, *Gifted, *Parent Child Relationship, Parenting Skills, Parent School Relationship, Preschool Education, *Talent, Underachievement The newsletter of the California Association for the Gifted includes the following brief articles on parenting: “Your Challenge, Their Lives" (Barry Ziff); “Courage to Be Who I Am, Unafraid” (Elizabeth Meckstroth); “Attribution: A Key to Encouraging More Responsible Behavior in the Gifted" (Saundra Sparling); "A Parent's Perspective" (Carolyn Wood); “Obstacles Faced by Gifted Children" (Terry Thomas); “Parenting the Gifted-Full Court Press” (Gene Bedley); “Encouraging the Development of Artistic and Creative Talent (Fran Frey); "What Can a Parent Do?" (Sharon Mountford); "Guidance Needs of the High School Gifted” (Ron Fontaine); “Underachievement in Gifted Girls: How Parents Can Help” (Judith Bernal); "Perfectionism: What's Bad About Being too Good" (Evelyn Verosub); "Beyond Peter and the Wolf: Children and Concerts" (Evelyn Verosub); "A Parent's Guide to High School Honors/AP Courses" (Lorrie Wellenstein); "Parenting the Gifted Preschool Child" (Terry Sorrells); "School Site Councils: An Opportunity to Influence Schools' Priorities" (Judy Graeber); “Youth At-Risk" (Cynthia Myers); “Parenting the Gifted Should Be a Laughing Matter" (Doug Sebring); "School for Preschoolers” (Laura Hathaway); and "Guiding Gifted and Talented Students" (Paul Sheckler). (DB)
ED 312 874 EC 221 333 Hornak, Rosemary T. Carothers, Linda H. First Years Together: A Curriculum for Use in Interventions with High Risk Infants and Their Families. Project Enlightenment. Wake County Public School System, Raleigh, N.C. Spons Agency--Special Education Programs (EDTOSERS), Washington, DC. Handicapped Chil dren's Early Education Program. Pub Date-89 Grant-G008303647 Note--260p.; Some sections are printed on colored paper. Available from--Project Enlightenment, 501 South Boylan Ave., Raleigh, NC 27603 ($14.95 includes postage and handling). Pub Type-- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC11 Plus Postage. Descriptors—*Child Development, *Curriculum, Developmental Stages, *Early Intervention, Emotional Development, Evaluation Methods, Family Problems, Health Services, *High Risk Persons, *Infants, Learning Activities, Parent Education, Parent Participation The curriculum was developed by the First Years Together program, a demonstration service and training model providing coordinated medical, educational, mental health, and public health services to maximize the social-emotional, physical, and cogni
ED 312 877 FL 018 154 Hewlett-Gomez, Michele R. Texas: Current Practices in Assessing Language and Content Instruction. Pub Date- Oct 88 Note—75p.; Paper presented at a Seminar on Asses sing Students in Integrated Language and Content Instruction (Center for Applied Linguistics, Washington, DC, October 23-24, 1988). Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—Academic Achievement, Bilingual Education, *Educational Strategies, Elementary Secondary Education, *English (Second Language), identification, Language Proficiency, Language Tests, *Limited English Speaking, Oral Language, Program Descriptions, Public Schools, Second Language Instruction, *State Legislation, Student Placement, *Testing Identifiers—*Content Area Teaching, *Texas, Texas Academic Skills Program The rules and regulations governing Texas schools' treatment of the language and academic needs of limited-English-proficient (LEP) public school students are reviewed. First, a historical overview of the state's laws and regulations governing programs for the LEP population is presented. Second, the state's language and academic assessment process of LEP students is explained, including provisions for identification, classification, placement, exit, and reclassification. Through this assessment process, the instructional needs in a special language program can be determined. Third, program descriptions illustrate how Texas public schools have addressed students' different levels of language and academic abilities in disciplines such as language arts, science, social studies, and mathematics. Finally, the state's direction on changes to current and pending legislation that will affect LEP students is highlighted. Appended materials include the texts of the Texas State Board of Education's October 1985 rules on bilingual education and other special language programs, a list of approved tests for special language programs, and the information summary for the Texas Academic Skills Program Test. (MSE) ED 312 878 FL 018 184 Rubenstein, Dorothy J., Ed. The Culver City Spanish Immersion Program and Advocates for Language Learning Handbook. Advocates for Language Learning, Culver City, CA.; Culver City Unified School District, Calif. Pub Date-Aug 89 Note-39p. Pub Type- Guides - Classroom - Teacher (052)
ED 312 876 EC 222 088 Implementation of the Education of the Handi capped Act (Public Law 94-142]. Eleventh An nual Report to Congress. Office of Special Education and Rehabilitative Ser vices (ED), Washington, DC. Div. of Innovation and Development. Pub Date—89 Note—489p.; Volume 2, “an index of all current projects funded by the discretionary authorities of the Education of the Handicapped Act (EHA)," Pub Type-Reports - Descriptive (141) - Numeri cal/Quantitative Data (110) EDRS Price - MF02/PC20 Plus Postage. Descriptors—*Compliance (Legal), Delivery Sys tems, * Disabilities, Dropouts, Educational Legislation, * Educational Practices, Education Work Relationship, Elementary Secondary Education, Evaluation Methods, *Federal Legislation, Graduates, Incidence, Personnel Needs, Preschool Ed. ucation, Program Evaluation, Staff Development, Standards, Student Placement, Teacher Educa
EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Curriculum Design, Day Care, Disci pline Policy, Elementary Education, Enrollment, Extracurricular Activities, FLES, *Immersion Programs, Organizations (Groups), *Program Descriptions, Program Design, School Districts, *Second Language Programs, *Social Support Groups, *Spanish, Student Evaluation, Transpor tation Identifiers—*California (Culver City) The handbook for the Culver City (California) Spanish Immersion Program and the Advocates for Language Learning (ALL) describes the program and organization. ALL is a nonprofit association of parents, teachers, and other individuals interested in promoting and enhancing the study of second languages. The organization's goals and local and national activities are described, including a fifth- and sixth-grade student exchange program in Mexico. The Culver City Spanish Immersion program is an elementary school program based in one school. A description provides information on program goals; enrollment; location; transportation; child care options; extracurricular activities; opportunities for observation; instruction and curriculum at each grade level; student evaluation and progress reporting; discipline policy; and the immersion program community, including staff, parents, and ALL. Two essays on immersion are presented, one answering questions about immersion education frequently asked by parents, and the other outlining the fifth and sixth grade student exchange program and the annual ALL convention. An ALL membership application form is appended. (MSE)
ED 312 879 FL 018 197 Birdsong, David Lux et Verisimilitudo: Judgment Data in SLA Theory. Pub Date-89 Note—16p.; Paper presented at the Annual Meet ing of the Boston University Conference on Language Development (Boston, MA, October 13-15, 1989). Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Decision Making, Grammatical Acceptability, * Linguistic Theory, Research Methodology, *Research Problems, Second Language Learning A discussion of the data obtained from grammaticality judgment tasks argues that despite the light shed by these data on problems of second language acquisition theory, there is not yet adequate knowledge of how to interpret those data within a coherent model of performance of the tasks. Therefore, it is concluded, there is no basis for deciding whether the resultant data are plausible and informative or illusory and irrelevant to acquisition theory. It is proposed that judgments of grammaticality be viewed not as behaviors proprietary to the field of linguistics, but as one type of decision-making or judgment-making behavior among many others behaviors. As such, they may be described in terms of procedural or epistemological principles. given by more generalized models of cognition and psychophysics. Specifically, performance on grammaticality judgment tasks are examined first within the framework of the Theory of Signal Detectability and then within a more recent framework of concept construction and categorization. Some of the principles of those frameworks are then applied to problems in second language acquisition theory. Finally, some reflections on where second language acquisition research has come from and can go with grammaticality judgment data are offered. (MSE) ED 312 880 FL 018 198 Burhoe, Jane C. Paired Classes Evaluation Based on Survey Re sults. Stockton Unified School District, Calif. Pub Date—Jun 89 Note-11p.; Paper presented at the Annual Confer ence of the California Teachers of English to Speakers of Other Languages (Long Beach, CA, April 20-23, 1989). Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Classroom Research, "Cooperative Learning, *English (Second Language), *English Instruction, Federal Programs, *Grouping (Instructional Purposes), High Schools, Instructional Effectiveness, Limited English Speaking, *Litera
ture Appreciation, *Second Language Programs, Student Attitudes Identifiers—*Stockton Unified School District CA A program at Lincoln High School in Stockton, California paired mainstream English classes with English-as-a-Second-Language (ESL) classes to improve communication and understanding among students. Two mainstream literature classes were paired with two ESL literature classes. The pairs met about once a month during the school year, with half of the mainstream class joining half of the ESL class for group activities. Students were usually assigned to cooperative learning groups to participate in activities designed for sharing personal backgrounds, values, and cultures. Students were surveyed about the differences between the groups and the effects of the class pairing. ESL students responded more positively toward school and asking teachers for help. Mainstream students found interaction with classmates easier. The biggest gaps between the student groups were in the areas of trust, safety, and control over one's life, with the mainstream students feeling more positive in these areas. Both groups found the program worthwhile, and students in all classes commented that the best part of the paired classes was getting to know students with a culturally different background. Some ESL students gained in English skills and confidence as a result. It is recommended that the program be expanded. (MSE) ED 312 881 FL 018 199 Burhoe, Jane C. Cross Cultural Attitude Survey. Stockton Unified School District, Calif. Pub Date-Jun 89 Note-10p.; Paper presented at the Annual Confer ence of the California Teachers of English to Speakers of Other Languages (Long Beach, CA, April 20-23, 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) - Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cultural Differences, English (Sec ond Language), Family Characteristics, High Schools, Immigrants, *Limited English Speaking, *Refugees, School Surveys, *Secondary School Students, Self Concept, Sex Differences, *Student Attitudes Identifiers—*Southeast Asians, *Stockton Unified School District CA A survey assessed attitude and background differEnces of limited-English-speaking Southeast Asian refugee students and mainstream non-Asian students at Lincoln High School in Stockton, California. The survey was given to 256 English-as-a-Second-Language (ESL) students in spring 1988 and 171 ESL students in spring 1989, and concurrently to a random sample of mainstream students-106 in 1988 and 94 in 1989. Bilingual aides were available to help ESL students interpret the survey. The instrument consisted of 30 forced-choice (yes/no) statements assessing attitudes, self-concept, family background, and school-related issues. Male and female responses are reported separately in some areas where differences were noted. Two final subjective questions asked students to indicate the school's biggest asset and biggest problem. The results are reported in tabular form with narrative analysis. (Author/MSE) ED 312 882 FL 018 200 Seda, Ileana Abramson, Shareen English Writing Development of Young, Linguisti cally Different Learners. Pub Date-[89] Note-21p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Case Studies, *Individual Differ ences, * Journal Writing, *Kindergarten, *Limited English Speaking, Primary Education, Second Language Learning, *Skill Development, *Writ
guage for the first time demonstrate stages of writing development similar to those found in native speakers of the language. The study suggests that the relationship between oral and written language is not only transactional, but also that learners need not be proficient speakers of a second language to benefit from oral and written transactions in that language. It is also suggested that childrens's individual differences in ability, personality, and style influence literacy learning in a second language. Instructional implications for LEP children in a regular classroom are discussed. (Author/MSE) ED 312 883 FL 018 201 Chatham, James R. Iberian Dissertations on Modern Languages and Literatures: A Retrospective Bibliography. Pub Date—88 Note-90p. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Doctoral Dissertations, Foreign Countries, Higher Education, *Literature, *Mod ern Languages Identifiers—*Portugal, *Spain This bibliography contains citations for 818 doctoral dissertations on modern languages and literatures accepted by universities in Spain and Portugal. Entries are listed alphabetically by author, and many give some information on the scope of the work's content. Citations indicate that doctorates in other modern language fields began to be grated in Spain in the mid-nineteenth century. Most of the information on dissertations was obtained from university records. (MSE) ED 312 884 FL 018 202 Wellman, Laurie Factors Relating to the Implementation of the New York State Curriculum for English as a Second Language in Secondary Schools. Pub Date-88 Note—200p.; Ed.D. Dissertation, University of Al bany. Pub Type- Dissertations/Theses - Doctoral Dis sertations (041) EDRS Price - MF01/PC08 Plus Postage. Descriptors—* Administrator Attitudes, *English (Second Language), *Instructional Materials, * Program Implementation, Secondary Education, Second Language Programs, State Surveys, Statewide Planning, *Teacher Attitudes, *Teacher Certification, Teacher Qualifications Identifiers-New York This study investigated factors related to the implementation of the New York State curriculum for English as a Second Language (ESL) in secondary schools. It was hypothesized that three variable sets would relate to the implementation of the curriculum: the nature of the assistance provided the teacher (principal's support and inservice training), the context in which the implementation was attempted (characteristics of teacher and of school setting), and the properties of the innovation (and teachers' perceptions of it). A survey was mailed to the entire population of New York State ESL teachers in 1986-87 in grades 7-12 (n=964). A geographically representative 50% responded. Through discriminant analysis, independent variables significant in distinguishing three groups of teachers (lack of awareness of the curriculum, curriculum rejecters, and curriculum users) were identified. Unaware and rejecter teachers who did not use the state curriculum were less likely than users to be state certified in ESL, to agree that the size of their classes allowed for frequent interaction with students, to agree they had sufficient instructional materials, and to report that their principals supported the use of state-developed curricula. Analysis of responses of teachers familiar with the curriculum found the only significant difference between them to be their perceptions of the curriculum. (Author/MSE) ED 312 885 FL 018 207 Lipski, John M. Spanish Pro-Drop Meets the Bilingual Speaker. Pub Date Oct 89 Note—26p.; Paper presented at a conference on New Ways of Analyzing Variation in English (Durham, NC, October 21-23, 1989). Pub Type-Reports - Research (143) --Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Bilingualism, Diachronic Linguis tics, English (Second Language), Hispanic Ameri
A study examined the emergence of English writing in a kindergarten classroom where about three-quarters of the students were limited-English-proficient (LEP) and spoke a variety of native languages, including Spanish, Hmong, Lao, and Cambodian. Regular daily journal writing sessions were videotaped periodically and analyzed over the course of the year. Three case studies illustrating the variety of performances in the classroom are used to present the results. Results indicate that young, linguistically different learners learning a written lan
cans, Language Acquisition, Language Patterns, *Language Proficiency, *Language Variation, *Pronouns, Second Language Learning, *Spanish A study of the language use of 45 transitional Spanish-English bilinguals focused on subject pronoun usage patterns evolving when the bilingual has acquired both a prodrop (Spanish) and a non-prodrop (English) language and frequently switches between them. Subjects were of Mexican, Cuban, and Puerto Rican background, and had not attained the language proficiency of fluent Spanish monolinguals. Findings suggest that modifications of Spanish in a bilingual setting involve underdifferentiation of null and overt subject pronouns, whose behavior is not fixed by parameters but determined by pragmatic and perhaps prosodic configurations. Spanish overt pronouns appear to be losing their status as stressed or strong pronouns as opposed to inherently weak null pronouns, thus paralleling English, where overt subject pronouns are normally unstressed but can receive contrastive or emphatic stress. Transitional bilingual Spanish speakers seem to be approaching the stage where the only feature distinguishing null and overt pronouns is the presence or absence of phonetic substance. It is concluded that the resetting of the null subject option is not the normal outcome in unbalanced bilingualism, but that the possibility for null subjects exists in Spanish at all levels. (MSE)
Available from Director (Education), Bell Educa tional Trust, Hillscross, Red Cross Lane, Cam bridge, CB2 2QX, England. Pub Type- Reports - Descriptive (141) — Col lected Works - General (020) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Curriculum Development, *English (Second Language), Extracurricular Activities, Foreign countries, Foreign Students, *Intensive Language Courses, *Mass Media, Program Descriptions, School Newspapers, Secondary Education, Second Language Learning, Student Publications, *Summer Programs, Teaching Methods Identifiers—*England Four reports describing aspects of a summer English course, designed for foreign students from a variety of backgrounds, focus on learning English through classroom lessons and extra-curricular activities. Sue Swaffield, the course director, outlines the background, organization, and staffing of the course, looking at its broad aims and role in the overall Bell program. The curriculum director, John Clark, addresses the design and development of the course, emphasizing the roles of staff and students in the evolution of instructional activities. A teacher, Joss Pinches, describes the production of a course newspaper with a group of students and shows how this activity can promote a wide range of language-learning experiences and opportunities for personal involvement. Finally, two other teachers, Gillian Richards and Matthew White, report on their groups' 4-week investigation of the media and the range of experiences and activities it offered. (MSE)
ED 312 886 FL 018 208 Badger, Richard Referential Cohesion in Law Cases. Pub Date-89 Note-9p.; Paper presented at the International As sociation of Teachers of English as a Foreign Language (23rd, Coventry, England, March 31-April 3, 1989) Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cohesion (Written Composition), *Court Litigation, Discourse Analysis, Form Classes (Languages), *Grammar, Newspapers, *News Writing Identifiers—*Referents (Linguistics) A study examined cohesive reference in a newspaper report of a law case, with the intention of helping students read such texts. Occurrences of two classes of items signaling referential cohesion were analyzed: personals (personal pronouns and possessive adjectives) and demonstratives (including the definite article). Factors that might lead a reader to misinterpret items as cohesive or non-cohesive were sought out. It is concluded that referential cohesive analysis is a useful tool for examining texts, but that the approach carries with it several problems. It is often difficult to determine whether an item is cohesive or not, and to establish the kind of link between the cohesive item and the antecedent. (MSE) ED 312 887 FL 018 209 Breen, Walter Allophonic Merger and Phonemic Reorganization in Chagatay/Uzbek and Rhode Islandese. Pub Date—21 Oct 89 Note-20p.; Paper presented at the conference on New Ways of Analyzing Variation in English and 20-22, 1989). Pub Type- Reports Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors--Case Studies, Diachronic Linguistics, , , *Language Variation, Models, *North American English, *Phonemes, *Phonology, Uncommonly Taught Languages, *Uzbek Identifiers—*Allophones, *Chagatay, Rhode Island A discussion of the nature and process of phonological changes taking places in languages looks specifically at the merging of allophones and the reorganization of phonemes in response to pressures within the phonological system. The hypotheses of economy and reorganization are used to analyze the process of change within a phonological system. Two languages are examined: Uzbek, a Turkic language with a vocalic system derived from classical Chagatay, and a variety of English spoken in Rhode Island. The analysis is illustrated with a three-dimensional model. Both the hypotheses and the space theoretical model are seen as useful in tracing the courses of already-established sound changes. (MSE)
Cross-Cultural INSET for Language Teachers. The Bell Educational Trust Academic Reports. Bell Educational Trust, Cambridge (England). Report No.-ISBN-1-870969-05-7 Pub Date-88 Note—21p.; Printed on gray stock. Available from Director (Éducation), Bell Educa tional Trust, Hillscross, Red Cross Lane, Cam bridge CB2 20X, England. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cross Cultural Training, English (Second Language), *Environmental Education, Foreign Countries, German, *Inservice Teacher Education, International Cooperation, *Language Teachers, Second Language Instruction, Work shops Identifiers—*England The In-Service Teacher Training (INSET) experiment took place in September 1986 and involved 24 German teachers of English and 14 English teachers of German working together over a period of 2 days. The German teachers were participants in a 10-day course in England. Teachers worked together within the community to gather information on topics relating to environmental education, making video and audio recordings, and preparing a presentation for the large group. English teachers were required to use German in their presentations, and German teachers were required to use English. The phases of the project included familiarization and orientation, task-setting, information gathering, information processing, presentation, and evaluation. The project promotes a task-oriented, learner-centered, experience-based approach to learning and a high level of communicative interaction between participants. Participants investigate a variety of current local issues, gain insights into culture-based assumptions, and develop cross-cultural awareness. The experiment was condidered successful enough to be repeated. (MSE) ED 312 889 FL 018 211 Wasney, Trudy D. Heishi, Miyeko Los Angeles Unified School District Bilingual Program Survey Report, 1987-88. Publication No. 527. Los Angeles Unified School District, CA. Program Evaluation and Assessment Branch. Pub Date—88 Note—47p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Bilingual Education Programs, Ele mentary Secondary Education, English (Second Language), Enrollment Trends, Language Proficiency, *Limited English Speaking, Native Language Instruction, Program Design, Program Effectiveness, Program Evaluation, School Districts, *Student Characteristics, Teacher Charac teristics, Teacher Qualifications Identifiers—*Los Angeles Unified School District CA The Los Angeles Unified School District's bilingual education program provides elementary school limited-English-proficient (LEP) students with full bilingual classroom programs and individual learning programs, based on LEP population. The program also provides secondary school students with instruction in English as a Second Language and communication classes in their primary language. This report presents information on LEP student enrollment levels and trends, proportions represented by different language groups at the elementary and secondary levels, the adequacy of the programs provided, the linguistic and professional qualifications of the staff teaching LEP students, and the progress made by LEP students toward acquiring English language proficiency. Recommendations for program improvement at the elementary level focus on improving the qualifications of personnel, and at the secondary level target improved identification, remediation, and monitoring of LEP students. Qualifying tests for new secondary instructors are also recommended. Numerous data tables, graphs, and other figures supplement the text. (MSE)
ED 312 891 FL 018 214 Leaney, Cynthia Strange, Joanna Video in Action. The Bell Educational Trust Aca demic Reports. Bell Educational Trust, Cambridge (England). Report No.-ISBN-1-870969-00-6 Pub Date—88 Note-56p.; Printed on gray stock. Available from-Director (Education), Bell Educa tional Trust, Hillscross, Red Cross Lane, Cam bridge CB2 2QX, England. Pub Type- Reports - Evaluative (142) - Guides Classroom - Teacher (052) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*English (Second Language), Foreign Countries, Higher Education, Instructional Materials, * Material Development, *Media Selection, Second Language Instruction, Student Developed Materials, *Videotape Recordings Identifiers—* Authentic Materials, Integrated Skills Method Three papers address the use of videotape recordings for instruction in English as a Second Language. The first paper, by Cynthia Leaney, describes a program in which language learners produce a videotape through an integrated skills approach, offering practical advice and insight for teachers considering this type of activity. The paper presents a rationale for the method and discusses these aspects: predictable problems and their avoidance or minimization, role allocation, technical knowledge needed by the teacher, project orientation and vocabulary, equipment orientation, playback, scenario selection (with examples), and project presentation. The second paper, by Joanna Strange, considers the problems that can arise in using authentic video materials with students of English as a Second Language, suggesting that there are particular limitations of video for this population. These limitations include aural/visual conflict, movement, body language, and length. Implications and solutions are offered. The third paper, also contributed by Joanna Strange, is an annotated list of sources for authentic videos, both commercial and non-commercial. (MSE)
ED 312 890 FL 018 213 Bell Educational Trust Academic Reports. Bell Educational Trust, Cambridge (England). Report No.—ISBN-1-870969-01-4 Pub Date-88 Note—44p.; Printed on gray stock.
ED 312 892 FL 018 215 Hopwood, Tony The Use of the Word-Processor in the Teaching of English as a Foreign Language to Adults. Aca demic Reports. Bell Educational Trust, Cambridge (England). Report No.—ISBN-1-870969-15-4 Pub Date—89 Note-49p. Available from-Director (Education), Bell Educa tional Trust, Hillscross, Red Cross Lane, Cam bridge CB2 2QX, England. Pub Type— Reports - Evaluative (142) - Guides Classroom - Teacher (052)
Wyatt; "Multi-Lingual Word-Processing Systems: Desirable Features from a Linguist's Point of View” by Lloyd Anderson; "A Note on the Production of Macrons in Transliterated Japanese" by Jay Rubin; and "Indian Fonts on the Macintosh” by George Hart. Other regular newsletter features include organization news; reviews of books, journals, articles, and products; a calendar of events; and announcements and inquiries. (MSE)
Note-13p. Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingualism, *Cognitive Processes, * Educational Planning, Educational Policy, *Language Planning, Policy Formation, Second Language Instruction, *Social Influences A discussion of research on the cognitive, personal, and social correlates of bilingualism focuses on those consequences for individuals who are "caused" to become bilingual by their participation in innovative language education programs such as immersion, bilingual immersion, interlocking, or two-way bilingual programs. The purpose of this paper is to counter-balance the negatively-charged debate surrounding a proposed amendment to the United States Constitution declaring English to be the sole and official language of the country. Fuel for the controversy is seen as hinging on misunderstanding of issues related to bilingual education. The changing language education needs of language minority and language majority children are discussed, an innovative approach to language education designed to foster additive bilingualism is described, and the likely correlates of such bilingualism are identified, based on a review of relevant research literature. (MSE)
EDRS Price - MF01/PC02 Plus Postage. Descriptors-Adult Students, Classroom Tech niques, *Computer Assisted Instruction, English (Second Language), Foreign countries, Grammar, Reading Instruction, Second Language Instruction, Skill Development, Speech Skills, Surveys, *Teacher Attitudes, Vocabulary Development, *Word Processing, Writing Instruction A discussion of the use of word processing for the instruction of English as a Second Language (ESL) is presented in two parts. The first addresses the uses of the technology in teaching language skills, including writing, vocabulary, grammatical competence, reading skills, and oral skills. Related literature is reviewed and specific examples of classroom techniques are presented. The second part reports on a survey of teacher attitudes concerning the use of word processors. Results suggest that most teachers believe the word processor plays only a minor role in the development of writing skills and are not clear about what that role is, beyond its motivational effect. It is concluded that the most widely acceptable forms of word processor use in ESL are those that involve a central role for the teacher as a developer of instructional materials, guide, resource manager, and information and feedback source, and for the student as initiator, experimenter, and collaborator, the roles normally filled by teacher and student in a communicative classroom. This suggests that exploitation of the word processor provides good opportunities for integration of the technology and current language teaching practices. (MSE) ED 312 893 FL 018 218 Cassell, Justine The Development of Metanarrative Speech and Gesture in Children's Storytelling. Pub Date—Apr 89 Note-10p.; Paper presented at the National Bian nual Meeting for Research and Child Develop ment (21st, Kansas City, MO, April 27-30, 1989). Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Age Differences, *Body Language, *Child Language, Comparative Analysis, Discourse Analysis, * Language Acquisition, *Narration, *Speech Skills, *Story Telling This study examined interaction between non-referential gesture and discourse-structuring linguistic devices in the development of metanarrative ability. Specifically, the development of the interaction between beat gestures and all metanarrative devices was analyzed in 9 children aged 5-6, 8-9, 11-12, and in 3 adults. Subjects viewed a cartoon and were videotaped recounting the story to listeners of the same age. Results showed that (1) adults produce metanarrative and narrative statements when telling a story, with the beat gestures accompanying metanarrative statements; (2) young children do not produce many metanarrative statements, but the percentage of metanarrative clauses in a story increases with age; (3) young children do produce as many beat gestures as adults, but they do not have the same distribution and do not occur primarily in metanarrative clauses; and (4) young children's beat gestures occur with time words. In conclusion, young children do provide structure, in their speech and gesture, in the stories they tell. This structure, however, exists as a comment on a lower level of organization; the level of links between individual events as opposed to global links between parts of the story seen as a whole. (MSE) ED 312 894 FL 018 222 Meadow, Anthony, Ed. Newsletter for Asian and Middle Eastern Lan guages on Computer, Volume 1, Numbers 1 and 2. Pub Date—85 Note-70p. Journal Cit-Newsletter for Asian and Middle Eastern Languages on Computer; v1 n1-2 Jan-Sep 1985 Pub Type-- Collected Works - Serials (022) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Alphabets, *Computers, *Computer Software, Diacritical Marking, Japanese, Uncom monly Taught Languages, *Word Processing Identifiers-Middle East, South Asian Languages, Transliteration Numbers 1 and 2 of the first volume of the newsletter contains an editor's page and the following articles: “Diacritics on Wordstar: South Asian Language Transliteration without Customized Software" by Tony Stewart; “The Universal Typewriter" by David K. Wyatt and Douglas S.
ED 312 895 FL 018 227 Crandall, JoAnn Tucker, G. Richard Content-Based Instruction in Second and Foreign Languages. Center for Applied Linguistics, Washington, D.C. Pub Date—Apr 89 Note-22p.; Paper presented at the Regional Semi nar of Language and Teaching Methodology for the Nineties of the Regional Language Centre (Singapore, April 10-14, 1989). Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Classroom Techniques, Educational Research, *Educational Strategies, *Intellectual Disciplines, *Language of Instruction, Language Research, *Program Design, *Program Implementation, Research Needs, Second Language In struction, Second Language Learning Identifiers—*Content Area Teaching This paper examines content-based instruction, which is an integrated approach to language instruction drawing topics, texts, and tasks from content or subject matter classes but focusing on the cognitive, academic language skills needed to participate effectively in content instruction. The intent and design of content-based instructional programs are discussed, some of the strategies and techniques characterizing these programs are described, the means by which programs are implemented are outlined, and areas of needed research and development are identified. A need for additional work is seen in teacher education, student assessment, program evaluation, and the preparation of textbooks and other instructional materials. Additional research into the academic language and specific registers of mathematics, science, and other content areas is also recommended. (MSE) ED 312 896 FL 018 228 Tucker, G. Richard Developing a Language Competent American Soci ety: The Role of Language Planning. Center for Applied Linguistics, Washington, D.C. Pub Date—May 89 Note-19p.; Paper presented at McGill University Conference on Bilingualism (Montreal, Canada, May 1989). Pub Type-- Reports - Evaluative (142) - Opinion Papers (120) — Speeches/Meeting Papers (150) EDRS Price · MF0i/PC01 Plus Postage. Descriptors—*Educational Needs, *Educational Policy, *Language Planning, *Language Proficiency, Policy Formation, *Public Policy, Second Language Learning Increasingly, applied linguists have been working with counterpart teachers who are subject-matter specialists to develop innovative programs to integrate the teaching of language and content. In some places, integration of language and content instruction involves implementation of two-way bilingual (interlocking) immersion programs. Such work falls into the general rubric of language (education) policy or planning. The role of language in education in several disparate settings is illustrated by the adoption of different policies and practices. In the People's Republic of China, English is taught non-intensively as a foreign language as part of the regular middle school curriculum, followed by more intensive English for special purposes for those with a demonstrable need for further study in English. Nigeria provides transitional bilingual education with a limited maintenance component. The Philippines offers full bilingual education with a complete integration of language and content instruction throughout education cycles. The process by which a country chooses an appropriate model represents educational language planning. This process has relevance for policy formation in the United States. (MSE)
ED 312 898 FL 018 231 Meadow, Anthony, Ed. Newsletter for Asian and Middle Eastern Lan guages on Computer, Volume 1, Numbers 3 & 4. Pub Date-Sep 86 Note-41p. Pub Type - Collected Works - Serials (022) EDRS Price - MF01/PC02 Plus Postage. Descriptors—* Alphabets, *Computer Oriented Programs, *Computer Software, Diacritical Marking, Japanese, * Printing, Semitic Languages, Tibetan, Uncommonly Taught Languages Identifiers-Asian Languages, *Transliteration Volume 1, numbers 3 and 4, of the newsletter on the use of non-Western languages with computers contains the following articles: "Reversing the Screen under MS/PC-DOS” (Dan Brink); “Comments on Diacritics Using Wordstar, etc. and CP/M Software for Non-Western Languages" (Michael Broschat); "Carving Tibetan in Silicon: A Tibetan Font for the Mackintosh” (John Rockwell, Jr.); and “Notes on the Kanji Mackintosh” (Anthony Meadow). Other features include reviews of organizations, books, journals and magazines, and articles; hardware and software product listings; inquiries; event listings; and news within the field. (MSE) ED 312 899 FL 018 233 Widdison, Kirk Some Consequences of Velarization on Catalan Vowels. Pub Date-Aug 89 Note-16p.; Paper presented at the Annual Meet ing of the American Association of Teachers of Spanish and Portuguese (San Antonio, TX, Au gust 10-14, 1989). Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Articulation (Speech), Diachronic Linguistics, Language Research, Linguistic Theory, *Phonology, Uncommonly Taught Languages, *Vowels Identifiers—*Catalan The acoustic effects of the syllable-final /1/ significantly alter the vocalic timbre of the preceding vowel in Catalan. Vowel quality is modified anticipatory to the articulatory gestures required by the 717, resulting in a lowered second formant. Syllable-final /1/ in Catalan is heavily velarized as a result of tongue tip-tongue back coupling and presents many of the characteristics of an offglide (/w/) movement. This velarized segment is less segmentable from the vowel portion it follows, which may cause a change in the listener's perception of vowel duration. These co-articulatory effects are greatest in the case of front vowels and are of particular interest with respect to the mid-front phonemes. Historical phonology states that phonetic shifts in these vowels were generally exempted in the conditioning environment of liquid sounds. It is argued that the above-mentioned effects underlie this resistance. Evidence to support these claims is sought in the form of acoustic analysis of vowel-lateral and lateral-vowel sequences. The results favor the accepted phonological theory. (Author)
ED 312 897 FL 018 229 Tucker, G. Richard Cognitive and Social Correlates of Bilinguality. Center for Applied Linguistics, Washington, D.C. Pub Date-[89]
are reviewed, drawing from legislative texts, speeches, essays, media commentary, and related research. It is argued that groups supporting the amendment try to advance their proposals by appealing to the traditions of the American value system, opposing the "salad bowl” concept of American culture (in which different elements are thrown together but not “melted") in favor of the “melting pot” concept which envisages a much more homogeneous society. Proposed elimination of the bilingual ballot and cutbacks in bilingual education are viewed as part of the same movement. Political implications of the amendment as well as implications for the teaching of English as a Second Language are examined. A bibliography of over 220 items is appended. (MSE)
ED 312 900 FL 018 234 Krasilnikov, B. A. Computers and Reading Skills Development. Pub Date-[89] Note-19p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Cohesion (Written Composition), *Computer Assisted Instruction, *Course Organization, Curriculum Development, Foreign Countries, Higher Education, *Reading Comprehension, *Reading Instruction, Reading Skills, Second Language Instruction, Sentence Structure, Skill Development, Structural Analysis (Lin guistics), Vocabulary Development Identifiers-Referents (Linguistics), *USSR A course using computer-assisted instruction for the development of second language reading skills is described. The course was developed in the Soviet Union for incorporation into the curriculum of a polytechnic institute. Nine computer programs consisting of learning modules were developed to address specific reading skills not likely to have been attained by students at that level of second language literacy. The modules provide practice in: (1) word recognition and word comprehension; (2) recognition of word boundaries and sentence structures; (3) recognition of the devices used to create textual cohesion, especially referents; (4) sentence completion; (5) vocabulary development, especially inference through conversion and derivation; (6) skimming skills; (7) scanning; (8) reading for global understanding; and (9) reading for total comprehension. (MSE) ED 312 901 FL 018 235 Parasher, S. V. Language Policy, Language Use and English Lan guage Teaching in India. Pub Date-89 Note-39p.; Paper presented at the Annual Meet ing of the International Association of Teachers of England, March 31-April 3, 1989). Pub Type- Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Creative Writing, *Educational Pol- icy, Elementary Secondary Education, English (Second Language), Foreign countries, Higher Education, Language of Instruction, *Language Patterns, *Language Planning, Mass Media, Official Languages, Public Administration, *Public Policy, Publishing Industry, Second Language In struction Identifiers—*India This paper evaluates the language policy of India and its implementation with a special focus on English language teaching (ELT). In the first part of the paper, India's language policy is chronicled from the pre-independence period through the nationalist movement and post-independence era, with attention to the language policies of the individual states and overall implementation. A second section examines language planning in education and the policy towards English in primary and secondary schools and in universities. The actual use of English in the Indian social and educational context is then reviewed, highlighting its use in public administration, the print media, the electronic media, the production of English-language books, business and industry, social circles, and creative writing. In addition, the use of English as the medium of instruction at each educational level is described, the functions of English and Indian languages are compared, and the mismatch between language policy and language use is discussed. The third and final section of the paper, an examination of the ELT situation, addresses its stated and implicit aims, the syllabuses, methods, and materials used, the teacher supply, and recent developments in ELT planning. It is concluded that the absence of a clearly-stated and uniform policy results from a mismatch of official languages and language use. Forty references are provided. (MSE) ED 312 902 FL 018 237 Hulsman, Paul Edelenbos, Peter The Achievement Level for English in Dutch Primary Schools. Pub Date—Apr 89 Note-27p. Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Academic Achievement, Communi
cative Competence (Languages), Comparative Analysis, Elementary Education, *English (Second Language), Foreign countries, Grade 8, Grammar, *Instructional Effectiveness, Language Proficiency, Language Tests, Scores, Second Language Instruction, Teaching Methods, Time Fac tors (Learning) Identifiers—*Netherlands A study examined the differences in the way teachers use grammar-based courses and communicative courses of English language instruction in Dutch primary schools, and the differences in the achievement levels of children taught by the various methods. Eight standard curricula commonly used in Dutch schools and using either communicative or grammar-based approaches or a combination of the two were included in the investigation. For each curriculum, the classroom techniques, themes, and topics were compared and a score reflecting the degree of communicative approach used was calculated. Student achievement levels on proficiency tests in listening, reading, writing, and speaking based on the content of the eight courses were compared. Results suggest that it does not make much difference which curriculum is used for English instruction at the primary level, but that the amount of time spent on English does matter. Teacher proficiency and experience are also seen as significant factors in student achievement. (MSE) ED 312 903 FL 018 238 Berman, Ruth A. Children's Knowledge of Verb-Structure: Data from Hebrew. Pub Date—Oct 89 Note-17p.; Paper presented at the Annual Boston University Conference on Language Develop ment (14th, Boston, MA, October 13-15, 1989). Pub Type— Reports - Research (143) -Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Child Language, *Form Classes (Languages), *Hebrew, *Language Acquisition, *Language Patterns, Morphology (Languages), Uncommonly Taught Languages, *Verbs The acquisition of morpheme-structure constraints by children is discussed. The focus is a subset of verbs in modern Hebrew and the language-specific knowledge that children acquire of what constitutes a possible verb in their language, from the point of view of both internal form and of categorical appropriateness for naming a certain semantic content or transitive relation. The application of two complementary processes, root extraction and pattern assignment, by 60 Hebrew-speaking children and 12 adults was studied. Subjects were asked to interpret and produce innovative verbs based on familiar nouns and adjectives. The three main findings include the following: (1) children can perform root extraction from as young as age three, and do better at identifying consonantal roots when they are presented with novel verbs for comprehension than in producing novel verbs by extracting roots from nouns or adjectives they know; (2) when children produce new verbs, their innovations conform closely to the grammatical structure of the standard morphological patterns used for constructing verbs in Hebrew; and (3) all child subjects, aged 3-9, overwhelmingly favor the verb pattern preferred for denominal verb-formation in current Hebrew, even though other patterns are equally available in the established lexicon and in the children's own speech. (MSE) ED 312 904 FL 018 239 Cline, Herman H. Is There a Hidden Agenda? The English Language Amendment. Pub Date—89 Note-96p. Pub Type-- Opinion Papers (120) – Information Analyses (070) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Acculturation, Bilingual Education, Bilingualism, * Constitutional Law, *Cultural Pluralism, Elections, * English, English (Second Language), Federal Legislation, *Language Attitudes, *Official Languages, Public Opinion, Second Language Instruction, Social Values Identifiers—*English Language Amendment, United States A discussion of the movement to make English the official language of the United States, by constitutional amendment, looks for a hidden agenda among its advocates. The history of and debate over the amendment in Congress and around the country
ED 312 905 FL 018 241 Teleni, Vicki Baldauf, Richard B., Jr. Statistical Techniques Used in Three Applied Linguistics Journals: “Language Learning,” "Applied Linguistics” and “TESOL Quarterly," 1980-1986: Implications for Readers and Re searchers. Pub Date—Nov 89 Note--26p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Applied Linguistics, Course Content, English (Second Language), Introductory Courses, *Research Methodology, Research Projects, *Scholarly Journals, Second Language Learning, *Statistical Analysis, *Technical Writing A study investigated the statistical techniques used by applied linguists and reported in three journals, "Language Learning,” “Applied Linguistics," and “TESOL Quarterly,” between 1980 and 1986. It was found that 47% of the published articles used statistical procedures. In these articles, 63% of the techniques used could be called basic, 28% intermediate, and 9% advanced. Descriptive statistics accounted for 32% of the total range of techniques while analysis of variance techniques accounted for a further 16%. There was a ratio of about three different techniques per quantitative study. The study also examined how the researchers present their results and what implications this has for readers of quantitative studies. Based on the survey, recommendations are made concerning what should be included in introductory statistics courses in order to meet the needs of students of applied linguistics. (Author/MSE) ED 312 906 FL 018 242 Phinney-Liapis, Marianne Parameter Resetting in Second Language Acquisi tion. University Research Institute Final Project Report, 1987-88. Texas Univ., El Paso. Graduate School Office. Pub Date—Aug 89 Note-82p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Comparative Analysis, * English (Sec ond Language), *Grammar, Language Research, Language Tests, *Learning Processes, Linguistic Theory, Second Language Learning, *Sentence Structure, *Spanish, Spanish Speaking, Testing Identifiers—*Null Subject Parameter Analyses of the Null Subject Parameter (NSP) suggest that several factors may influence the resetting process for second language acquisition, such as specific “trigger" data, awareness of agreement as a part of awareness of agreement (INFL), and stylistic rules such as subject postposing and anaphoric reference. Four tests were administered to two groups of second language students, Spanish speakers acquiring English as a Second Language (ESL) and English speakers acquiring Spanish as a Second Language (SSL), to elicit production and receptive data in constructions involving NSP. It was hypothesized that ESL subjects would show slower resetting of the parameter than SSL subjects. Three subject types (pronouns, "there/hay", and "it/es" existentials) were used in imitation, written production, oral production, and grammaticality judgment tasks. SSL subjects did reset the parameter more quickly. On all tasks, SSL subjects omitted subjects in “hay/es” constructions and showed variable use with pronominal subjects. SSL subjects showed an awareness of discourse factors in subject usage, but little use of stylistic inversion. Findings imply that for SSL, existentials may be "trigger" constructions. ESL subjects appeared to reset the parameter for pronominals but not existentials and still showed Page 8
considerable subject deletion in “there/it” constructions at the end of the study period. For neither group was agreement a factor in determining subject use. (Author/MSE) ED 312 907 FL 800 001 Holisky, Dee Ann, Ed. A Guideline for Teaching Literacy: A Competen cy-Based Curriculum for Use with Adult ESL Students. Abridged Edition. George Mason Univ., Fairfax, Va. Spons Agency-Virginia State Dept. of Education, Richmond. Div. of Vocational and Adult Educa tion. Pub Date-30 Nov 85 Note—319p.; Best copy available. Pub Type - Guides - Classroom - Teacher (052) EDRS Price - MF01/PC13 Plus Postage. Descriptors-Adult Basic Education, Adult Stu dents, Classroom Techniques, *Competency Based Education, Curriculum Guides, *English (Second Language), Instructional Materials, Language Teachers, *Literacy Education, Second Language Instruction, Teaching Guides, Testing Identifiers-310 Project This guide for teaching literacy to adult English-as-a-Second-Language (ESL) students is intended as an aid for regular ESL teachers who must deal with different levels of literacy in the classroom. The guide is not a comprehensive curriculum, but is intended to be incorporated into a “survival” ESL curriculum. Because it contains competency-based literacy objectives, the guide would be most efficiently used along with a competencybased curriculum. For each competency-based topic of the ESL curriculum, the guide lists appropriate literacy objectives and procedures to be taught after the oral/aural objectives of the regular curriculum have been mastered. The guide contains a reference list of published materials used in teaching literacy, outlines a core curriculum, suggests general classroom techniques, and provides information on assessing ESL literacy. The core curriculum consists of skill sets at four levels: preliteracy and levels 1-3. At each level, activities are suggested and instructional materials suitable for copying are provided. For each activity, objectives, texts, supplemental materials, and procedures are outlined. A 52-item bibliography of teacher and classroom resources and a list of national literacy organizations are included. A list of publishers' addresses is appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
be mastered. Each performance objective is also indexed to a competency on the general competency list. Appended materials include a chart of reading and writing enabling skills for each level, a list of cross-cultural questions, pronunciation notes, suggestions for activities and classroom techniques, a resource list, and questions that may be asked of immigrants by the U.S. Immigration and Naturalization Service. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 312 909 FL 800 008 Riney, Timothy Seufert-Bosco, Margaret The REEP Curriculum, Revised Edition. Compe tency-Based ESL for Adults. Volume I, Track A. Arlington County Public Schools, Va. Spons Agency-Phi Delta Kappa, Kent, Ohio. Pub Date—85 Note—313p.; For volume II, track B, see FL 800 007. Appendixes E and F will not reproduce clearly. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PC13 Plus Postage. Descriptors-Adult Basic Education, Adult Stu dents, Behavioral Objectives, Classroom Techniques, *Competency Based Education, Curriculum Guides, *English (Second Language), Federal Programs, Immigrants, Instructional Materials, Language Proficiency, *Literacy Education, Pronunciation, *Refugees, Second Language Instruction, Teaching Methods Identifiers—Mainstream English Training Project, *Refugee Education and Employment Program The revised Refugee Education and Employment Program (REEP) curriculum, integrating the original 1982 REEP curriculum and the federal Mainstream English Language Training (MELT) project guidelines, provides instructional direction to teachers of adult refugees and immigrants in immediate need of basic survival and social language skills. The guide translates this need into competency-based instructional objectives and language functions, and provides suggestions for materials and teaching techniques. The curriculum provides two tracks of instruction to accommodate differences in educational background and learning ability; this volume contains Track A, for use with semi-literate and educationally disadvantaged students with 5 or fewer years of education in their native countries. Each track consists of four proficiency levels, each containing 9-11 instructional units or topics. For each topic, the guide provides a list of performance objectives and a list of language functions and corresponding structures to be mastered. Each performance objective is also indexed to a competency on the general competency list. Appended materials include a chart of reading and writing enabling skills for each level, a list of cross-cultural questions, pronunciation notes, suggestions for activities and classroom techniques, a resource list, and questions that may be asked of immigrants by the U.S. Immigration and Naturalization Service. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 312 910 FL 800 013 Friedman, Judy Freeman, Diedre ILGWU Worker-Family Education Program. ESL/Technical Curriculum Manual. International Ladies' Garment Workers Union, New York, NY. Pub Date-Sep 89 Note--216p. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC09 Plus Postage. Descriptors—Class Activities, Classroom Tech niques, Clothing, *English (Second Language), *English for Special Purposes, *Industrial Training, Language Experience Approach, *Needle Trades, Second Language Instruction, Sewing Instruction, Teaching Methods, Team Teaching, Textiles Instruction Identifiers—*International Ladies Garment Work ers Union, *Workplace Literacy The curriculum for the International Ladies' Garment Workers' Union (ILGWU) English as a Second Language (ESL) and technical classes is a collection of instructional materials and suggestions focusing on workplace-related topics and issues. This guide is intended for use in classes where one technical and one ESL teacher are present and where related machinery and tools are available. Suggestions are made for the use of photographs in place of equipment when necessary. An introductory section describes the manual and provides strategies for teaching in pairs, guidelines for ESL instruction (general approach, role playing, picture
files, assessment, and reviewing and reinforcing), and a one-page resource list. Instructional units are divided into the following categories: the garment industry; sewing; measurements; fashion; jobs and work; and health and safety. A section is devoted to writing by workers that may be used to inspire others to write, and a final section provides suggestions and practical information for arranging field trips to museums, stores, and the library. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED 312 911 FL 800 014 Handbook for ESL/Civics Programming: For Phase II Applicants for Legalization. Arlington County Public Schools, Va. Pub Date—89 Note-147p. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Adult Literacy, Behavioral Objec tives, *Citizenship Education, *Civics, Competency Based Education, Curriculum Guides, *English (Second Language), *Immigrants, Intensive Language Courses, Literacy Education, Refugees, Second Language Instruction, *United States Government (Course), *United States His tory Identifiers—* Amnesty, Immigration Reform and Control Act 1986, Refugee Education and Employment Program The handbook is intended to help programs assist legalized aliens eligible for amnesty meet the education requirements for permanent residency. These requirements include minimal understanding of English and a knowledge and understanding of the history and government of the United States, or pursuit of a course leading to that knowledge. Three sets of competency-based curriculum materials are included: (1) an intensive English-as-a-Second-Language (ESL)/civics curriculum listing ESL competencies by topic and level and civics competencies based on American holidays, to be used to create a combined ESL/civics curriculum appropriate to the community and student level (separate competencies are geared to two literacy levels); (2) a non-intensive ESL/civics curriculum, designed for use with low intermediate-level students; and (3) an intensive 60-hour course of U.S. history and government. Guidelines for the use of each set of materials are provided, and student progress report forms are included in the first two curricula. Competency scope and sequence charts are also included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
ED 312 908 FL 800 007 Riney, Timothy Seufert-Bosco, Margaret The REEP Curriculum, Revised Edition. Compe tency-Based ESL for Adults. Volume II, Track B. Arlington County Public Schools, Va. Spons Agency-Office of Refugee Resettlement (DHHS), Washington, D.C. Pub Date-85 Note—275p.; For volume I, track A, see FL 800 008. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PC11 Plus Postage. Descriptors-Adult Basic Education, Adult Stu dents, Behavioral Objectives, Classroom Techniques, *Competency Based Education, Curriculum Guides, *English (Second Language), Evaluation Criteria, Federal Programs, Immigrants, Instructional Materials, Language Skills, *Literacy Education, Pronunciation, *Refugees, Second Language Instruction, Teaching Methods Identifiers-Mainstream English Training Project, *Refugee Education and Employment Program The revised Refugee Education and Employment Program (REEP) curriculum, which integrates the original 1982 REEP curriculum and the federal Mainstream English Language Training (MELT) project guidelines, provides instructional direction to teachers of adult refugees and immigrants in immediate need of basic survival and social language skills. The guide translates this need into competency-based instructional objectives and language functions, and provides suggestions for materials and teaching techniques. The curriculum provides two tracks of instruction for accommodating differences in educational background and learning ability; this volume contains Track B, for use with students with more than 5 years of education in their native country. Each track consists of four proficiency levels, each containing 9-11 instructional units or topics. For each topic, the guide provides a list of performance objectives and a list of language functions and corresponding structures to
ED 312 912 HE 022 201 Rugg, Frederick E. Rugg's Recommendations on the Colleges. Sixth Edition, 1989-1990. Report No.-ISBN-0-96008934-4-X Pub Date-89 Note-143p. Available from-Rugg's Recommendations, 5749 Colonial Oaks Blvd., Sarasota, FL 34232 ($14.95). Pub Type— Guides - Non-Classroom (055) Document Not Available from EDRS. Descriptors-Admission Criteria, College Appli cants, *College Bound Students, *College Choice, College Preparation, Decision Making, Directories, Educational Supply, Higher Education, High School Graduates, Majors (Students) This publication, the most recent edition of a resource tool for students choosing colleges, makes recommendations for undergraduate programs in about 65 major subjects, most of which are divided among groups of schools based on their selectivity. The ranking of major fields of study was done primarily by students in colleges and universities nationwide, and college admissions officers and secondary school counselors also participated in the study. Approximately 2,600 entries with about 63 colleges per major are included. Each major field institution is ranked by “most selective,” “very selective,” and “selective” in terms of difficulty in gaining admission. The relative size of each school is included along with an indication of whether it is primarily for men, women, or mixed. A list of 12 helpful hints includes: do not overlook the good small liberal arts college; keep in mind that weak departments at places like Harvard and Yale might
be equal to or better than the strongest departments at many colleges and universities, and many of the best of the more expensive schools are actually least expensive because they offer financial aid. Six appendices are: the 500 colleges used in the study; the miscellaneous majors colleges used in the study; men's colleges included in the study; women's colleges included in the study; a simplified time table and checklist for seniors planning on college; and the get-going form. (SM) ED 312 913 HE 022 531 Halstead, Kent A Selected State-Level Education Data Base. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—7 Sep 88 Note—26p.; Tables will not reproduce well due to small print. Pub Type-Reports - Descriptive (141) - Numeri cal/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors College Bound Students, *Databases, Demography, Educational Economics, Educational Finance, *Educational Policy, *Educational Practices, Enrollment Trends, Higher Education, High School Graduates, Institutional Characteristics, Politics, Private Colleges, Public Colleges, School Holding Power, *State Surveys In initial state-level data base of 30 selected measurements of educational policy and practice and related state conditions is presented. The variables were selected, in part, as distinctive phenomenon with potential relevance to education. Each measure has been defined to promote inter-state comparability. The measurements were selected to represent a broad spectrum of state conditions relevant to education in the areas of demography (e.g., net migration and youth in poverty); economics (e.g., tax effort and school size); schools (e.g., school size and expenditures); politics (number of local governments and composition of state legislature); participation rates (e.g., high school graduation rate and college starting rate); migration (public system attractiveness to residents and non-residents); public system characteristics (e.g., public versus private strength and geographic accessibility); program and retention profiles (e.g., graduation profile and graduate education emphasis); and finance of public higher education (e.g., role of tuition and public system financial support). Each entry was required to have a partially distinct, although possibly small, causal potential to some aspect of education policy and/or operations. The supporting tables for the data base are as follows: basic data migration, college starting, retention profiles; historical data (migration, college starting, retention); and indexes of state level data base variables. (SM) ED 312 914 HE 022 812 Freed, Melvyn N., Ed. And Others The Educators Desk Reference (EDR). A Source book of Educational Information and Research. Spons Agency-American Council on Education, Washington, D.C. Report No.-ISBN-0-02-910740-7 Pub Date-89 Note-549p.; American Council on Education Macmillan Series on Higher Education. Available from-Macmillan Publishing Company, 866 Third Avenue, New York, NY 10022 ($44.95). Pub Type— Books (010) Reference Materials Directories/Catalogs (132) – Guides · Non Classroom (055) Document Not Available from EDRS. Descriptors Computer Software, Computer Uses in Education, * Educational Research, Higher Education, *Information Sources, * Microcomputers, National Organizations, Publications, Reference Materials, Regional Planning, *Research Design, *Standardized Tests Identifiers—*Educational Information This comprehensive handbook provides quick access to a wide range of information needed by professionals in all areas and at all levels of education. It includes books, journals, software, and standardized tests. Six sections are as follows: (1) information sources (including information sources by type and guide to reference sources in education); (2) author's guide to publications (including journals in education and related disciplines, author's guide to book publishers in education and academic subjects, and microcomputer software publishers in education and academic subjects); (3) microcomputer
software for educational research (describing nonstatistical and statistical packages); (4) standardized tests and inventories (including reviews of tests and inventories and summary list of test publishers); (5) research processes in education (containing information on linking research questions to research designs and statistical procedures, summaries of research designs, statistical procedures, and sampling techniques, and a research process checklist); and (6) selected national and regional organizations in education (providing a classification of national and regional education organizations and profiles of national and regional education organizations). (SM) ED 312 915 HE 022 859 Mortenson, Thomas G. Missing College Attendance Costs: Opportunity, Financing, and Risk. ACT Student Financial Aid Research Report Series 89-3. American Coll. Testing Program, Iowa City, Iowa. Pub Date—Aug 89 Note-27p. Available from-ACT Publications, P.O. Box 168, Iowa City, IA 52243. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors--Access to Education, College Atten dance, College Students, Cost Effectiveness, Educational Benefits, *Educational Economics, Educational Finance, *Enrollment Influences, Fees, Females, Grants, Higher Education, Low Income Groups, Minority Groups, Need Analysis (Student Financial Aid), Public Policy, *Student Costs, *Student Financial Aid, Student Loan Programs, Tuition, Womens Education Identifiers-Paying For College The way in which costs enter the potential college student's calculation of the benefits of college attendance is examined. In particular, the paper considers how costs not considered in financial aid need analysis can increase college attendance costs and thereby decrease net benefits of college attendance for those who use financial aid. The sixth in a financial aid research series, this report offers information on the following topics and subtopics: (1) economic theory; (2) college attendance costs (opportunity costs, financing costs, and risk costs); (3) equity of higher educational participation (females, nonwhite minorities, and low income students); (4) student financial aid policy issues (negative family contribution, student aid versus public aid, net benefits of college, and risk and loan default); (5) the shift from grants to loans (minority issues and loan defaults and the budget deficit); (6) and implications for higher education (including the specific problems of minority and low-income group enrollments in American higher education). Six figures and 7 references are included. (SM) ED 312 916 HE 022 902 Kluczynski, Jan, Ed. Sanyal, Bikas C., Ed. Education and Work in Poland. Institute of Science Policy, Technical Progress and Higher Education, Warsaw (Poland).; United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. Report No.-ISBN-92-803-1117-4 Pub Date-85 Note—316p. Available from International Institute for Educa tional Planning, UNESCO, 7, Place de Fontenoy, Paris, France. Pub Type— Books (010) – Tests/Questionnaires (160) Document Not Available from EDRS. Descriptors—College Graduates, *Economics, Ed ucational Benefits, Educational Objectives, * Education Work Relationship, Foreign countries, *Outcomes of Education, Postsecondary Education, Questionnaires, Relevance (Education), Role of Education, *Technical Education Identifiers—*Poland This study on the relationship between education and employment in Poland attempts to demonstrate the limitations of manpower forecasts in planning for education. Following an introduction, five sections discuss the following topics and subtopics: (1) the relation between education and employment (e.g., the instrumental view of education, the social goals of education, and education and development; (2) between school and job (e.g., technical education and economic education); (3) employment, wages, and salaries (employment and the types of jobs performed by technicians and by economists); (4) the utilization of manpower (how qualifications
are used: the basis for research, and utilizing the qualifications of economists and technicians); and (5) attitudes toward work and profession (e.g., the professional status of secondary technical personnel, personal characteristics of technicians, the value of work, and job satisfaction). The final section offers a summary and conclusions, with implications for planning. It is concluded that the process of producing technicians and economists begins with the choice of secondary school, and the complexity level of work plays an important part in determining the appropriate salaries for technicians and economists. There also is more of a need for change in the economy than in the system of education. Three appendices provide a methodology for analysis, statistical tables, and questionnaires. Contains 18 references. (SM) ED 312 917 HE 022 903 Survey of Minority Financial Aid Administrators. A Report by the NASFAA Minority Concerns Committee 1988-89. National Association of Student Financial Aid Ad ministrators, Washington, D.C. Pub Date—89 Note—49p. Pub Type- Reports - Research (143) - Numeri cal/Quantitative Data (110) — Tests/Question naires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Administrators, Demography, Equal Education, Higher Education, *Minority Groups, *Organizational Effectiveness, Participant Satisfaction, *Professional Associations, Questionnaires, *Student Financial Aid, "Student Financial Aid Officers Identifiers—*National Assn Student Financial Aid Administration The findings of a 1988 survey of minority financial aid administrators are summarized as part of an evaluation of the effectiveness of the National Association of Student Financial Aid Administrators (NASFAA) in addressing the needs of the minority financial aid community. The results are compared to those of a 1982 Task Force study which also evaluated the organization's effectiveness. Findings include the following: NASFAA is meeting the needs of minority financial aid administrators; services offered by NASFAA are widely used by minority aid administrators; the development of leadership skills ranks highest among preferences for NASFAA sponsored training programs; the cost to attend NASFAA meetings and workshops effects the level of participation by minorities; and NASFAA's by-laws should be amended to allow minority representation at all levels. Three appendices are: a copy of the NASFAA Minority Concerns Survey for June 1988; statistical data from the survey; and the survey results. (SM) ED 312 918 HE 022 951 Ott , Mary Diederich Analysis of the Survey of 1986-87 Bachelor's Degree Recipients. Maryland Univ., College Park. Office of Institu tional Studies. Pub Date—Aug 89 Note—93p. Pub Type— Reports - Research (143) – Tests/ Questionnaires (160) – Numerical/Quantitative Data (110) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Bachelors Degrees, *College Gradu ates, Demography, Educational Assessment, Employment, Followup Studies, Higher Education, *Outcomes of Education, Participant Satisfaction, Questionnaires, School Effectiveness, *Student Experience, Student Financial Aid Identifiers—*University of Maryland College Park Recent bachelor's degree recipients from the University of Maryland at College Park (UMCP) were surveyed approximately 1 year after graduation. Surveys of those who received their degrees in summer or fall 1986 or spring 1987 were primarily concerned with education, employment, and evaluation of experiences at UMCP. The information is presented under the headings of demographic data, financial aid, educational activities and plans, employment, teacher certification, other concerns, and evaluation of educational experiences. Some of the highlights of the survey results are: 55% of respondents reported receiving one or more type of financial aid; 81% planned to earn a higher degree or graduate certificate; 34% had re-enrolled in postsecondary institutions; 82% were employed full time and 9% were employed part time; 55% indicated they would major in the same undergraduate field again; 68% said that if they were to do it again, they would attend UMCP for their undergraduate education; and 90% rated their satisfaction with the library as good or excellent. A questionnaire for recent alumni and a lette from the Chancellor of the University of Maryland asking for participation in the survey are appended. Contains 61 tables and 1 reference. (SM)
Studies as a Life-Cycle Stage and the Meaningfulness of the Study Process” (Helena Aittola and Tapio Aittola); “Orientations to Learning and the Study Environment” (Helena Rantanen); “Notes on the Concept of Knowledge from the Perspective of Epistemic Representations, Higher Education and Work” (Anna-Maija Pirttila-Backman); “University Didactics and the Learning of Scientific Thinking” (Pentti Hakkarainen); “Professionalism vs. Reflective Professional Practice” (Annikki Jarvinen); “Studying as a Life Phase and the Progress of Studies" (Raimo Makinen); "Adult Studies: Seeking for Status?” (Matti Parjanen); and “Eight Years After the Beginning of Class Teacher Education. Follow-up from Selection to Working Life” (Hannu Perho). (SM)
ED 312 919 HE 022 952 The Financial Position of Universities in Ontario: 1989. Council of Ontario Universities, Toronto. Research Div. Pub Date—Sep 89 Note-82p. Available from—Council of Ontario Universities, 130 St. George Street, Suite 8039, Toronto, On tario M5S 2T4. Pub Type-- Reports - Research (143) — Numeri cal/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Access to Education, Costs, *Educa tional Economics, * Educational Finance, Expenditure per Student, Federal Aid, Financial Needs, Foreign countries, *Higher Education, Operating Expenses, State Aid, *Student Financial Aid Identifiers-Canada, Ontario A report on the financial position of Ontario universities continues and extends a pattern of analysis that has been developed over many years by the Council of Ontario Universities. It reviews trends over time and makes comparisons, among different sectors in Ontario and with other jurisdictions, to put into perspective the adequacy of funding levels available to universities in the province. Data on the financial position of universities in Ontario are grouped into the following categories: universities as a priority in Ontario; interprovincial comparisons; comparisons with the United States; impact on university spending patterns; Ontario government financial resources; and the economic benefits derived from university timing. Figures and tables include the following information: index of expenditures per client served in Ontario 1977-78 to 1989-90; transfer payments to medical doctors, universities and faculty 1977-78 and 1988-89; capital formation and capital stock, buildings; Ontario universities' share of provincial budgetary expenditures; interprovincial comparisons of university financing 1986-87; and salaries and wages, Ontario universities 1977-78 to 1987-88. Some of the results indicate: the government's total expenditures have increased at a rate a third faster than its grants to universities; tuition fees are 70% or 80% higher at U.S. public universities than Ontario universities; and Ontario can afford to invest more in its universities. An appendix provides an update of the Ontario university non-salary price index. (SM)
workshops (student expression and student listening); process considerations for workshop leaders; discussion segment; and conclusion of co-leader training. Freshmen attendance at the workshop was very good, in part due to the strenuous efforts of the Student Life department to present the Academic Orientation workshops as an integral part of the overall new student orientation program. Contains 4 references. (SM) ED 312 921 HE 022 954 Paquette, Carol A. Gervais An Investigation into Selected Program Charac teristics, Student Enrollment Patterns and Attained Certification Examination Scores in the Field of Cytotechnology. Pub Date—Oct 88 Note—61p.; Master's Thesis, Ferris State Univer sity. Pub Type- Tests/Questionnaires (160) – Disser tations/Theses - Masters Theses (042) — Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors Associate Degrees, Bachelors De grees, *Certification, College Students, Comparative Analysis, Demography, *Education Work Relationship, Enrollment Trends, Excellence in Education, Higher Education, Licensing Examinations (Professions), *Outcomes of Education, *Pathology, Questionnaires, Scores Identifiers—*Cytotechnology A study determining the relationship between selected program characteristics, student enrollment patterns, and scores attained on the national certification examination in the field of cytotechnology is presented. Information is included on the type of program, teaching and testing methods employed, the difference between students entering the cytotechnology training area with an associate degree and a bachelors degree, and how these factors affect the outcome of the student registry scores. Research questions included: the relationship between student program level and registry scores attained; the overview of the program characteristics of the cytotechnology programs nationwide; and the perceived employment outlook for the graduating cytotechnology student. Study subjects were the education coordinators of the 47 cytotechnology programs (only 39 of which are presently active) in the United States who completed a questionnaire with items of both closed and open form. Items addressed student enrollment patterns, demography, placement rate of students in the work force, and student performance on the August 1987 certification examination. Some of the results are as follows: bachelors degree students performed no better on the national certification examination than did the associate degree students; the schools have a variety in the number of individuals involved in student instruction; schools reported receiving requests for cytotechnologists an average of 2,700 miles from their program; and there is a critical shortage of trained, certified cytotechnologists. A copy of the education survey is appended. Contains 11 references. (SM) ED 312 922 HE 022 956 Makinen, Raimo, Ed. Maatta, Pentti, Ed. Students and Studying in Higher Education in Finland. Publication Series B. Theory into Prac tice 35. Jyvaskyla Univ. (Finland). Inst. for Educational Re search. Report No.-ISBN-951-680-056-4 Pub Date—89 Note-158p. Available from-Institute for Educational Re search, University of Jyvaskyla, Seminaarinkatu 15, SF-40100 Jyvaskyla, Finland. Pub Type— Books (010) — Reports - Descriptive (141) EDRS Price - MF01/PC07 Plus Postage. Descriptors—Career Development, *College Stu dents, #Education Work Relationship, Foreign Countries, * Higher Education, *Outcomes of Education, Scientific Principles, Student Development, *Theory Practice Relationship Identifiers—*Finland Nine articles examine studies in Finnish higher education and the teaching of scientific thinking, with a focus on the relationship between university studies and career satisfaction. Information is presented on the years following the major expansion and reforms in the Finnish higher education system that took place in the mid-to-late 1960s. The articles are as follows: “Educational Career as a Transition Route to Adulthood" (Pentti Sinisalo); “University
ED 312 923 HE 022 957 Albanese, Mark A. Bale, James F. An Assessment of the Validity of Student Liaison Committee Reports. Pub Date—[89] Note-10p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Change Strategies, College Students, *Committees, *Course Evaluation, *Feedback, Higher Education, Medical Education, Planning, *Reports, *Student Attitudes A study to determine to what extent course evaluation reports provided by students serving on course liaison committees accurately reflect the perceptions of the entire student body is presented. A system of liaison committees composed of student volunteers was developed at the University of Iowa Medical School to meet regularly with course directors and provide ongoing feedback during the course and a summary report to the course director and curriculum committee at the conclusion of the course. The courses taken by first year medical students in the fall semester were selected for study. A questionnaire divided into three parts accompanied the liaison report. Students were asked to evaluate their general perceptions of the accuracy of student liaison reports, evaluate the accuracy of the report itself after reviewing it, and provide general recommendations regarding the use of student liaison reports for the purpose of curriculum development. According to the results, reports produced by the liaison committee: (1) are moderate to very accurate in reflecting the ratings of the majority of students; (2) would be acceptable to the majority of students as adequate representation for making suggestions for course and curriculum changes; and (3) will tend to have a somewhat positive bias for courses in which there may be intense negative sentiment. (SM)
ED 312 920 HE 022 953 Chambliss, Catherine Promoting Active Learning in Freshmen: The Ursinus College Academic Orientation Work shop. Pub Date—89 Note-8p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Education, Adjustment (to Environment), *College Freshmen, Higher Education, Leadership, *School Orientation, *Student Development, *Student Participation, Training Methods, *Workshops Identifiers—*Ursinus College PA This document describes a training program provided to faculty, staff, and upperclassmen group co-leaders of the Academic Orientation workshops at Ursinus College. The text describes the specific objectives and methods used to conduct these freshmen workshops. There is widespread agreement that optimal education requires students to learn through their active involvement with information, concepts, and principles. The Academic Orientation workshop was specifically designed to communicate the college's expectations of high student involvement in classes from the outset of the freshman's college experience in order to promote active learning on campus. The text explains how co-leaders are trained, looking at background (a couple of meetings at which faculty members discussed ways to orient new students to the academic side of the school); overview of academic orientation workshop format; objectives of academic orientation
ED 312 924 HE 022 961 Facilities Inventory and Utilization Study Fall of 1988 for the State of North Carolina. Twenty-Second Edition. North Carolina State Commission on Higher Edu cation Facilities, Raleigh. Pub Date—Sep 89 Note-205p. Available from State Commission on Higher Edu cation, The University of North Carolina-General Administration, 910 Raleigh Road, P.O. Box 2688, Chapel Hill, NC 27515-2688. Pub Type- Numerical/Quantitative Data (110) Reports - Research (143) EDRS Price - MF01/PC09 Plus Postage. Descriptors-Accessibility (for Disabled), Building Design, *Campus Planning, *Educational Facilities, Educational Facilities Design, Educational Facilities Planning, Facility Utilization Research, Higher Education, *School Space, *Space Utiliza tion, State Surveys Identifiers—*North Carolina This edition of an annual series of facilities inventory and utilization studies reflects the status of space in North Carolina institutions of higher education at the end of the drop-add period of the 1988 fall term at each college. It gives indications of the uses being made of the space and provides norms and historical information for the past 5 years to enable institutions to make their own assessments of their facilities. Data for 113 institutions of higher education in North Carolina (16 public sector, 39 private nonprofit, and 58 public two-year) are included, and all proprietary institutions and Bible colleges are omitted. Information is presented on: utilization of instructional space (e.g., capacity/enrollment ratio, use of student stations in classrooms, and student clock hours of instruction); interior space characteristics (e.g., net-to-gross ratio, summary programs, and assignable area by room code); building characteristics (e.g., ownership of buildings, age of buildings, and condition of buildings); and accessibility of facilities to the mobility impaired. Twenty-six tables are included. Contains 9 references. (SM)
ED 312 925 HE 022 962 Cronin, Joseph M. Corporate Support for Scholarships: A Tale of Two Cities. Pub Date-Jul 89 Note-34p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Business Responsibility College Bound Students, *Corporate Support, Educational Finance, Higher Education, Industry, *Low Income Groups, Philanthropic Foundations, *Private Financial Support, *Scholarships, *School Business Relationship, Student Financial Aid, *Urban Areas Identifiers-Massachusetts (Boston), Ohio (Cleve land), *Paying for College The issue of corporate and foundation support for scholarships to help low-income students from the inner city plan for and pay for college is discussed, with advantages and shortcomings of various financial assistance models noted. A focus is on how business leaders in Cleveland, Ohio, and Boston, Massachusetts during the 1980s raised millions of dollars to support inner-city student scholarships. Topics of discussion are as follows: Cleveland pioneers (Cleveland Scholarship Programs and the Scholarship-in-Escrow Plan); Boston initiatives (e.g., the Action Center for Educational Services and Scholarships or ACCESS and the Boston Compact which offers summer and full-time jobs in 400 local companies); new Cleveland Initiative for Education (based on the Boston Compact); early awareness for philanthropy; other cities and other states; other corporate, community, and philanthropic models; trade for aid; college searches by computer; beyond Eugene Lang's model; and program evaluation. Other policy and research questions include: How much can be done to increase college participation if the basic preparation for college is weak? and, can the safety of students in urban schools be assured? Contains 12 references. (SM)
agriculture, Higher Education Training Institute, and individual efforts). Recommendations are offered in section 5; advocated actions include the following: promote the use of the health education resources center; develop a plan for increased use of computers; and continue use of short and long term study abroad. The sixth and final section offers a brief concluding summary of this report. (SM) ED 312 927 HE 022 967 Levin, Benjamin Accessibility to Post-Secondary Education in Can ada. Pub Date—Jun 89 Note—16p.; Paper presented at the Meeting of the World Congress on Comparative Education (Montreal, Canada, June 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/°C01 Plus Postage. Descriptors—* Access to Education, Demography, *Educational Demand, *Educational Supply, Educational Trends, Enrollment Influences, *Enrollment Trends, Foreign countries, Higher Education, Nontraditional Education, *Post secondary Education Identifiers—*Canada An overview of the accessibility of postsecondary education in Canada is presented. The issues are dealt with in a brief, therefore necessarily simplified manner, and universities receive more attention than colleges, largely because there is considerably more data about them. Canadian postsecondary education is the constitutional responsibility of the provinces. The national government has no ministry or office of education at all. The development of postsecondary education in Canada increased dramatically after World War II and especially in the 1950s and 1960s. From 1981 to 1984, enrollment rose rapidly and has continued since then at very high levels. Several conceptions of accessibility are discussed, with three views outlined. One is concerned with the total number of places available for qualified applicants; the second concerns the distribution of available places among institutions and programs, and the third has to do with who in the population actually attends postsecondary education. The future for accessibility questions is examined, and it is suggested that: (1) demand will likely continue at very high levels; (2) there is likely to be increasing interest in alternatives to conventional education programs; and (3) significant progress in equity issues in the distribution of available places to different people is possible. Issues of accessibility are very likely to remain squarely on the agenda for postsecondary education. Contains 18 references. (SM)
institutions and comprises 16.4% of the full-time financial aid office staff. Four appendices are: supplementary tables; survey methodology; survey instrument; and financial aid position titles. (SM) ED 312 929 HE 022 970 Scheetz, L. Patrick Gardner, Philip D. Employment Survey of Michigan College Gradu ates: Report of Destinations, Average Starting Salaries, and Unemployment, 1987-88 (All Degree Levels). Michigan State Univ., East Lansing. Collegiate Em ployment Research Inst. Pub Date—Jun 89 Note-52p: Available from-Career Development and Place ment Services, Michigan State University, East Lansing, Michigan 48824-1113 ($5.00). Pub Type- Reports - Research (143) - Numeri cal/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors Associate Degrees, Bachelors De grees, Career Choice, *College Graduates, Degrees (Academic), Doctoral Degrees, * Education Work Relationship, *Employment Opportunities, Higher Education, Masters Degrees, *Outcomes of Education, Relevance (Education), Salaries, State Surveys Identifiers—*Michigan Information is presented from an employment survey of Michigan college graduates, focusing on destinations, average starting salaries, and unemployment for 1987-88 at all degree levels. Some of the study findings are as follows: (1) after completing their degrees, graduates could be working full-time, pursuing other educational goals, or still seeking employment, and more than 60% of all graduates were working while 8%-11% were unemployed; (2) depending on the degree level, pursuit of additional education varies from a high of 22% among associate's degree recipients to a low of 7% for Ph.D. recipients; (3) approximately 75% of the bachelor's, master's, and doctoral graduates remain in the state of Michigan; (4) bachelor's recipients are more likely to accept jobs outside the state; and (5) technical fields, especially engineering and engineering technologies, computer science, business, health sciences, industrial arts, and agriculutral sciences generally receive the highest starting salaries across all degree levels. (SM) ED 312 930 HE 022 980 Mortenson, Thomas G. Why Student Financial Aid? ACT Student Finan cial Aid Research Report Series 87-1. American Coll. Testing Program, Iowa City, Iowa. Pub Date-Dec 87 Note-29p. Available from-ACT Publications, P.O. Box 168, Iowa City, IA 52243. Pub Type-- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Access to Education, *Educational Demand, *Educational Finance, Enrollment Trends, Federal Aid, Financial Aid Applicants, Futures (of Society), Government Role, Government School Relationship, Higher Education, Need Analysis (Student Financial Aid), *Public Policy, State Aid, *Student Financial Aid This report, the first in a series on student financial aid, develops a public policy justification for needs-tested higher educational subsidies targeted specifically to students, and offers evidence to support the argument that financial aid is a worthwhile use of public monies. Traditionally, public subsidies for students have been directed to institutions; in the mid-1960s, however, federal and state governments began to subsidize higher education of students directly via needs-tested grants and other forms of aid. Currently more than $20 billion is spend on student aid. Five sections look at: student demand for higher education; differences in abilities to pay college costs; the effect of price on student enrollment decisions (discussing student enrollment responses to price and to financial aid); the public policy commitment to equalize higher educational opportunity (discussing federal and state commitments); and society's interest in improving educational opportunity (discussing labor force renewal and preservation of social peace through hope). It is concluded that higher education is essential to current and future prosperity of both individuals and the larger society. Signals from the labor market indicate a current oversupply of workers with less than a college education and an undersupply of
ED 312 926 HE 022 964 Shann, Mary H. Cronin, Joseph M. Toward Reform of Egyptian Higher Education: Final Report on Cairo University/Boston University Collaboration in Counterpart Training for the Third Education Project. Pub Date—Dec 88 Note-43p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Curriculum Development, Develop ing Nations, *Educational Change, Enrollment Trends, *Faculty Development, Foreign Countries, Higher Education, Institutional Survival, Student Evaluation, *Teacher Education, Teacher Improvement Identifiers-Boston University MA, *Cairo Univer sity (Egypt), *Egypt In 1981, the Egyptian government sought assistance from the World Bank's International Developmental Agency for the Cairo Univesity-IDA Third Education Project. The World Bank loan was designated for training faculty leaders capable of modernizing instruction at Cairo University and for equipping the faculties of agriculture and medicine with up-to-date scientific instruments, laboratory apparatus, and technology for the improvement of instruction. The project also supported a counterpart training program between Cairo and Boston University; the contributions of this program are documented, and the project's major initiatives in the area of faculty training our outlined. The first four papers of the six sections are as follows: (1) introduction (background and present conditions); (2) the Egyptian strategy for higher education reform (reduction of enrollments, revision of curricula and courses for study, use of modern instructional media, more frequent and appropriate student evaluation, and improved preparation of university lecturers and instructors); (3) counterpart training: Cairo University and Boston University (expectations at Cairo University, faculty participation, and curriculum for the short-term fellowship programs); and (4) progress toward educational reforms (faculty of medicine, faculty of engineering, faculty of
ED 312 928 HE 022 969 Knapp, Karl And Others Salary and Staffing Patterns in Financial Aid Offices 1987-88. National Association of Student Financial Aid Ad ministrators, Washington, D.C. Pub Date-Sep 89 Note-114p. Pub Type- Numerical/Quantitative Data (110) — Reports - Research (143) – Tests/Questionnaires (160) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Access to Education, Administrator Effectiveness, Administrators, Demography, Higher Education, National Surveys, Questionnaires, *Salaries, Sex Differences, Student Financial Aid, *Student Financial Aid Officers The results of the most recent survey (summer and fall of 1988) by the National Association of Student Financial Aid Administrators to investigate national patterns of salaries and staffing in financial aid offices are presented. Information is on 2,481 financial aid offices is organized into the following categories: characteristics of responding undergraduate institutions; characteristics of salaries of heads of office at undergraduate institutions; characteristics and salaries of staff at undergraduate institutions; staffing patterns at undergraduate institutions; and staffing and salary patterns at graduate/professional institutions. Some of the significant findings are: the financial aid profession is predominantly female; heads of office generally report high levels of education; male heads of office have a significantly higher median salary than their female counterparts; individuals with the title Associate Director are located primarily at four-year institutions; and the staff position counselor/advisor/officer is found at all types of
among academic divisions at the doctoral level may be related to differences in the perceived advantage accruing to the completion of a doctorate versus the personal and financial sacrifice involved in continued study; full-time rather than part-time status at entry may be related to greater goal commitment and may result in a higher degree of social integration; and the lack of a significant relationship between age and retention in graduate school is similar to the conclusion of Pantages and Creedon (1978) for college attrition. The results of the UMCP study are compared with other studies. Two appendices include a list of graduate programs by graduate division and a table giving characteristics of sample by level of program. Tables are included. Contains 33 references. (SM)
workers with college degrees. Today, student financial aid addresses simultaneously two social issues: (1) the fulfilling of the aspirations of citizens wishing to climb the ladder of opportunity and (2) the enormous human capitalization requirements of the evolving world economy and the role of the United States in that system. Contains 16 references. (SM) ED 312 931 HE 022 987 Zebala, John A. Jones, Daniel B. Medical School Admissions: The Insider's Guide. Report No.-ISBN-0-914457-29-2 Pub Date—89 Note--188p. Available from-Mustang Publishing Co., Inc., P.O. Box 9327, New Haven, CT 06533 ($8.95). Pub Type- Books (010) – Guides - Non-Class room (055) Document Not Available from EDRS. Descriptors—*College Admission, *College Appli cants, *Essays, Higher Education, * Medical Education, Premedical Students, Professional Education, Student Financial Aid, Test Wiseness, Undergraduate Students A handbook on the medical school admissions process is presented, offering a first hand account of what works. Six chapters discuss the following topics and subtopics: (1) premedical preparation (planning undergraduate study and picking the right college); (2) power techniques for higher grades (techniques for grade point success, improving grades a little bit more, and pass/fail grades); (3) the Medical College Admissions Test (MCAT sections, scoring the MCAT, preparing for the MCAT, professional MCAT prep courses, examination tips, the new revised MCAT, and suggested reading); (4) the application process (American Medical College Application Service-AMCAS, and the application, extracurricular activities, recommendations, filling out the application, how many schools to apply to, deciding which schools to apply to, financial aid for medical school, final review of the application, after applying, getting admitted, special programs, timetable of important dates, and breakdown of U.S. medical schools); (5) the interview (the interview process, final preparation before the interview, and sample interview questions); and (6) the essay authorship, proofing and style, conservative and safe, creative vs. weird, apologetic, egotistical, doubtful, or boring, why a physician? translating research into clinical practice, meeting the physician shortage, stamina, the M.D. family, name-dropping, a word of warning, and about the essays). A selection of 50 successful AMCAS essays concludes the book. (SM)
The fifth annual report on Florida's progress toward excellence in education within its state university system describes the status of the system according to 20 indicators of quality. They include the following seven national measures of efforts toward reaching the upper quartile of state university systems: (1) average full-time faculty salaries, (2) number of national merit scholarship winners enrolled as first-time-in-college students, (3) state financial aid per student, (4) appropriations per headcount student, (5) number of full-time scientists and engineers employed at public universities, (6) research library rank, and (7) number of Phi Beta Kappa chapters. State ranking improved on three of the seven measures. Thirteen additional in-state measures adopted and not involving across-state comparisons include: pass rates on the College Level Academic Skills Test; findings of follow-up studies of State University System graduates; licensure examination results of graduates; mean Graduate Record Examination scores of entering graduate students; percent of full-time faculty by highest earned degree; admission test (Scholastic Aptitude Test and American College Test) scores of students enrolling for the first time; number of endowed chairs; specialized or programmatic accreditation; student full-time equivalent (FTE)/Faculty FTE Ratio; progress toward the faculty and administrator goals of the state plan for equal access and equal opportunity; progress toward the student goals of the state plan for equal access and equal opportunity; contract and grant dollars per faculty member; and national rank of program, school, or college. (SM)
ED 312 932 HE 022 989 Ott, Mary Diederich Markewich, Theodore S. Logit Analysis of Graduate Student Retention and Graduation. Pub Date-Apr 85 Note-53p.; Paper presented at the Annual Forum of the Association for Institutional Research, (Portland, OR, April 28-May 21, 1985). Pub Type-- Reports - Research (143) --Speeches/ Meeting Papers (150) EDRS Price · MF01/PC03 Plus Postage. Descriptors—* Academic Persistence, College Graduates, Computer Software, *Graduate Students, Graduation, Higher Education, Prediction, Research Methodology, *School Holding Power, State Universities, Statistical Analysis, Student Characteristics, Student Motivation Identifiers—*Logit Analysis, University Of Maryland College Park Logit analysis coupled with the BMDP4F computer program (Brown, 1983) was used to derive an appropriate model for the study of student retention and graduation. The model was then applied to graduate student retention and graduation data from the University of Maryland, College Park (UMCP). Logit analysis is a method of determining what effects need to be entered into a model for adequately predicting the value of a categorical dependent variable and involves independent variables that are all categorical. The BMDP4F log-linear analysis procedure was used in the application on the UNIVAC 1180 to determine which independent variables and interactions were necessary to predict retention. The UMCP study was concerned with identifying predictors of (1) graduation within a specific number of years since admission and (2) retention each year after entry for students registering for master's or doctoral programs during 1977-1979. Results included the following: the difference in predicted retention rates
ED 312 933 HE 022 990 Florida's Progress Toward Excellence in Education in the State University System. 1984-85. A Report to the State Board of Education. Florida State Board of Regents, Tallahassee. Pub Date-Dec 86 Note-148p.; For the 1987 report, see HE 022 991. Pub Type- Numerical/Quantitative Data (110) Reports - Descriptive (141) EDRS Price - MF01/PC06 Plus Postage. Descriptors--Academic Achievement, Academic Standards, College Faculty, College Graduates, *Educational Improvement, *Educational Quality, Enrollment Trends, *Excellence in Education, Expenditure per Student, Graduate Students, Higher Education, Honor Societies, Merit Scholarships, Outcomes of Education, Research Libraries, Salaries, State Programs, State Universities, *Statewide Planning, Student Finan cial Aid, Undergraduate Study Identifiers—*Florida, *State University System of Florida The fourth annual report on Florida's progress toward excellence in the State University System is presented. A total of 20 "indicators" of quality were used; they include the following seven national measures of efforts toward reaching the upper quartile of state university systems: (1) average full-time faculty salaries, (2) number of national merit scholarship winners enrolled as first-time-in-college students, (3) state financial aid per student, (4) appropriations per headcount student, (5) number of full-time scientists and engineers employed at public universities, (6) research library rank, and (7) number of Phi Beta Kappa chapters. State ranking improved on three of the seven measures. Thirteen additional in-state measures adopted and not involving across-state comparisons include: pass rates on the College Level Academic Skills Test; findings of follow-up studies of State University System graduates; licensure examination results of graduates; mean Graduate Record Examination scores of entering graduate students; percent of full-time faculty by highest earned degree; admission test (Scholastic Aptitude Test and American College Test) scores of students enrolling for the first time; number of endowed chairs; specialized or programmatic accreditation; student full-time equivalent (FTE)/Faculty FTE Ratio; progress toward the faculty and administrator goals of the state plan for equal access and equal opportunity; progress toward the student goals of the state plan for equal access and equal opportunity; contract and grant dollars per faculty member; and national rank of program, school, or college. (SM) ED 312 934 HE 022 991 Florida's Progress Toward Excellence in Education in the State University System. 1986-87 Academic Year. Report to the State Board of Educa tion. Florida State Board of Regents, Tallahassee. Pub Date-11 Dec 87 Note-118p.; For the 1986 report, see HE 022 990. Pub Type- Numerical/Quantitative Data (110) Reports - Research (143) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Academic Achievement, Academic Standards, College Faculty, College Graduates, *Educational Improvement, * Educational Quality, Enrollment Trends, *Excellence in Education, Expenditure per Student, Graduate Students, Higher Education, Honor Societies, Merit Scholarships, Outcomes of Education, Research Libraries, Salaries, State Programs, State Universities, *Statewide Planning, Student Finan cial Aid, Undergraduate Study Identifiers—*Florida, *State University System of Florida
ED 312 935 HE 022 992 Fact Book 1979-1980. State University System of Florida. Florida State Board of Regents, Tallahassee. Report No.-BOR-81-4 Pub Date-1 Mar 81 Note-282p.; For related documents, see HE 022 993-996. Pub Type- Numerical/Quantitative Data (110) EDRS Price - MF01/PC12 Plus Postage. Descriptors—College Admission, College Students, Community Colleges, Contracts, Degrees (Academic), Demography, *Educational Finance, Educational Policy, Enrollment Trends, Grants, Higher Education, *Institutional Characteristics, Personnel, State Programs, *State Universities, Statewide Planning Identifiers--Florida, *State University System of Florida Data presented on the State University System (SUS) of Florida are presented in the form of tabular displays, charts, graphs, and a glossary. Preliminary sections list members of the Florida Board of Regents anå provide a description of the State University System of Florida. The 10 major sections cover the following areas: (1) institutional characteristics (with figures showing institutional service areas and energy characteristics); (2) admissions (tables include total headcount enrollment by county of current residence for first-time-at-institution students for Fall 1989 and Florida community college students transferring into the SUS for Fall 1979); (3) enrollment (tables include average student quarter credit hour load by level for fall 1979 and total headcount enrollment by nation of citizenship for fall 1979); (4) degree programs (tables include academic programs degree inventory, student headcount by discipline and level by university, degree granted by discipline and institution, Florida's participation in the academic common market 1980-81); (5) student finance (tables include tuition and fees and financial aid awards); (6) institution finance (tables include history of appropriations to the SUS 1971-72 through 1980-81, and current educational operations by university, percent of total educational and general expenditures by category for fiscal year ended June 30, 1980); (7) contracts and grants (tables include general summary information 1978-1980, research and service contracts and grants expenditures by discipline fiscal year 1978-79 and 3-year history of the total contracts and grants dollars expended by university); (8) personnel (figures include percent and number of SUS total manyears accounted for by each budget entity and distribution of SUS faculty by age and tenure status fall 1979); (9) functional directory by responsibility; and (10) glossary of 35 terms and abbreviations. (SM)
ED 312 936 HE 022 993 Fact Book 1981-82. State University System of Page 9
Florida. Florida State Board of Regents, Tallahassee. Report No.-BOR-83-4 Pub Date-1 Feb 83 Note—325p.; For related documents, see HE 022 992-996. Pub Type- Numerical/Quantitative Data (110) — Reports - Research (143) EDRS Price - MF01/PC13 Plus Postage. Descriptors—*College Admission, College Faculty, College Students, Community Colleges, Contracts, Degrees (Academic), Demography, *Educational Finance, Educational Policy, *Enrollment Trends, Grants, Higher Education, *Institutional Characteristics, Personnel, State Programs, *State Universities, Statewide Plan ning, Student Financial Aid Identifiers--Florida, *State University System of Florida Data presented on the State University System (SUS) of Florida are presented in the form of tabular displays, charts, graphs, and a glossary. Preliminary sections list members of the State Board of Education and the Florida Board of Regents, provide a description of the State University System of Florida, and list measures used for reporting Florida university quality. The 10 major sections cover the following areas: (1) institutional characteristics (e.g., characteristics of universities and map of institutional service areas); (2) admissions (e.g., headcounts and percentages by type of student and university); (3) enrollment (e.g., average semester credit hour load by student level and age characteristics of students by university); (4) degree programs (e.g., academic degree programs inventory and degrees granted by discipline and institution; (5) student finance (e.g., tuition and required fees per credit hour per semester 1982-83 and summary of financial aid awards to undergraduates; (6) institution finance (e.g., history of appropriations to the SUS 1973-74 through 1982-83); (7) contracts and grants (e.g., total contracts and grants dollars expended by university and by discipline); (8) personnel (e.g., percent and number of SUS total manyears accounted for by each budget entity and number of ranked faculty; (9) functional directory by responsibility; and (10) glossary of about 50 terms and abbreviations. (SM)
ranked faculty by age distribution and tenure status 1984-85); (9) functional directory by responsibility; and (10) a glossary of about 50 terms and abbreviations. (SM) ED 312 938 HE 022 995 Fact Book 1985-1986. State University System of Florida. Florida State Board of Regents, Tallahassee. Report No.-BOR-87-4 Pub Date-1 Feb 87 Note—266p.; Printed on colored paper. For related documents, see HE 022 992-996. Pub Type- Numerical/Quantitative Data (110) Reports - Research (143) EDRS Price - MF01/Pcií Plus Postage. Descriptors—College Admission, College Faculty, College Students, Contracts, Degrees (Academic), Demography, *Educational Finance, Educational Improvement, Educational Policy, *Enrollment Trends, Grants, Higher Education, *Institutional Characteristics, Personnel, State Programs, *State Universities, Statewide Planning, *Student Characteristics, Student Financial Aid Identifiers-Florida, *State University System of Florida This color coded fact book presents data on the State University System (SUS) of Florida in the form of tabular displays, charts, and graphs. Preliminary sections list members of the State Board of Education and the Florida Board of Regents and provide a description of the State University System of Florida. The nine major sections cover the following areas: (1) institutional characteristics (e.g., university facilities by categories used in capital outlay budgeting and characteristics of universities); (2) admissions (e.g., admission and registration headcounts and percentages by type of student and university fall 1985 and community college students transferring into the SUS fall 1985); (3) enrollment (e.g., history of enrollments 1976-1986); and headcount by citizenship); (4) degree programs (e.g., academic degree programs inventory and student headcount by discipline and level); (5) tuition, fees, and financial aid; (6) institution finance (e.g., history of appropriations to the SUS 1978-79 through 1986-87); (7) contracts and grants (e.g., total contracts and grants dollars expended by university 1985-86 and major funding sources for new research/service contracts and grants for fiscal year 1985-86); (8) personnel (e.g., number of SUS faculty by race, sex, rank, and tenure status 1985-86 and number of ranked faculty by age distribution and tenure status 1985-86); and (9) a functional directory by responsibility. (SM) ED 312 939 HE 022 996 Fact Book 1987-1988. State University System of Florida. Florida State Board of Regents, Tallahassee. Report No.-BOR-89-4 Pub Date—89 Note-192p.; For related documents, see HE 022 992-995. Pub Type— Numerical/Quantitative Data (110) – Reports - Research (143) EDRS Price - MF01/PC08 Plus Postage. Descriptors-College Admission, College Faculty, College Students, Contracts, Degrees (Academic), Demography, *Educational Finance, Educational Improvement, Educational Policy, Educational Quality, *Enrollment Trends, Grants, Higher Education, *Institutional Characteristics, Personnel, State Programs, State Universities, Statewide Planning, *Student Characteristics, Student Financial Aid Identifiers-Florida, *State University Systen of Florida Data on the State University System (SUS) of Florida are presented in the form of tabular displays, charts, and graphs. Preliminary sections list members of the State Board of Education and the Florida Board of Regents and provide a description of the State University System of Florida. The nine major sections cover the following areas: (1) institutional characteristics (e.g., characteristics of universities and university facilities by categories used in capital outlay budgeting); (2) admissions (e.g., admission and registration headcount and percentiles by type of student and university; (3) enrollment (e.g., history of enrollments 1978-88 and average semester credit hour load by student level fall 1987); (4) degree programs (e.g., academic degree programs inventory and student headcount by discipline and level); (5) tuition, fees, and financial aid; (6) institu
tion finance (e.g., general academic instruction expenditures 1987-88 and current educational operations for the fiscal year ended June 30, 1988-source and use of funds); (7) contracts and grants (e.g., fiscal year 1987-88 and major funding sources for new contracts and grants for fiscal year 1987-88); (8) personnel (e.g., percent and number of SUS total manyears 1987-88 and number of SUS faculty by race, sex, rank, and tenure status 1987-88); and (9) a functional directory by responsibility. (SM) ED 312 940 HE 022 997 Nanson, Susan K. Influences of the Chautauqua Movement on Ameri can Higher Education. Pub Date-[89] Note-10p. Pub Type- Historical Materials (060) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Access to Education, Adult Educa tion, *Educational History, * Educational Innovation, Educational Quality, Experimental Teaching, Higher Education, Instructional Innovation, *Nontraditional Education, *Rural Edu cation, Summer Programs Identifiers—*Chautauquas The Chautauqua movement is described with a focus on its influences on American higher education. As the most influential wholly American institution in the social and cultural life of rural communities, its contributions to higher education included development of correspondence and extension courses and the creation of the summer term. Chautauqua's origins were in a meeting at Lake Chautauqua (New York) in 1874 in which interested parties decided to create a vigorous private movement in popular education. The first Chautauqua lasted 2 weeks, with programs divided into 6 sections including sample Sunday School meetings and practical exhibits. Instructional courses were supplemented by inspirational lectures, concerts, and games. Emphasis was on self-improvement via Bible study and secular activities. The program grew in stages over the years. By 1898, Chautauqua relinquished the university title and abandoned its degree granting power. Within a short time, gatherings mimicking this model appeared around the country, and by 1900 there were 200 independent chautauquas. One influence on education which could easily be overlooked is related to the tent chautauquas whose mainstay was the inspirational lecture. The tent chautauqua circuit employed 6000 college students per summer for its tent crews. They earned money for tuition and served as role models for those in small towns, thereby increasing college enrollments. The circuit lasted for 50 years, and its decline was influenced by many factors (e.g., better roads and transportation, more newspapers and magazines, increased travel abroad, and the advent of radio, television, and movies). Contains six references. (SM) ED 312 941 HE 022 998 Origin of Kentucky College and University Enroll ments. Fall 1988. Kentucky State Council on Higher Education, Frankfort. Report No.-S089153A Pub Date-May 88 Note-159p.; For a related document, see HE 022 999. Available from Kentucky Council on Higher Edu cation, West Frankfort Office Complex, Frank fort, KY 40601. Pub Type— Books (010) EDRS Price - MF01/PĆ07 Plus Postage. Descriptors—College Freshmen, *Enrollment, *Geographic Distribution, Higher Education, *In State Students, *Out of State Students, * Private Colleges, Professional Education, *Public Colleges, State Surveys, Two Year Colleges, Univer sities Identifiers--*Kentucky Data on geographic origins of students in Kentucky's public and independent colleges and universities are reported. All higher education institutions, including two-year colleges, four-year colleges, and universities, are included. Tables present information on total and first-time freshman enrollment by county and state of student origin for each institution type and for first-professional enrollments by county and state of origin for state-supported universities. Additional tables contain total enrollment as a percentage of population and first-time freshmen as a percentage of high school graduates by county of origin for both state-supported and inde
ED 312 937 HE 022 994 Fact Book 1984-1985. State University System of Florida. Florida State Board of Regents, Tallahassee. Report No.-BOR-86-4 Pub Date—1 Feb 86 Note-386p.; For related documents, see HE 022 992-996. Pub Type- Numerical/Quantitative Data (110) Reports - Research (143) EDRS Price - MF01/PC16 Plus Postage. Descriptors-College Admission, College Faculty, College Students, Community Colleges, Contracts, Degrees (Academic), Demography, *Educational Finance, Educational Policy, *Enrollment Trends, Grants, Higher Education, *Institutional Characteristics, Personnel, State Programs, *State Universities, Statewide Planning, *Student Characteristics, Student Financial Aid Identifiers—Florida, *State University System of Florida Data on the State University System (SUS) of Florida are presented in the form of tabular displays, charts, graphs, and a glossary. Preliminary sections list members of the State Board of Education and the Florida Board of Regents, provide a description of the State University System of Florida, and list measures used for reporting Florida university quality. The 10 major sections cover the following areas: (1) institutional characteristics (e.g., energy characteristics SUS and university facilities by categories used in capital outlay budgeting); (2) admissions (e.g., community college students transferring into the SUS); (3) enrollment (e.g. headcount trends 1976-1984, and headcount by citizenship; (4) degree programs; (5) student finance (e.g., required fees per year for medical programs and SUS fee waiver summary 1985-86); (6) institution finance (e.g., funds appropriated for quality improvement programs by university 1979-80 through 1985-86); (7) contracts and grants (e.g., total contracts and grants dollars expended by university 1984-85 and research and service contracts and grants expenditures by discipline fiscal year 1984-85; (8) personnel (e.g., percent and number of SUS personnel by classification, sex, and race 1984-85 and number of
pendent institutions. Two Kentucky counties were found to provide a major proportion of higher education enrollments, accounting for 31% of resident students. The regional drawing power of institutions is seen in the number of first-time freshmen enrolling in institutions, particularly public community colleges, near their homes. Of the senior public institutions, the University of Louisville and Northern Kentucky University have the highest home and contiguous county proportions. The University of Kentucky and Morehead State University draw most of their first-time freshmen from other than home or contiguous counties. (MSE) ED 312 942 HE 022 999 Kentucky College and University Enrollments. Fall 1988. Kentucky State Council on Higher Education, Frankfort. Report No.-SE89104A Pub Date—Apr 89 Note—280p.; For a related document, see HE 022 998. Available from-Kentucky Council on Higher Edu cation, West Frankfort Office Complex, Frank fort, KY 40601. Pub Type- Books (010) EDRS Price - MF01/PC12 Plus Postage. Descriptors-Black Students, Business Education, Church Related Colleges, *Enrollment, Full Time Students, Higher Education, In State Students, Majors (Students), Out of State Students, Private Colleges, Professional Education, *Public Colleges, State Surveys, Theological Education, Transfer Students, Two Year Colleges, Under graduate Study, Universities Identifiers—*Kentucky Data on enrollments in Kentucky's public and independent higher education institutions, including two-year colleges, business colleges, and seminaries, are presented. Enrollments are reported variously by headcount, student classification (year or degree or enrollment status), institution type, trends during the period 1985-88, full-time-equivalency, black enrollment, residency status, total credit-hours, on-campus credit-hours, off-campus credit-hours, and degree field. In some tables, data are given for each institution; in others, data are reported by institution type. Among the facts emerging from the enrollment reports are these: state-supported institutions' headcount enrollments are 6% black, in comparison with the state's 7% black population; state-supported institutions' enrollments are primarily resident students, while independent institutions enroll a large proportion of out-of-state students; 24% of students in state-supported institutions are undecided on field of study, and 8% are non-degree students; one-fourth of community college students are not pursuing a degree, and approximately the same proportion are undecided about field of study. The undergraduate field in greatest demand at state-supported universities is business; the graduate field in greatest demand at state-supported universities is education; and the field in greatest demand among community college students is liberal arts and sciences. (MSE) ED 312 943 HE 023 000 Legislative Priorities for the Commission, 1989. Commission Report 89-1. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Jan 89 Note-16p. Available from California Postsecondary Educa tion Commission, Third Floor, 1020 Twelfth St., Sacramento, CA 95814-3985. Pub Type- Reports - Descriptive (141) EDRS Price - NF01/PC01 Plus Postage. Descriptors-Adult Education, Educational Eco nomics, Educational Finance, Educational Technolog Equal Education, Expenditures, Fees, *Government Role, Grants, *Postsecondary Education, *Public Policy, *State Government, *State Legislation, Student Costs, Student Financial Aid, Technological Advancement Identifiers-*California The seven highest priorities of the California Postsecondary Education Commission for state legislative initiatives during the first half of the 1988-89 legislative session are described. They include: (1) improving state oversight of private postsecondary education; (2) meeting California's adult education needs; (3) promoting educational equity; (4) ensuring equitable and predictable student fees; (5) responding to new instructional technologies; (6)
developing state policy for adjusting maximum student financial aid awards in the Cal Grant programs; and (7) revising the "Gann limit" placed by voters on growth in appropriations of tax revenues for all governmental entities in the state. For each of the priorities, the issue, its context and conditions, and a specific recommendation for Commission action are outlined. Contains 5 references. (MSE) ED 312 944 HE 023 001 Distribution of Revenue from Concurrent Enroll ment at the California State University. A Report to the Legislature in Response to Supplemental Language to the 1988-89 Budget Act. Commission Report 88-44. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Dec 88 Note-40p. Available from California Postsecondary Educa tion Commission, Third Floor, 1020 Twelfth St., Sacramento, CA 95814-3985. Pub Type-- Reports - Descriptive (141) — Numeri cal/Quantitative Data (110) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Advisory Committees, *Continuing Education, *Educational Finance, Efficiency, *Extension Education, Higher Education, *Income, *Resource Allocation, State Legislation, State Programs, State Universities Identifiers—*California State University, Concur rent Enrollment As part of its fee-supported extension education program, the California State University (CSU) authorizes students to enroll in continuing education course by attending "regular" campus courses, for which they pay continuing education fees, with instructor consent and based on space availability. This “concurrent enrollment” program began in the 1960s in response to legislative concern about unused classroom space. In light of recent state budget decisions, an advisory committee was appointed to examine the sources and uses of funds from the program. The committee's research, deliberations, and recommendations are reported here. The primary recommendation is that the CSU reimburse the state 22.4% of the gross revenues generated by the program each year. Appended materials, which comprise the bulk of the document, include memoranda from the CSU chancellor and executive vice chancellor, statistical tables containing data on program enrollment and finances, and related correspondence. (MSE) ED 312 945 HE 023 002 Prepaid College Tuition and Savings Bond Pro grams. A Staff Report. Commission Report 88-45. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Dec 88 Note-20p. Available from—California Postsecondary Educa tion Commission, Third Floor, 1020 Twelfth St., Sacramento, CA 95814-3985. Pub Type- Information Analyses (070) — Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Federal Government, Higher Educa tion, *Money Management, National Surveys, * Program Effectiveness, State Programs, *Statewide Planning, Taxes, *Tuition Identifiers—California, Florida, Illinois, Internal Revenue Service, Michigan, North Carolina, North Dakota, Paying For College, *Savings Bonds, *Tuition Savings Plans, Washington, Wyoming Information is presented on the three prepaid tuition programs and four college savings bond programs currently in operation in the United States, and the fiscal issues involved in their implementation are summarized. The three prepaid tuition programs are in Michigan, Wyoming, and Florida. The characteristics of the three programs are outlined and charted for comparison. These characteristics include: adoption date; implementation date; residence requirement; inclusion of tuition, mandatory fees, room, and board; publicity; status in relation to financial aid (exemption); restrictions on use; and total invested to date. Other states' interpretation of the federal tax ruling for Michigan's program are noted, and comparisons are made between California's institutional tuition and fees and its higher education enrollment, by institution type and size, and the same factors in the three states implementing prepaid tuition programs. The four savings bond
programs examined are those of Illinois, North Carolina, North Dakota, and Washington. Similar characteristics are discussed for these programs, and similar enrollment and college cost comparisons are made between California and the four states. Conclusions are drawn about the risks, advantages, and problems associated with each program type and their appropriateness for California's situation. (MSE) ED 312 946 HE 023 003 The Fourth Segment. Accredited Independent Postsecondary Education in California. The Fifth in a Series of Reports on the Financial Condition of California's Regionally Accredited Independent Colleges and Universities. Commission Re port 88-40. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Dec 88 Note—26p. Available from--California Postsecondary Educa tion Commission, Third Floor, 1020 Twelfth St., Sacramento, CA 95814-3985. Pub Type- Reports - Descriptive (141)-Numeri cal/Quantitative Data (110) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Accreditation (Institutions), Compar ative Analysis, *Economic Factors, *Economic Status, *Enrollment Trends, Expenditures, Higher Education, *Private Colleges, *Public Pol icy, Student Financial Aid, Trend Analysis Identifiers—*California, Institutional Vitality A study of the financial condition of California's independent colleges and universities is reported. The study is based on financial data from a sample of 57 regionally accredited nonprofit independent higher education institutions in the state. Indicators show that enrollments in these institutions have generally held steady in recent years, their state-funded financial aid has increased, and their net revenues are positive. However, indications of financial stress are evident at many of them, including soft enrollment demand, decreases in instructional expenditures, and increases in institutional financial aid expenditures. To provide a policy context for interpretation of these data, the report reviews state policy issues affecting the independent sector and recommends a policy framework for future study of that sector. It is concluded that the role and contributions of independent institutions in meeting the state's policy goals should be integrated into all state postsecondary education planning, policy, and program review work. The legislative support language is appended. Contains 8 references. (MSE)
ED 312 947 HE 023 004 State Budget Priorities of the Commission, 1989. Commission Report 89-7. California State Postsecondary Education Commis sion, Sacramento. Pub Date-Mar 89 Note-15p. Available from—California Postsecondary Educa tion Commission, Third Floor, 1020 Twelfth St., Sacramento, CA 95814-3985. Pub Type-Reports - Descriptive (141) - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Education, Basic Skills, *Bud gets, Capital Outlay (for Fixed Assets), Community Colleges, Educational Change, English (Second Language), Enrollment Trends, *Higher Education, Public Colleges, *Public Policy, *Resource Allocation, *Statewide Planning, Student Costs, Student Financial Aid The California Postsecondary Education Commission adopted the following six priorities for the state budget for higher education during fiscal year 1989-90: (1) expanding funding for adult education programs in English as a second language and basic skills; (2) supporting enrollment growth in California's public universities; (3) implementing community college reforms mandated in recent state legislation; (4) expanding student financial assistance; (5) maintaining low fees for students in public higher education; and (6) funding capital outlay for needed construction, renovation, and repairs. These six priorities are based on existing Commission policy. For each priority, the issue, its context and conditions, and a specific recommendation are outlined. The recommended staff actions involve working with the Legislature, state Department of Finance, and the legislative analyst's office to secure adequate funding for all six priority areas. (MSE) ED 312 948
HE 023 005 Education Needs of California Firms for Trade in Pacific Rim Markets. Commission Report 88-43. California State Postsecondary Education Commis sion, Sacramento. Pub Date-Dec 88 Note—22p. Available from California Postsecondary Educa tion Commission, Third Floor, 1020 Twelfth St., Sacramento, CA 95814-3985. Pub Type-- Information Analyses (070) -- Reports - Evaluative (142) – Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Agriculture, Athletics, Clothing, *Ed ucational Needs, Education Work Relationship, Electronics, Higher Education, *Industry, *International Trade, Job Applicants, Questionnaires, Specialization, *Statewide Planning Identifiers—*California, *Pacific Rim An exploratory survey of firms concerning their need for specialists for pursuing trade in Pacific Rim markets is reported. The industries surveyed include food and agriculture, sportswear and sports equipment, and applied electronics. After an introductory section explaining the origins and development of the survey, the report presents the major findings relating to current and planned business, current and needed expertise, and the supply of adequate job applicants in those industries. Implications of these findings for California's educational institutions, students, and public policy include these: (1) students of international business and Pacific Rim languages should not expect to find well-defined positions in these industries, but must demonstrate to each firm how they can help improve the firm's position or market attractiveness; (2) many small firms are unlikely to establish an entire position devoted to "secondary” market concerns, but will expect each employee to focus on their product; (3) contracting with consulting firms concerning foreign markets is common practice; (4) while many firms rely on either English or a founder's linguistic expertise, concern for foreign language skills is growing; and (5) statewide planning and coordination is needed to meet these needs. The informational survey is included. (MSE) ED 312 949 HE 023 006 Kroll, Ronald C. Analysis of the Enrollment Impact of Implement ing an Academic Entrance Requirement at Prac tical Bible Training School. Pub Date—Mar 89 Note-57p.; Ed.D. Practicum, Nova University. Pub Type - Dissertations/Theses - Practicum Pa pers (043) — Reports - Research (143) EDRS Price - MF01/PC03 Plus Postage. Descriptors—* Academic Standards, * Admission Criteria, *Church Related Colleges, * Enrollment Influences, Enrollment Trends, Higher Education, Open Enrollment, Private Colleges, Program Effectiveness Identifiers—*Practical Bible Training School NY In response to concern that open admissions was contributing to declining student preparation and institutional reputation, Practical Bible Training School, a small, private college, proposed new admission criteria: an American College Testing Service (ACT) sccre of 15, a Scholastic Aptitude Test (SAT) combined score of 700, or a 2.00 high school grade point average. For students showing promise but not satisfying these criteria, a special admissions category was also proposed. Because of concern that implementation of the new policy would reduce enrollment, a study was undertaken to compare the full-time-equivalency (FTE) enrollment from fall 1985 to spring 1989 with the FTE enrollment that would have existed had the proposed requirements been in effect during that period. Results indicate that 11 students would have been rejected under the proposed entrance requirements, but also that only one of these students passed sufficient courses to graduate or obtain the minimum grade point average for graduation. Five of the students attended for only one semester. Based on these findings, it is recommended that the college adopt the proposed entrance requirements. Contains 28 references. (MSE)
Report 89-2. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Jan 89 Note--183p. Available from—California Postsecondary Educa tion Commission, Third Floor, 1020 Twelfth St., Sacramento, CA 95814-3985. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC08 Plus Postage. Descriptors—*Campus Planning, *Facility Expan sion, Higher Education, Master Plans, *Multicampus Colleges, Off Campus Facilities, Public Policy, *Site Development, *State Universities, Upper Division Colleges Identifiers—*California (San Marcos), *California State University The California State University's (CSU) proposal to convert its North County Center in San Marcos from a permanent upper division and off-campus graduate center to the 20th full-service campus of the system is analyzed. The cvolution of the CSU plan for serving the residents of northern San Diego County is described, including development of this center and the current proposal to expand it to a campus. The response of the California Postsecondary Education Commission to the proposal is then reported, in light of both the commission's criteria for approving new campuses and current restrictions on use of the term “university” for the campus. Finally, the rationale for the commission's recommendations on the conversion and appropriations for master planning are explained. Recommendations include: (1) approval of the conversion, with lower-division students entering no earlier than fall 1995; (2) continuation of master planning for the campus without interruption, with sufficient funds appropriated; (3) continuation of existing capital outlay appropriations for the center; (4) revision of opening enrollment projections for the campus; and (5) repeal of education codes relating to the process by which individual campus names are changed from "college" to "university.” Related planning documents are appended, including a 98-page feasibility report. Contains 11 references. (MS) ED 312 951 HE 023 008 Beyond Assessment. Enhancing the Learning and Development of California's Changing Student Population. Commission Report 88-41. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Dec 88 Note59p. Available from—California Postsecondary Educa tion Commission, Third Floor, 1020 Twelfth St., Sacramento, CA 95814-3985. Pub Type- Reports - Evaluative (142) - Opinion Papers (120) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Access to Education, Advisory Com mittees, *College Students, Educational Improvement, Equal Education, Evaluation Methods, Financial Support, Higher Education, *Incentives, Information Networks, Minority Groups, *Outcomes of Education, *Program Administration, Public Policy, State Legislation, State Programs, *Statewide Planning, Student Characteristics, *Student Development, Student Evaluation, Student Records, Talent Develop ment, Teacher Education, Womens Education Identifiers—*California In response to legislative mandate, the California Postsecondary Education Commission developed options for improving students' learning and development in college, including funding approaches designed to support these options. The commission's report summarizes a previous, related report and traces the origins of the current report from it, describes the three major types of state incentive funding programs presently used in American higher education, discusses current thinking regarding talent development and value-added assessment of student gains in higher education, and outlines two major priorities for incentive funding in California: achievement of broad student access and success, and the recruitment of more women and ethnic minorities in teacher training. The commission's four recommendations include: (1) establishment of a state challenge grants program to support initiatives for improving teaching and learning, including development of institutional assessment plans; (2) a state challenge grants program to support initiatives for increasing underrepresented students in teacher education in the state at all levels; (3) development of appropriate criteria and mechanisms for effective
implementation, administration, and evaluation of the challenge grant programs; and (4) support for development of a statewide student information system to track individual students throughout their college experience and beyond. Related materials are appended, including a paper on higher education assessment in the United States and in California. Contains 25 references. (MSE) ED 312 952 HE 023 009 O'Brien, Kenneth B. Prospects for Accommodating Growth in Post secondary Education to 2005. Report of the Executive Director to the California Postsecondary Education Commission, January 23, 1989. Commission Report 89-6. California State Postsecondary Education Commis sion, Sacramento. Pub Date—23 Jan 89 Note-19p. Available from California Postsecondary Educa tion Commission, Third Floor, 1020 Twelfth St., Sacramento, CA 95814-3985. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Demography, Educational Change, *Educational Demand, Educational Policy, *Educational Supply, Elementary Secondary Education, *Enrollment Influences, Financial Support, *Long Range Planning, *Postsecondary Education, State Legislation, *Statewide Planning, Trend Analysis Identifiers—*California A report by the executive director of the California Postsecondary Education Commission addresses the state's capacity to accommodate demand for postsecondary enrollment through the beginning of the 21st century. The major population trends likely to occur in California during that period are outlined. The planning process now being coordinated between the Commission and the educational segments in the state are described, and the operational assumptions guiding this planning process are summarized. A profile of likely aggregate enrollment demand for elementary/secondary and postsecondary education is provided, and the funding needed to meet the demand is discussed. The effects of the state's current constitutional limitations on appropriation on the funding are also considered. Finally, some of the major planning issues the state should be prepared to address in the near future are briefly examined. Contains 7 references. (MSE) ED 312 953 HE 023 010 Ontario Universities Benefits Survey, 1988-89. Part I: Benefits Excluding Pensions. University of Western Ontario, London. Spons Agency-Council of Ontario Universities, Toronto.; Ontario Association of University Personnel Administrators, Toronto.; Ontario Confederation of University Faculty Associations, Toronto. Report No.-COU-89-2; ISBN-0-88799-236-6 Pub Date—[89] Note—174p.; For Part II, see HE 023 011. Available from-Council of Ontario Universities, 130 St. George Street, Suite 8039, Toronto, On tario M5S 2T4. Pub Type- Reports - Research (143) — Numeri cal/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*College Faculty, Day Care, Foreign Countries, *Fringe Benefits, Higher Education, Housing, Insurance, Leaves of Absence, Parking Facilities, *Personnel Policy, State Surveys, Tui tion, Universities Identifiers-Maternity Benefits, *Noninstructional Staff, *Ontario Institutional responses to a survey of Ontario universities concerning employee fringe benefits are reported. Each institution's treatment of these benefits issues is summarized or presented in chart form: general benefits questions (administration of insurance plans, communication of benefits information to employees, proposed benefit changes, provision of life and dismemberment insurance, maternity leave policy); Ontario health insurance; supplemental health insurance; long-term disability; sick-leave entitlement; sick-leave benefits continuance; long-term disability benefits continuance; life insurance; survivor benefit; dental plans; post-retirement benefits; vacation entitlement; sabbatical leave policies; housing loan (mortgage) policies; free tuition policies; parking policies; access to athletic facilities;
ED 312 950 HE 023 007 The Twentieth Campus. An Analysis of the Califor nia State University's Proposal To Establish a Full-Service Campus in the City of San Marcos in Northern San Diego County. Commission
and day care. (MSE) ED 312 954 HE 023 011 Ontario Universities Benefits Survey, 1988-89. Part II: Pensions. University of Western Ontario, London. Spons Agency-Council of Ontario Universities, Toronto.; Ontario Association of University Personnel Administrators, Toronto.; Ontario Confederation of University Faculty Associations, Toronto. Report No.-COU-89-3; ISBN-0-88799-237-4 Pub Date—[89] Note-56p.; For Part I, see HE 023 010. Available from-Council of Ontario Universities, 130 St. George Street, Suite 8039, Toronto, On tario M5S 2T4. Pub Type- Reports - Research (143) - Numeri cal/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*College Faculty, Death, *Early Re tirement, Eligibility, Financial Support, Foreign Countries, *Fringe Benefits, Higher Education, Money Management, *Personnel Policy, Program Design, *Retirement Benefits, State Sur veys, Teacher Retirement, Universities Identifiers—*Noninstructional Staff, *Ontario Retirement benefits offered by Ontario's 17 universities to instructional and non-instructional staff are reported. Pension plans are summarized, and each institution's policy and practices are also presented separately. Information about plans includes type of plan, eligibility, member and university contributions, and benefits and standard options. It was found that there are nine defined benefit plans, eight money purchase plans with minimum guarantees, and one money purchase plan with no guarantees. For all plans, full-time academic and non-academic staff are eligible. In some, part-time staff are eligible. Length of compulsory participation varies. Member contribution rates also vary widely. In most plans, university contributions at least match member contributions but must also provide benefits accruing under the plan. In the remaining six plans, university contributions vary. In most plans, normal retirement is at age 65, with varying benefit amounts. Indexing policies are described briefly. The annuity is payable for life but guaranteed 60 months in 12 plans, payable for life but guaranteed 120 months in one plan, and payable for life only in three plans. Other options are available in all plans. Standard options include early retirement, termination, and death benefits before and after retirement, differing for each institution. (MSE) ED 312 955 HE 023 012 Progress Report on CSU Outreach Programs. California State Univ., Long Beach. Office of the Chancellor. Pub Date—88 Note—16p. Pub Type-Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Academic Standards, * Access to Ed ucation, * Admission Criteria, *College Preparation, Higher Education, Information Dissemination, *Outreach Programs, Parent Participation, Program Descriptions, *State Universi ties, Statewide Planning, *Student Recruitment Identifiers—*California State University The California State University's statewide out. reach programs to improve student preparation and access are described. An introductory section explains the origins and evolution of the outreach program since 1985, when a report on underrepresentation of Hispanic students prompted expanded recruitment effort. The state university's systemwide outreach activities are outlined, including publications, educational videos for middle and senior high schools and community colleges, posters, outreach to parents, a parental involvement project, a calendar geared to Spanish-speaking parents, and conferences and newsletters. System outreach programs funded from the general fund or lottery are listed separately. They include: a college readiness program providing academic enrichment; the Mathematics, Engineering, and Science Achievement (MESA) recruitment program; special services to high schools, bringing university students into the schools to talk to prospective enrollees; the Step-to-College program waiving or reducing registration fees for promising students; the intersegmental California Academic Partnership Prograin funding curriculum projects and diagnostic testing; transfer centers; an Educational
Opportunity Programs transfer project; a program for associate-degree holders successful in vocations to return to college; Graduate Equity Fellowships; a forgivable loan doctoral incentive plan; and a University of California/California State University pre-doctoral program. (MSE) ED 312 956 HE 023 013 Alabama Student Grant Program. Tenth Annual Report, 1987-88 Academic Year. Alabama State Commission on Higher Education, Montgomery. Pub Date—89 Note--72p. Available from-Alabama Commission on Higher Education, Suite 221, One Court Square, Montgomery, AL 36197-0001. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—* Eligibility, Geographic Distribution, *Grants, Higher Education, *Majors (Students), *Private Colleges, State Aid, State Programs, *Student Financial Aid Identifiers—* Alabama A report on the Alabama Student Grant Program, a state grant-in-aid program for Alabama residents attending certain independent institutions in the state, summarizes program history and activity, describes program eligibility requirements, indicates the institutional distribution of grants, and ranks the fields of study pursued by grant recipients. The distribution of grants among subject fields, including dollar totals and average grant amounts, is also tabulated separately for each of the 13 participating institutions. During the 1987-88 academic year, the number of grant recipients ranged from a low of 16 at one institution to a high of 1,337 at another. A majority of grant recipients majored in business administration (39%), general liberal arts and sciences (16.5%), or education (7.5%). About 5% majored in a technological or occupational program at the associate or sub-baccalaureate level. The proportion of recipients enrolled in a technical-health area more than doubled during this year. (MSE) ED 312 957 HE 023 014 Interprovincial Comparisons of University Financ ing. Ninth Report of the Tripartite Committee on Interprovincial Comparisons. Council of Ontario Universities, Toronto.; Ontario Council on University Affairs, Toronto.; Ontario Ministry of Colleges and Universities, Toronto. Pub Date-Aug 89 Note—60p. Available from-Council of Ontario Universities, 130 St. George Street, Suite 8039, Toronto, On tario M5S 2T4. Pub Type— Reports - Descriptive (141) - Numeri cal/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Comparative Analysis, *Educational Finance, Enrollment, * Expenditure per Student, Family Income, Fees, *Financial Support, Foreign Countries, Higher Education, *Operating Expenses, *Resource Allocation, Student Finan cial Aid, *Universities Identifiers—*Canada Expenditures on universities by each of Canada's provinces are compared. An introductory section describes the project through which the study is undertaken, explains the indicators used, and discusses structural problems encountered in making comparisons. The central portion of the report is a tabulation of these indicators for each province and for Canada as a whole: provincial operating expenditures per students; provincial operating expenses per capita; provincial operating expenses plus fees per student; total operating income per student; provincial operating expenses plus student aid as a percentage of gross general expenditures; provincial operating expenses per $1,000 of provincial personal income; and total university operating expenditures as a percentage of provincial gross domestic product. Appended materials include guidelines and definitions for the indicators used and financial and enrollment data for each province. (MSE)
Note-239p. Education, Suite 221, One Court Square, Mont- gomery, AL 36197-0001. Pub Type-- Numerical/Quantitative Data (110) EDRS Price - MF01/PC10 Plus Postage. Descriptors-Allied Health Occupations Educa- tion, College Faculty, College Libraries, *Degrees (Academic), *Enrollment, Expenditures, *Higher Education, Income, In State Students, Library Materials, Library Personnel, Library Services, Majors (Students), Out of State Students, Private Colleges, Professional Education, Public Colleges, School Statistics, State Surveys, Statistical Data, *Student Characteristics, *Student Costs, Teacher Salaries, Technical Institutes, Two Year Colleges, Veterinary Medical Education Identifiers—* Alabama Data on aspects of Alabama's private and public higher education are presented, including current enrollment, first-time entering students, revenues and expenditures, tuition and required fees, average faculty salaries, degrees conferred, and libraries. Enrollment data are tabulated by general characteristics, fall enrollment trends since 1978, institution type (public, private, four-year, two-year, technical college, first professional health sciences, veterinary medicine), full- and part-time students, gender, racial composition, selected disciplines, and fulltime-equivalencies. Many tables give data for each institution. Information on first-time students includes in-state and out-of-state enrollment of degree-seeking students in public four-year institutions. Revenue and expenditure data show trends since 1978-79 for public four-year, two-year, and technical institutions. Graphs and charts show information on in-state and out-of-state tuition and fees since 1985-86 for all public four-year, two-year, and technical institutions by degree level. Average faculty salaries are computed by gender and rank for four-year institutions and by gender in two-year and technical colleges. Degrees conferred at each level are charted and tabulated for recent years by field of study, gender, and sector. For libraries, personnel statistics, revenues and expenditures, library resources, and services and facilities are detailed by institution. (MSE)
ED 312 959 HE 023 017 Polishook, Irwin H. Naples, Caesar J. Governance: Senates and Unions. 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. Pub Date-Oct 89 Note-10p.; Papers presented at an Annual Confer ence of the National Center for the Study of Collective Bargaining in Higher Education and the Professions (17th, New York, NY, April 1989). Journal Cit-Newsletter of the National Center for the Study of Collective Bargaining in Higher Edu cation and the Professions; v17 n3 Sep Oct 1989 Pub Type-- Collected Works - Serials (022) — Speeches/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-- *Collective Bargaining, *College Fac ulty, *College Governing Councils, Court Litigation, *Faculty College Relationship, Higher Education, State Legislation, *Unions Identifiers-American Association of University Professors, California, California State University, City University of New York, Fordham University NY, National Labor Relations Board v Yeshiva Univ Edited versions of two conference papers are presented. The first paper, “The Debate Over Academic Unions and Faculty Governance,” by Irwin H. Polishook, discusses why the concept of collective bargaining continues to be a significant issue in academe and is considered to be incompatible with faculty governance. It examines the union experiences at the City University of New York and Fordham University, the American Association of University Professors' perspective, and the shared governance issue arising in the 1980 Yeshiva University litigation (National Labor Relations Board vs. Yeshiva University). The second paper, “Senates and Unions," by Caesar J. Naples, addresses early predictions that the advent of collective bargaining meant the end of faculty governance. It covers the concept and reality of shared governance, particularly in the California model and in the evolution of the California State University tripartite process of governance. The two papers contain 12 references. (MSE)
ED 312 958 HE 023 015 Statistical Abstract: Higher Education in Ala bama, 1988-89. Data and Reference Information on Alabama's Institutions of Higher Education. Alabama State Commission on Higher Education, Montgomery. Pub Date-Jun 89
questionnaire is appended. Contains 16 references. MSE)
ED 312 960 HE 023 018 Fraas, John W. Paugh, Ronald Student Perceptions of the Relative Importance of Selected Attributes of an Institution of Higher Education: A Conjoint Approach. Pub Date Oct 89 Note-33p.; Paper presented at the Annual Meet ing of the Mid-Western Educational Research Association (11th, Chicago, IL, October 18-21, 1989). Pub Type - Reports - Research (143) – Tests/ Questionnaires (160) — Speeches/Meeting Pa pers (150) EÐRS Price - MF01/PC02 Plus Postage. Descriptors—*College Choice, College Environ ment, College Freshmen, Dormitories, Educational Quality, Higher Education, *Institutional Characteristics, Institutional Research, Private Colleges, Questionnaires, Reputation, Research Methodology, School Surveys, Statistical Analysis, *Student Attitudes, Student Financial Aid, Teacher Student Relationship Identifiers—*Ashland University OH, Conjoint Measurement A study investigated the relative importance of certain college attributes to the freshmen of Ashland University, a small, private univeristy in Ohio. Five institutional characteristics were examined: availability and variety of financial aid, dorm life (living conditions and food quality), quality of education (quality of teaching, career relevance of the curriculum, and overall institutional reputation), student-faculty relationships and interaction (availability of faculty to students, faculty promotion of student development, and degree of faculty advice given to students on personal as well as academic matters), and campus social life. Conjoint analyses were conducted on the completed survey forms of 295 freshmen out of 318 administered the questionnaire. The student sample was segmented by gender participation or nonparticipation in sports, and degree of parental influence in college choice. Financial aid and quality of dorm life were the found to be the most important attributes overall, with educational quality, social life, and student faculty relationships rated in declining order of importance. Varying attribute rankings were found for the different student segments, with financial aid ranking first most often. Implications for college administration and future research are discussed. The questionnaire is appended. Contains 19 references. (MSE)
ED 312 962 HE 023 020 Morrison, James L. The Alternative Futures Approach to Planning: Implications for Institutional Research Offices. Pub Date-Aug 89 Note--29p.; Paper presented at the Annual Meeting of the European Association for Institutional Research (Trier, West Germany, August 27-30, 1989). Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors---Administrative Policy, Affirmative Action, Case Studies, *College Planning, *Decision Making, Futures (of Society), Higher Education, *Institutional Research, *Long Range Planning, Policy Formation, *Prediction, *Re search Methodology Identifiers—* Alternative Futures, Environmental Scanning, Strategic Planning A method for college planning using alternative futures scenarios is explained, and a case study is used to illustrate its use in institutional research. The alternative futures approach addresses the uncertainty associated with strategic decision making. It differs from the traditional long-range planning models based on a single set of environmental assumptions about the future by recognizing that the future is subject to modification by a wide range of possible events with some probability of occurrence. In the model, the issues or concerns that may require attention are identified through environmental scanning, and defined in terms of trends or events. Univariate forecasts of trends and events are generated and interrelated through cross-impact analysis. The most likely future is written in scenario format, and alternative scenarios are generated by computer from the cross-impact matrix. In turn, these scenarios stimulate development of appropriate policies, which are analyzed for their robustness across scenarios. The purpose of the exercise is to produce a final list of policies that effectively address the issues and concerns initially identified. These policies are then implemented in action plans. The case study concerns planning for an affirmative action program. Contains 190 references. (MSE) ED 312 963 HE 023 022 The Condition of the Professoriate: Attitudes and Trends, 1989. Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. Pub Date—89 Note-162p. Available from Princeton University Press, 3175 Princeton Pike, Lawrenceville, New Jersey, 08648 ($12.00). Pub Type- Reports - Research (143) — Numeri cal/Quantitative Data (110) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Academic Standards, Age Differ ences, College Environment, *College Faculty, *College Instruction, *College Students, Educational Objectives, Employment Practices, Faculty College Relationship, Faculty Workload, Governance, Higher Education, Institutional Characteristics, Intellectual Disciplines, National Surveys, Research, Sex Differences, Student Characteristics, *Teacher Attitudes, Teacher Characteristics, Teacher Role, *Teaching (Occupation), Trend Analysis Results of the fourth annual survey of over 5,000 college faculty in all types of higher education institutions are reported. The information gathered is organized in eight categories: the goals of collegiate education; academic standards; attitudes about student life; teaching, research, and service; the status of the profession; views of the institution; participation in decision making; and general observations. Following an introductory narrative summary, results are presented in 104 tables within those categories. Data are arrayed by faculty age, gender, professional discipline, and institution type. Three major issues are identified: (1) some optimism but also great concern about aspects of academic quality, particularly the quality of students; (2) conflict between faculty interest in teaching and requirements for published research; and (3) respect for the institution and their role in it, but concern about institutional administration. The 1987 Carnegie
classification of colleges and universities is appended, along with technical notes. (MSE) ED 312 964 HE 023 023 Status Report on Human Corps Activities, 1989. Report 89-9. California State Postsecondary Education Commis sion, Sacramento. Pub Date-Mar 89 Note-151p.; The second in a series of five annual reports to the legislature in response to Assembly Bill 1820 (Chapter 1245, Statutes of 1987). Available from-Publications Office, California Postsecondary Education Commission, Third Floor, 1020 Twelfth Street, Sacramento, CA 95814-3985 (free). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC07 Plus Postage. Descriptors—College Students, *Community Ser vices, Educational Cooperation, Extracurricular Activities, Higher Education, *Institutional Cooperation, Master Plans, Public Colleges, *Public Policy, *Public Service, Regional Planning, *State Legislation, State Programs, State Surveys, State Universities, Statewide Planning, *Student Vol unteers Identifiers—*California, California State Univer sity, *Human Corps Programs, University of California This report to the California legislature describes the steps that the university and state university are taking to implement the state-mandated Human Corps programs of volunteer community service by college students. Information is provided on University of California and California State University activities. The Human Corps organization is still in a developmental stage at both the university and state university. Both segments are following through with their plans to facilitate exchange of information and ideas between campuses, as evidenced by the systemwide and regional meetings that took place the past fall. Both segments intend to sponsor meetings annually. They also have worked cooperatively through their participation in California Compact, an organization that seeks to promote student community service. An appendix provides Assembly Bill 1820 (Vasconcellos, 1987). Attachments, which make up the greater part of the document, include reports of both the University of California and the California State University. (SM) ED 312 965 HE 023 024 A Further Review of the California State Univer sity's Contra Costa Center. Commission Report 89-9. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Mar 89 Note-219p. Available from Publications Office, California Postsecondary Education Commission, Third Floor, 1020 Twelfth Street, Sacramento, CA 95814-3985 (free). Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC09 Plus Postage. Descriptors—Access to Education, College Plan ning, Disadvantaged, Educational Policy, *Extension Education, Higher Education, *Off Campus Facilities, *Public Policy, Regional Planning, *State Universities, Statewide Planning, Student Transportation Identifiers—*California State University, *Environmental Impact A follow-up report on the California State University's Contra Costa Center, a proposed permanent off-campus center, is presented. The California Postsecondary Education Commission approved the original proposal in 1987, contingent on finding solutions to concerns about transportation access and services to disadvantaged students. The university offers the following: the environmental impact report, a private transportation study, the state university's transportation plan, the plan to serve disadvantaged students, and the question of alternatives. Other actions by the state university and the issue of a full-service campus are addressed. The Commissioners conclude the following: the need for such a campus has been demonstrated beyond any reasonable doubt; a permanent center is preferable to other alternatives; and transportation problems are being handled as efficiently as possible. Among the four recommendations are the Commission's approval of this center and the university's need to periodically report to the Commission its positive steps to alleviate the transporation problems. Eight appendices comprise the greater part of the docu
ED 312 961 HE 023 019 Fraas, John W. Newman, Isadore Conjoint Analysis: A Study of the Effects of Using Person Variables. Pub Date—Oct 89 Note-31p.; Paper presented at the Annual Meet ing of the Mid-Western Educational Research Association (11th, Chicago, IL, October 18-21, 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) – Tests/Questionnaires (160) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*College Choice, Higher Education, *Individual Characteristics, *Institutional Characteristics, Institutional Research, Questionnaires, *Regression (Statistics), Research Methodology, Statistical Analysis, Student Atti tudes Identifiers—*Ashland University OH, Conjoint Measurement Three statistical techniques-conjoint analysis, a multiple linear regression model, and a multiple linear regression model with a surrogate person variable-were used to estimate the relative importance of five university attributes for students in the process of selecting a college. The five attributes include: availability and variety of financial aid, dorm (living conditions and food quality). quality of education (quality of teaching, career relevance of the curriculum, and overall institutional reputation), student-faculty relationships and interaction (availability of faculty to students, faculty promotion of student development, and degree of faculty advice given to students on personal as well as academic matters), and campus social life. Comparison of the results of the three techniques showed that all three produced identical estimates of the relative importance of the five attributes, but the multiple linear regression model with a surrogate person variable produced the highest correlation between observed and predicted ratings for the hypothetical universities not included in the estimating procedures. The Page 10
Descriptors-Academic Ability, * Access to Educa tion, Admission Criteria, Aptitude Tests, *College Admission, *College Entrance Examinations, Educational Planning, Educational Policy, Graduate Study, Higher Education, Professional Education, Public Policy, *Standardized Tests, State Legislation, State Universities, State wide Planning, *Student Placement Identifiers—*California, California State Univer sity, University of California California law requires sponsors of standardized tests used for admission or placement purposes in higher education to report certain data annually. Data on each of the 10 batteries of standardized tests affected by the law in 1987-88 are reported, and mean test scores are displayed for students nationally and in California if those averages are available. Two sections present information about two categories of tests: (1) tests used for college admission, placement, and financial awards (Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test; Scholastic Aptitude and College Board Achievement Tests, American College Test, Advanced Placement Examinations; and Test of English as a Foreign Language); and (2) tests used by graduate and professional schools (Graduate Record Examinations; Graduate Management Admission Test; Law School Admission Test, and Medical College Admission Test). Appended are: Senate Bill 1758 (1984) and test sponsor materials for the above-listed tests which comprise about two-thirds of the document. Contains 38 references. (SM)
ment and include: letters responding to notice of preparation for environmental impact report; responses to draft environmental impact report; residences of surveyed students attending Pleasant Hill Center; transportation planning; service to disadvantaged students; alternatives to proposed project; response to request regarding project; and letters and relevant memoranda. Includes 6 displays. (SM) ED 312 966 HE 023 025 Faculty Salaries in California's Public Universi ties, 1989-90. A Report to the Legislature and Governor in Response to Senate Concurrent Resolution No. 51 (1965). Commission Report 89-11. California State Postsecondary Education Commis sion, Sacramento. Pub Date-Mar 89 Note-54p.; Best copy available. Available from Publications Office, California Postsecondary Education Commission, Third Floor, 1020 Twelfth Street, Sacramento, CA 95814-3985 (free). Pub Type-Reports - Descriptive (141) - Numeri cal/Quantitative Data (110) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*College Faculty, Educational Fi nance, Educational Planning, Educational Policy, Higher Education, Law Schools, * Public Colleges, * Public Policy, State Legislation, *State Universities, Statewide Planning, *Teacher Salaries Identifiers—*California, California State Univer sity, University of California This annual report presents an analysis of faculty salaries at the University of California (UC) and California State University (CSU) for the 1989-90 academic year. An introductory section presents the rationale for the reports and its conclusions. Section 2, "Origins of Methods of Analysis,” is concerned with the history of faculty salary reports, change in content and methodology, and the issue of law school faculty salaries. Section 3 is titled “Projected Salaries Required for Parity at California's Public Universities” (UC and CSU). It is estimated that for 1989-90, UC faculty members will require an average salary increase of 4.7% to bring them to the mean of their comparison group, and CSU salary increases of 4.81% are needed. Appended are: (1) Senate Concurrent Resolution No. 51, 1965 General Session, relative to academic salaries and welfare benefits; (2) methods for calculating salary and fringe benefit comparisons, 1985-86 to 1994-95; (3) House Resolution No. 250, 1964 First Extraordinary Session, relative to the economic welfare of the California public institutions of higher education; (4) a recommended method for reporting to the legislature on faculty salaries and other benefits; and (5) related letters with statistics. Displays are included. Contains 5 references. (SM) ED 312 967 HE 023 027 Woolfork, Kevin Analysis of the Governor's Proposed 1989-90 Bud get. A Staff Report to the California Postsecondary Education Commission. Commission Report 89-14. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Mar 89 Note-26p. Available from—Publications Office, California Postsecondary Education Commission, Third Floor, 1020 Twelfth Street, Sacramento, CA 95814-3985 (free). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Budgets, Capital Outlay (for Fixed Assets), College Faculty, Community Colleges, Educational Economics, *Educational Finance, Educational Planning, Educational Policy, Financial Needs, Full State Funding, *Higher Education, *Public Policy, State Aid, State Universities, *Statewide Planning, Teacher Salaries Identifiers—*California, California Community Colleges, California State University, State Governors, University of California A staff report to the California Postsecondary Education Commission analyzes the California governor's 1989-90 budget and describes provisions for postsecondary education. Topics of the report are: factors constraining the budget; proposed educational expenditures (for public school expenditures, University of California, California State University, California Community Colleges, Hastings College of the Law and the California Maritime Academy, and California Student Aid Commis
sion); higher education capital outlay; and faculty salaries. It is concluded that: the budget proposes an increase in general fund support of 4.0%, 8.6%, 8.3%, and 0.8% for the University of California, California State University, California Community Colleges, and the Student Aid Commission respectively; there appear to be basic structural flaws in the way the state generates funds to pay for the programs and services it provides; and because the state has only one short-term option, cutting programs for balancing the budget, the debate over funding priorities are particularly intense this year. An appendix presents legislative testimony by Kenneth B. O'Brien, “The 1989-90 California State Budget and Postsecondary Education.” Displays are included. (SM) ED 312 968 HE 023 028 Knutsen, Kirk L. Planning Our Future. A Staff Background Paper on Long-Range Enrollment and Facilities Planning in California Public Higher Education. Commission Report 89-15. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Apr 89 Note-81p. Available from-Publications Office, California Postsecondary Education Commission, Third Floor, 1020 Twelfth Street, Sacramento, CA 95814-3985 (free). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Budgets, Capital Outlay (for Fixed Assets), Community Colleges, Demography, Educational Demand, Educational Finance, Educational Planning, *Educational Policy, Educational Supply, *Enrollment Projections, Enrollment Trends, *Facility Planning, *Higher Education, *Long Range Planning, Public Policy, State Aid, State Boards of Education, State Universities, *Statewide Planning Identifiers—*California, California Community Colleges, California State University, University of California A background paper on long-range enrollment and facilities planning in California's public segments of higher education is designed to: (1) establish a policy framework within which the Postsecondary Education Commission can examine and assess the planning processes of the segments; and (2) describe the processes, identifying major differences among the segments for short-term enrollment planning as utilized for the annual state budgeting process, long-range enrollment planning as utilized for state capital outlay and institutional long-range planning purposes, and ongoing capital outlay planning. Major sections take up the following topics: a policy context for the Commission's planning priorities; population projections through 2020; long-range enrollment projections (background, recent projections, demography, and enrollment projection methodologies); segmental enrollment planning (California Community Colleges, California State University, and University of California); capital outlay planning; and state budgeting (e.g., power of the executive, workload formulae, and the state capital outlay process). Conclusions are offered regarding long-range planning activities of the segments, enrollment planning, capital outlay planning, and state budget and capital outlay approval. Nine appendices focus on such topics as: differences in mission and size among the three public segments; methodology for projecting population for California by race/ethnicity with age/sex detail 1980-2020; and kindergarten through 12th grade enrollment and high school graduation projections conducted by the demographic research unit. (SM)
ED 312 970 HE 023 030 Mandatory Statewide Student Fees in California's Public Four-Year Colleges and Universities. Report of the Sunset Review Committee on Statewide Student Fee Policy under Senate Bill 195 (1985). Report 89-19. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Apr 89 Note—33p. Available from Publications Office, California Postsecondary Education Commission, Third Floor, 1020 Twelfth Street, Sacramento, CA 95814-3985 (free). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors—College Students, Educational Legis lation, Educational Policy, *Fees, Higher Education, Law Schools, *Public Colleges, *Public Policy, *State Action, State Legislation, *State Universities, Statewide Planning, *Student Costs, Student Financial Aid, Tuition Identifiers—*California, California State Univer sity, University of California The Student Fee Sunset Review Committee's recommendation to the California legislature regarding revisions to and extension of the existing student fee legislation originally enacted in 1985 is presented. The committee continues to support the fee policy as well as the proposed changes in fee legislation that it recommends. Part 1 covers California's tradition of low fees, origins of the 1985 fee policy review, creation and outcomes of the 1985 fee policy committee, and implementation of the fee policy. Part 2 offers conclusions regarding the following: ensuring parity of fee increases at Hastings College of Law and the University of California; ensuring parity between university and state university fee increases; the issue of including the California Maritime Academy; the issue of excluding appropriated revenues and payments on debt service from the base calculations; permitting changes in the base for indexing fee increases; ensuring adequate consultation with students; ensuring adequate financial aid; lowering the 10% maximum annual increase; making "buy-outs" explicit; clarifying the frequency of the maximum increases/decreases; allowing for student consultation; and mandating future sunsets. Three appendices include Senate Bill 195 (1985); proposed amendments to Senate Bill 195; and a relevant letter to the California state senator. Contains 3 references. (SM)
ED 312 969 HE 023 029 Standardized Tests Used for Higher Education Admission and Placement in California during 1988. The Fourth in a Series of Annual Reports Published in Accordance with Senate Bill 1758 (Chapter 1505, Statutes of 1984). Report 89-16. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Apr 89 Note-113p. Available from-Publications Office, California Postsecondary Education Commission, Third Floor, 1020 Twelfth Street, Sacramento, CA 95814-3985 (free). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage.
ED 312 971 HE 023 033 State Policy Guidelines for Adjusting Nonresident Tuition at California's Public Colleges and Universities. Report of the Advisory Committee on Nonresident Tuition Policies under Senate Con current Resolution 69. Report 89-20. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Jun 89
designs). Contains 9 references. (SM)
ED 312 973 HE 023 035 Revisions to the Commission's Faculty Salary Methodology for the California State University. A Report of the California Postsecondary Education Committee. Report 89-22. California State Postsecondary Education Commis sion, Sacramento. Pub Date-Jun 89 Note-15p. Available from-Publications Office, California Postsecondary Education Commission, Third Floor, 1020 Twelfth Street, Sacramento, CA 95814-3985 (free). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Faculty, Compensation (Re muneration), Educational Finance, Educational Planning, Educational Policy, Higher Education, Law Schools, Methods, *Public Policy, State Boards of Education, State Universities, Statewide Planning, *Teacher Salaries Identifiers—*California, California State University Supplemental Budget Language to the 1988-89 Budget Act directed the California Postsecondary Education Commission to convene its salary methodology advisory committee in order to evaluate whether the estimated average salaries at California State University's (CSU's) comparison institutions should be adjusted for the full effect, rather than the existing partial effect, of their law school faculty. The Commission was also asked to determine the appropriateness of continuing to include law school faculty from comparison institutions when computing the annual parity figure for CSU faculty. Several sections are as follows: reasons for proposed revision; previous changes in the Commission's methodology for computing faculty salaries; the issue of law faculty and CSU's methodology; impact of law school faculty on the parity figure; options and recommendation of the advisory committee; existing criteria for selecting comparison institutions; and special criteria for selecting new comparison institutions. An appendix discusses state university faculty salary methodology. Contains 3 references. (SM)
Note-43p. Available from Publications Office, California Postsecondary Education Commission, Third Floor, 1020 Twelfth Street, Sacramento, CA 95814-3985 (free). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—College Students, Community Col- leges, Comparative Analysis, Educational Finance, Educational Planning, Educational Policy, Higher Education, *Out of State Students, Peer Institutions, *Public Colleges, *Public Policy, State Legislation, State Universities, *Statewide Planning, Student Costs, *Tuition Identifiers—*California, California Community Colleges, California State University, University of California Due to concerns about increases in nonresident tuition levels, lack of a state policy for nonresident tuition, and the fact that nonresident tuition was higher at California State University (CSU) in 1986-87 and 1987-88 than at the University of California (UC), the California legislature requested the Postsecondary Education Commission to recommend a long-term nonresident tuition policy for public colleges and universities. The discussions and findings are in three sections: nonresident tuition in California; nonresident tuition in other states; and recommendations for state policy guidelines for nonresident tuition. Part 1 “Nonresident Tuition in California," covers UC, CSU, California Community Colleges, segments comparisons, and California residency requirements. Part 2, "Nonresident Tuition in Other States," covers the methodology of selecting comparison institutions, level of fees, methodologies used for adjusting nonresident tuition levels, and residency requirements. In part 3, recommendations cover the following: context for cy, need for comparability among the differing nonresident methodologies, California nonresident charges compared with those charged by comparable institutions nationally, nonresident methodologies and their compatibility with the state's resident fee policy, need for revision of California's residency requirements, and differential fee levels for professional students in high-cost disciplines. Four appendices offer the text of Senate Concurrent Resolution 69 and information about the following: 1988-89 tuition and fees, UC and 23 other institutions; community college students who are or may be exempted from paying nonresident tuition; and exceptions to the general residency rule. (SM) ED 312 972 HE 023 034 State Oversight of Postsecondary Education. Three Reports on California's Licensure of Private Institutions and Reliance on Non-Govern mental Accreditation. Commission Report 89-21. California State Postsecondary Education Commis sion, Sacramento. Pub Date—Jun 89 Note—202p. Available from-Publications Office, California Postsecondary Education Commission, Third Floor, 1020 Twelfth Street, Sacramento, CA 95814-3985 (free). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC09 Plus Postage. Descriptors-Academic Standards, Accreditation (Institutions), *Certification, Educational Planning, Educational Policy, Educational Quality, Higher Education, *Private Colleges, *Public Policy, *Quality Control, State Action, State Legisla tion, *State Standards, Statewide Planning Identifiers—*California, Diploma Mills Three reports on the state's licensure of private institutions and reliance on non-governmental accreditation are presented. They include: (1) Recommendations for Revising the Private Postsecondary Education Act of 1977 (the Private Postsecondary Education enterprise, findings of the California Postsecondary Education Commission's two previous reports, and a policy framework for state oversight of private postsecondary education); (2) The State's Reliance on Non-Governmental Accreditation (findings and policy guidelines, impetus for the study, nature and limitations of accreditation, state reliance on accreditation, and state oversight and non-governmental accreditation); and (3) Protecting the Integrity of California Degrees: The Role of California's Postsecondary Education Act of 1977 in Educational Quality Control (findings, origins of today's law, importance of the law, and implementation of the law). Tables are included. Contains 68 references. (SM)
ED 312 974 HE 023 037 Baskett, H. K. Knowledge Utilization in Social Work Practice: Implications for Education and Staff Develop ment. Pub Date—Jun 89 Note-11p.; Paper presented at the Meeting of the Canadian Association of Schools of Social Work (Quebec City, Canada, June 1989). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement College Graduates, Educational Background, Educational Improvement, *Education Work Relationship, Foreign countries, *Information Utilization, *Knowledge Level, *Outcomes of Education, Postsecondary Education, Professional Education, *Social Work, Social Workers, Staff Development Questions are raised about conventional notions of social work education by introducing field-derived data of how social workers use knowledge in everyday worklife, particularly in the field. Two typical social work units (public and private) totalling 24 social workers were the main foci for data collection, and additional subjects and social work units were sampled. Data collection methods included observations, participant observation, structured and unstructured interviewing, and use of archival materials. Six different but overlapping types of knowledge were distinguished, and seven sources or agents were found to be instrumental in the creation of useable practice knowledge and understanding. The six types of knowledge covered: resources and how to get them; substems and how to access them; how to get knowledge; self-knowledge and how one learns; formal knowledge; and coping knowledge. It is apparent that some types of practical knowledge are not recognized as legitimate knowledge. The interaction between kinds of knowledge and agents of knowledge development suggests that a new model of teaching needs to be considered. Much learning of social work practice occurs in unplan ied situations that are not organized for the purpose of learning. Present educational approaches need to be supplemented with some alternatives (e.g., developing and improving the field-based learning or practice that schools of social work already incorporate into their program
ED 312 975 HE 023 038 Sammons, Shirley F. Henderson, David L. Nontraditional College Students and Grade Point Averages. Pub Date—Aug 89 Note-8p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Students, Comparative Analysis, *Grade Point Average, Higher Education, Institutional Research, *Nontraditional Students, *Student Characteristics, Undergraduate Students Identifiers—Sam Houston State University TX Information is presented from a study examining the characteristics of Sam Houston State University (SHSU) undergraduate students with respect to their age and grade point average (GPA). It was hypothesized that there was no significant difference between the GPAs of traditional and nontraditional students at SHSU. The 398 individual subjects were drawn from the population by systematic sample of the 1988 fall semester roster. Study results rejected the hypothesis because the nontraditional students made significantly higher GPA (2.95 versus 2.54) than the traditional students. There was a significant correlation between age and GPA. This could give rise to the possibility that the findings could be generalized to other institutions. If other studies support these findings, it may provide some insight into the academic needs of and changes for nontraditional students. Tables are included. Contains 5 references. (SM) ED 312 976 HE 023 039 Fiske, Edward B. And Others The Fiske Guide to Colleges 1989. Report No.-ISBN-0-8129-1732-4 Pub Date—88 Note—792p. Available from-Times Books (subsidiary of Ran dom House, Inc.), 201 E. 50th Street, New York, NY 10022 ($10.95). Pub Type— Guides - Non-Classroom (055) — Ref erence Materials - Directories/Catalogs (132) Document Not Available from EDRS. Descriptors-Access to Education, College Bound Students, *College Choice, College Environment, Decision Making, Higher Education, *Institutional Characteristics, Reputation, School Demography A college guide provides prospective students various facts about life on and off campus at almost 300 U.S. colleges. It is designed to help the student make the most intelligent educational investment possible. It is selective, covering some of the best and most interesting institutions in the nation, providing written essays about them. Each write-up covers specific topics in roughly the same order (academics, student body, financial aid, housing, food, social life, and extracurricular activities). Statistics are included for location, total enrollment, undergraduates, sex, Scholastic Aptitude Test Score ranges, financial aid, expenses, Phi Beta Kappa, applicants, accepted, enrolled, graduated in 5 years, social life, quality of life, and admissions. A new feature called “If You Apply..." at the end of each write-up is aimed at students who become seriously interested in a particular college and want to know more specifics about what it takes to get in. The colleges are listed alphabetically and cross-referenced. An index by price is also included. A list of some of the largest and most established consortia is provided. (SM) ED 312 977 HE 023 040 Basch, Rebecca A., Ed. And Others College Admissions Index of Majors & Sports 1989/90. Report No.-ISBN-0-933510-94-4 Pub Date—89 Note—444p.; For related document, see HE 023 041. Available from-Orchard House, Inc., 112 Balls Hill Road, Concord, MA 01742 ($25.00 plus $2.00 shipping and handling). Pub Type- Guides - Non-Classroom (055) — Ref- . erence Materials - Directories/Catalogs (132) Document Not Available from EDRS. Descriptors-Admissions Counseling, College Ad mission, *College Athletics, *College Choice, Continuing Education, Decision Making, Educational Supply, Higher Education, Institutional Characteristics, Intercollegiate Intercollegiate Cooperation, *Majors (Students), Scholarships, School Demography, School Statistics
A guide is presented as a companion to the "College Admissions Data Handbook,” which helps counselors, parents, college-bound high school students, and continuing education students choose a school that best serves the student's resources and needs. This guide allows the user to identify colleges that offer academic programs and intercollegiate sports in special areas of interest. The availability of athletic scholarships is indicated. Each school's majors are listed exactly as given by the institutions themselves, and in all, roughly 6,000 majors titles are listed. The majors are divided into approximately 300 categories adapted from the categorization of baccalaureate programs. There are also 460 different sports titles grouped under 38 headings. Tuition range and religious affiliation are provided. Both majors and sports indexes are organized alphabetically, first by category, then state, and institution. The index of majors categories includes: animal sciences; arts and architecture; communications; computer science; education; health sciences and services; language and literature; public affairs and the law; and religion and philosophy. (SM) ED 312 978 HE 023 041 Basch, Rebecca A., Ed. Meyer, Linnea, Ed. College Admissions Data Handbook 1989-90. Northeast [and] Southeast [and] West [and] Midwest. Report No.-ISBN-0-933510-88-5; ISBN-0 933510-89-3; ISBN-0-933510-90-1; ISBN-O 933510-91-X Pub Date-89 Note-3,151p.; For related document, see HE 023 040. Available from-Orchard House, Inc., 112 Balls Hill Road, Concord, MA 01742. ($165.00 plus $6.00 postage for 4-volume set: bound national set-ISBN-0-933510-92-8; looseleaf national set -ISBN-0-933510-93-6). Pub Type-Guides - Non-Classroom (055) - Ref erence Materials - Directories/Catalogs (132) Document Not Available from EDRS. Descriptors--Admissions Counseling, *College Admission, *College Choice, Continuing Education, Decision Making, Higher Education, *Institutional Characteristics, School Demography, School Statistics Identifiers-Canada, Europe (West), Mexico, United States (Midwest), United States (Northeast), United States (Southeast), United States (West) Information on four-year accredited institutions of higher education is presented in four volumes in an early retrievable format to cover the regions of the United States: the northeast, southeast, west, and midwest. It is designed to help counselors, parents, college-bound students, and continuing education students choose a school that best serves the student's resources and needs. It describes 1558 accredited colleges and universities in the United States (including Guam, the Virgin Islands, and Puerto Rico), Canada, Mexico, and Western Europe. A map of the U.S. and Canada is printed on the back cover of each volume. U.S.-accredited European institutions are found in the "Northeast” volume, and Mexican institutions are found in the “West” volume. Within each regional volume the college descriptions are arranged alphabetically by official college name. At the beginning of each volume is a regional table of contents listing the colleges within that volume. There is also a regional index listing each college within the volume alphabetically by state. Descriptions offer information on enrollment, college address, form of control, admissions policies, financial facts, academic and extracurricular offerings, regulations, environment, and academic calendar. (SM)
tional Supply, Enrollment Projections, *Futures (of Society), * Higher Education, Hispanic Americans, * Minority Groups, Nontraditional Students, Public Policy, Student Needs Identifiers—*Diversity (Student) A comprehensive picture of the student body of the 1990s is presented with specific recommendations to higher education policymakers, faculty, and administrators for meeting the needs of this increasingly diverse student population. It minimizes the emphasis on long-term projections and focuses on the years 1989-2000. Chapters are written by scholars who have achieved a reputation for studying particular populations. Nine chapters in Two main sections are presented by “Introduction: A Time of Uncertainty" (Arthur Levine). The first section, "Demographic Changes Ahead for Higher Education” presents: “Traditional College-Age Students” (Lewis C. Solomon), “Hispanics” (Gary Orfield), "Blacks" (Gail E. Thomas and Deborah J. Hirsch), “Asians” (Bob H. Suzuki), and “Older Students” (William F. Brazziel). The second section, “Thinking Realistically about Demographic Projections and Planning" presents: "Demography Is Not Destiny in Higher Education” (Richard A. Easterlin) and "Uses and Misuses of Demographic Projections: Lessons for the 1990s” (Carol Frances). "Conclusions and Recommendations: Creating a Brighter Educational Future" (Arthur Levine) brings the collection to a close. (SM) ED 312 980 HE 023 043 Zikopoulos, Marianthi, Ed. Profiles 1987-88. Detailed Analyses of the Foreign Student Population. Institute of International Education, New York, N.Y. Spons Agency–United States Information Agency, Washington, D. C. Report No.-ISBN-87206-177-9 Pub Date—89 Note-204p.; Assisted by the International Educa tion Data Collection Committee. Available from-Institute of International Educa tion, 809 United Nations Plaza, New York, NY 10017 ($32.95). Pub Type- Numerical/Quantitative Data (110) Reports - Research (143) – Tests/Questionnaires (160) EDRS Price - MF01/PC09 Plus Postage. Descriptors—*College Students, Demography, Ed ucational Attainment, Educational Policy, *Foreign Students, Geographic Location, Graduate Students, Higher Education, Majors (Students), Minority Groups, National Surveys, *Student Characteristics, Undergraduate Students Detailed, indepth information is provided on the characteristics of individual foreign students to complement the annual report "Open Doors,” which reports data on single characteristics of the foreign student population. Data are provided about subgroups of the foreign student population (e.g., the proportion of graduates versus undergraduates from a specific country, and the home country or world region of foreign students attending schools in California). Data were drawn from a biennial survey of all regionally accredited two- and four-year U.S. institutions of higher education listed in the "HEP 1988 Higher Education Directory." Three chapters are as follows: (1) “Profiles Data" (methodology and data characteristics, organization, and availability of special reports); (2) "Foreign Student Characteristics by World Regions and Places of Origin” (African, Asian, European, Latin American, Middle Eastern, North American, and Oceanian students); and (3) “Foreign Students within U.S. Regions, Academic Levels, and Fields of Study" (geographic destinations, and educational destinations, including academic level and field of study). Six appendices provide: detailed cross-tabulations; step 2/step 3 comparisons (i.e., comprisons of “Open Doors” and “Profiles" data); selected characteristics of foreign students by country or other place, subregion, and world region of origin; fields of study; countries and other places within world regions and subregions; and 1987/88 individual data (step 3) survey materials. (SM)
New York, N.Y.; Japan - U.S. Friendship Com mission, Washington, D.C. Report No.-ISBN-87206-178-7 Pub Date-Aug 89 Note-144p. Available from Institute of International Educa tion, 809 United Nations Plaza, New York, NY 10017-3580 ($4.00). Pub Type- Reports - Research (143) — Books (010) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Access to Education, Change Strate gies, College Admission, Costs, Demography, Educational Finance, *Educational Policy, *Enrollment Trends, Foreign Countries, Foreign Students, Geographic Location, Higher Education, International Educational Exchange, Private Colleges, *Student Characteristics, Student Financial Aid, Student Recruitment, *Study Abroad Identifiers-Australia, Canada, France, Great Brit ain, Japan, West Germany Foreign student policy in six major receiving countries (Great Britain, France, Germany, Japan, Australia, and Canada) is presented. For each country considered, information is given on the following: (1) background; (2) recent developments; (3) enrollments and enrollment trends (enrollment by country of origin, distribution by level and sector, distribution by discipline, socioeconomic background and personal characteristics, geographic distribution of students, private colleges and universities, and student experiences); (4) policies and practices (recruitment, admissions, student welfare services, student response, curriculum, and returning students); (5) costs and expenditures (scholarship costs, direct costs, subsidized costs, and capital costs); (6) issues and arguments; and (7) conclusions. Results are discussed according to: choices; changes (destinations, origins, profiles, experiences, support services, graduate enrollments, enrollments by discipline, competition for talent, commercialization, and patterns of relationship); and challenges (technical education and cultural questions). Four appendices provide: conference proceedings (“Foreign Student Policies of the Major Host Countries," held at Princeton, New Jersey in June 1989); comparative foreign student expenditures; summary of foreign student enrollments; and a list of conference participants. Contains approximately 75 references. (SM) ED 312 982 HE 023 045 Fuller, Carol H. Undergraduate Origins of Women and Men 1970-1982 Graduates Who Received Doctorates between 1970-1986. Great Lakes Colleges Association, Ann Arbor, Mich. Spons Agency-Ford Foundation, New York, N.Y. Pub Date-Jul 89 Note-274p. Pub Type- Numerical/Quantitative Data (110) Reports - Research (143) EDRS Price - MF01/Pcií Plus Postage. Descriptors-Bachelors Degrees, *Doctoral De grees, Doctoral Programs, *Educational Attainment, Equal Education, Graduate Students, Graduate Study, Higher Education, Institutional Characteristics, National Surveys, Outcomes of Education, *Productivity, Sex Differences, *Student Characteristics, Trend Analysis, Womens Education Data from a study of the undergraduate origins of Ph.D.s are presented. Baccalaureate origins of doctorate recipients were analyzed for total and proportional productivity for each of the U.S. institutions whose graduates between 1970 and 1982 had earned at least one doctorate between 1970 and 1986. The numbers of baccalaureate degrees for men and women from each institution were obtained for the years 1970-1982, and the total numbers of doctorates earned by the graduates were gathered. Groupings of disciplines were used in organizing doctoral data: humanities (history, English and American language and literature, foreign languages and literature, and other humanities); math and physical sciences (mathematics, computer sciences, physics and astronomy, chemistry, and earth, atmospheric and marine sciences); life sciences (biosciences, health sciences, and agricultural sciences); and social sciences (psychology, economics, sociology and anthropology, political science and international relations, and other social sciences). Analysis shows that (1) leading baccalaureate sources, based on proportional productivity, include private and
ED 312 979 HE 023 042 Levine, Arthur And Others Shaping Higher Education's Future. Demographic Realities and Opportunities 1990-2000. Report No.--ISBN-1-55542-191-1 Pub Date-89 Note-210p. Available from-Jossey-Bass, Inc., Publishers, P.O. Box 44305, San Francisco, CA 94144-4305 ($22.95). Pub Type- Books (010) - Reports - Descriptive (141) Document Not Available from EDRS. Descriptors-Adult Students, Asian Americans, Blacks, *College Students, *Demography, Educa tional Demand, Educational Planning, Educa
ED 312 981 HE 023 044 Chandler, Alice Obligation or Opportunity. Foreign Student Pol icy in Six Major Receiving Countries. IEE Research Report Number 18. Institute of International Education, New York, N.Y. Spons Agency-EXXON Education Foundation,
public institutions, each of the major Carnegie Commission classes, and a wide range of selectivity levels; (2) women's colleges, as a group, are more productive than coeducational institutions in the humanities and in the science fields (except engineering); and (3) those coeducational institutions that are significant sources of doctorates earned by women include several of the formerly all-male institutions. Contains 19 references. (SM) ED 312 983 HE 023 046 Arnold, Richard E. Haymon, Francene E. Staff Development: Identifying Positive Relation ship Roles between Higher Education and Public Education. Pub Date-Nov 89 Note-10p. Pub Type-- Opinion Papers (120) EDRS Price - MF01, PC01 Plus Postage. Descriptors-Administrator Role, Change Strate gies, College Faculty, *College School Cooperation, Collegiality, Higher Education, High Schools, Public Education, *Secondary School Teachers, *Staff Development, Teacher Role In the last few years, a significant change in staff development has occurred, which has led to a surge toward collaboration between professionals in higher education and public education. Educators tend to have problems with this joint venture as it relates to role identification, because it requres that specific duties or responsibilities assigned to designated administrators and/or faculty in both higher education and public education to clarify consultant versus particpant obligations. This role identification could fall into the categories of information exchange, relevant programming, and protection of expertise. These categories are the major areas of concern in staff development today. Guidelines de eloped by Barnes and Murphy for increasing interaction programs non-judgmental; when possible, include administrators, reduce scheduling difficulties; and allow coaching teams to remain together for at least 2 years. Dimensions for enhancing morale suggested by Gross and Herriott include: display a sense of pride in the workplace; enjoy the work assignments; and work cooperatively with fellow educators. The collaboration of staff development between higher education and public education can make a major change in promoting excellence in education for the 1990s, leading to a more secure future for later generations. Contains 4 references. (SM)
tors might adopt to assist in decision making. An appendix provides an alphabetical list of textbooks assessed, including checklist scores. (SM) ED 312 985 HE 023 048 Poulin, Russell Olsen, Tammey Fall 1989 Enroliment. North Dakota Institutions of Higher Education. North Dakota State Board of Higher Education, Bismarck. Pub Date—Nov 89 Note-75p. Pub Type- Numerical/Quantitative Data (110) EDRS Price - MF01/PC03 Plus Postage. Descriptors—College Attendance, College Stu dents, * Demography, Educational Demand, Educational Supply, *Enrollment Trends, Full Time Equivalency, Full Time Students, Geographic Distribution, *Higher Education, In State Students, Out of State Students, Part Time Students, State Surveys, *Student Characteristics Identifiers—*North Dakota The enrollment data supplied to the North Dakota State Board of Higher Education by the institutions of postsecondary education are presented in 14 tables as follows: headcount enrollment; full-time enrollments; total student credit hour of part-time students; full-time equivalent enrollments of part-time students; total of full-time and full-time equivalent of part-time enrollment; full-time equivalent enrollments based on total student credit hours by level of students; nonresident headcount undergraduate enrollments by state using students' reported home address; nonresident headcount enrollment by tuition residency status; resident headcount graduate and professional enrollments by state using students' reported home address; headcount enrollments by county of residence for North Dakota students; total in-state enrollment by county of origin; institutional enrollment by county of origin; headcount enrollment at North Dakota colleges by race; headcount enrollment at North Dakota colleges by citizenship, veteran status, sex, marital status, and transfer status; total student credit hours produced by course level; final fall enrollment report; and comparison of fall enrollments of 1978 and 1989. (SM)
dent worksheets to solicit information on the participants' problem solving strategies and knowledge representation; students' logs; and questionnaires to collect information on students' background, knowledge acquisition, and attitudes towards the expert system as an instructional aid. Due to the preliminary nature of the study and the short time frame, no claim was made as to the extent of the improvement in problem solving and reasoning skills; however, the results clearly indicated that expert systems can be used to enhance the development of certain reasoning skills and also to facilitate the acquisition of a deeper understanding of the subject domain under study. (6 references) (GL) ED 312 987 IR 013 957 Reyes, Miguel Torres Family and Television: Some Latinoamerican Ex periences. Pub Date—Jun 88 Note-48p.; Paper presented at the Meeting of Re search and Media Education (Lausanne, Switzerland, June 27-30, 1988). Pub Type-- Information Analyses (070) — Reports - Descriptive (141) - Speeches/Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Commercial Television, *Critical Thinking, *Family Influence, Foreign Countries, Inservice Teacher Education, *Mass Media Effects, Models, Parent Education, Preservice Teacher Education, *Television Viewing Identifiers--_*Latin America Highlighting the importance of media education in Latin America, this paper describes projects conducted by the Latin American Institute for Communicative Education and the National Council for the Population of Mexico to examine the family's influence in promoting critical television viewing. A theoretical model for media education is then presented, followed by descriptions of projects in schools designed to train parents to encourage critical viewing on the part of their children. It is noted that similar projects have been carried out with both inservice and preservice teachers. (33 references) (GL)
ED 312 984 HE 023 047 Roberts, David, Ed. Distance Education Papers. Occasional Papers No. 8, Charles Sturt Univ.-Riverina, Wagga Wagga (Aus tralia). Div. of External Studies.; Riverina-Murray Inst. of Higher Education, Wagga Wagga (Austra lia). Report No.-ISBN-0-947330-17-8 Pub Date—Nov 89 Note-41p. Available from Occasional Papers, Charles Sturt University-Riverina, P.O. Box 588, Wagga Wagga, New South Wales 2650, Australia. Pub Type- Collected Works - General (020) Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Access to Education, Change Strate gies, College Students, Community Services, Decision Making, * Distance Education, *Educational Change, Educational Development, Educational Quality, Extension Education, Foreign Countries, Nontraditional Education, Nontraditional Students, Postsecondary Education, Professional Education, *Social Work, *Textbook Selection, *Well Being Identifiers—Australia A collection of papers on distance education is presented. “Distance Education: An Option for Social Welfare and Social Work Education in the 1990s” (Robert A. Bush and Chris J. Williams) discusses the implications for welfare education of changes in tertiary education and community services industry that are likely to pressure welfare educators to change their educational strategies. This paper also examines the potential for using distance educational technology is social work and social welfare education programs. “Educational Packages for External Students” (Peter A. Donnan) examines that constitutes a well written and designed package for external students. "Textbook Selection: Evaluative Criteria” (Brian Hemmings and David Battersby), presents a procedure that instruc
ED 312 986 IR 013 950 Lai, Kwok-Wing Acquiring Expertise and Cognitive Skills in the Process of Constructing an Expert System: A Preliminary Study. Pub Date-Mar 89 Note—19p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (San Francisco, CA, March 27-31, 1989). Pub Type - Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Case Studies, *Cognitive Processes, *Computer Assisted Instruction, *Expert Systems, Foreign countries, *Instructional Design, *Logical Thinking, Nursing Education, Pretests Posttests, Problem Solving, Questionnaires, Stu dent Journals Identifiers—New Zealand This study investigated the educational implications of having a group of 17 first-year New Zealand nursing students develop a medical expert system. Goals of the study were to determine whether, in the process of developing the expert system, the learners could: (1) acquire a more in-depth understanding of the specific subject domain under study (namely, how to identify alcoholic patients); (2) develop a more complex set of problem solving strategies; and (3) acquire conditional reasoning skills. An ethnographic case study approach was adopted. The learners participated as a whole class in six sessions over a period of 10 weeks, for a total of 10 contact а hours. In addition to whole class sessions, they met in small groups to interview subject matter experts. Participants then met as a whole class to share their information and to construct rules for the knowledge base of the expert system. Both quantitative and qualitative measures were used to describe how the learners could use computers to acquire knowledge and thinking skills in a group learning context where computers were used as tools. Data were collected using the following instruments: pre- and posttests to measure gains in reasoning abilities; stu
ED 312 988 IR 013 999 Parer, Michael S. Benson, Robyn Professional Preparation and Staff Development for Academics Working in Distance Education. A Report for the Evaluations and Investigations Program. Gippsland Inst., Churchill (Australia). Centre for Distance Learning. Spons Agency-Australian Dept. of Employment, Education and Training, Canberra. Pub Date—Aug 88 Note—70p. Pub Type- Reports - Research (143) Tests/ Questionnaires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Case Studies, * Distance Education, *Educational Innovation, Foreign countries, Higher Education, Instructional Development, Literature Reviews, *Professional Development, Program Evaluation, Questionnaires, *Staff De velopment, Tables (Data) Identifiers—*Australia This project had three goals: (1) to seek out the policies and practices currently in place to prepare academic teaching staff to develop, write, and teach in distance education; (2) to identify effective professional preparation and staff development practices for distance education currently in use in Australian postsecondary institutions; and (3) to provide some conclusions and recommendations concerning professional preparation and staff development activities that might help to improve future distance education practice. The first of four sections of the report describes the aims and methodology of the project, and the second reviews the relevant literature on professional preparation and staff development in distance education. Section three presents case study information about the institutions surveyed for the study, including subsections on policies and priorities, professional development practices, and ongoing professional development. The fourth section presents conclusions and recommendations in the areas of policy, responsibility and communication, resources, selection of appropriate staff, induction programs, ongoing professional development, institutional collaboration, and evaluation of staff development methods. Four appendixes include copies of the survey instruments, and four tables of data are provided. (113 references) (GL)
Models, Psychomotor Objectives, *Skill Develop ment, Student Evaluation Identifiers-Bloom (Benjamin S), Conversational Learning, Pask (Gordon) Two factors which contribute to successful learning are presented and shown to be useful in the selection of teaching methods that match educational aims: a feedback model of the teaching and learning processes based on Pask's conversational learning model; and a classification of educational aims based on Bloom. Several kinds of feedback are listed in descending order of response time: statistical feedback obtained from large surveys of students; assignments; tutorials, telephone conferencing, and self-help groups; and self-assessment questions. A classification of educational achievements is then presented: (1) learning in the affective domain (e.g., attitudes, values, and affective skills such as communication and adaptability); (2) learning in the cognitive domain (e.g., facts and understanding); (3) learning of intellectual skills (e.g., particular techniques, analysis, and synthesis); and (4) learning of manual skills. These categories are explored and illustrated with examples. The selection of teaching media and methods is considered as it relates to their place in the feedback model, their suitability for different educational aims, and their cost-effectiveness. A variety of teaching media and methods is outlined-including face-to-face methods, printed texts, films and television programs, audio, audio-graphic systems, computeraided learning, laboratory or practical work, and assignments and a matrix provides guidelines for the selection of methods for various educational aims. Finally, cost-effectiveness considerations of methods and media selection are discussed. (6 references) (GL)
ence of the Australian Society for Computers in Learning in Tertiary Education (6th, Canberra, Australia, December 1988). Pub Type- Reports · Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Artificial Intelligence, *Computer Assisted Instruction, Foreign countries, Higher Education, *Industrial Training, *National Pro grams Identifiers—United Kingdom This paper is an introductory discussion of industrial training, artificial intelligence (AI), and AI applications in training, prepared in the context of the United Kingdom Training Commission (TC) program. Following an outline of the activities and aims of the program, individual sections describe perspectives on: (1) training needs, including examples in steelmaking and the health and safety field; (2) Al; and (3) AI applications for learning, including discussions of expert systems, simulations, Anderson's LISP tutor, learning environments, intelligent help, direct manipulation, adding a coach, and domain independence. Possible Al applications to training are then considered. Conclusions relevant to the TC program are drawn in several areas-demonstrators, overseas experience, promoting awareness, dangers of over-selling, and TC support for AI applications. Eleven annotated references are listed. (MES)
ED 312 989 IR 014 009 Wallace, Andrew R. The Use of Computers in Australian Schools: Six Years of Pragmatism. Pub Date—Apr 89 Note-32p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (San Francisco, CA, April 1989). Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Computer Assisted Instruction, Computer Software, *Educational Innovation, Elementary Secondary Education, Foreign Countries, *Microcomputers, Professional Development, Resource Allocation, Sex Differences Identifiers—*Australia Schools throughout Australia both teach about computers and use computers as a medium for teaching at all levels of the educational system, but teachers use the computer to support existing pedagogic practice rather than looking to the computer as an agent of curriculum change. Drawing in a descriptive way upon a number of recent studies and proceedings of the Australian Computers in Education conferences for the last 5 years, this paper examines the processes behind the development of classroom computing as it now exists, documents the extent of changes that the technology has brought to Australian schools, and draws parallels with the experience of schools in the United States. Major sections of the report focus on: (1) the beginnings and contexts for innovation; (2) the phenomena of innovation; (3) innovation and professional development; (4) inventory of an innovation; (5) the innovation and the student body; and (6) innovation futures. Tables of statistical data are included throughout the discussion, and eight appendixes provide additional data. A 23-item bibliography is also included. (GL) ED 312 990 IR 014 016 Elton, L. R. B. Can Keller Plan Help in Our Understanding of the Problems of Distant Learning? Ziff Papiere 23. FernUniversitat, Hagen (West Germany). Zentrales Inst. fur Fernstudienforschung Arbeitsbereich. Pub Date—Jul 78 Note-19p. Pub Type - Opinion Papers (120) — Reports Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, Cooperative Learning, Cost Effectiveness, * Distance Education, * Educational Objectives, Feedback, Foreign Countries, Guidance, *Individualized Instruction, Instructional Materials, *Instructional Systems, Interaction, Open Universities, *Socialization, Student Evaluation, Study Centers, Study Habits, Teacher Education Identifiers—*Fernuniversitat (West Germany), Great Britain, *Keller Plan Comparisons are drawn between the Keller Plan in Britain and Distant Learning in Germany in the areas of: (1) fundamental aims of education; (2) instructional materials and instructional systems; (3) guidance and direction of the learning process; (4) social learning; (5) assessment and examinations; (6) study techniques; (7) teacher training; and (8) cost-benefit. It is concluded that the Keller Plan provides a microcosm of an open university system in many ways, and that some of the problems the British Keller Plan and the German Distant Learning system have in common can be studied more easily through the kind of detailed investigation made possible by the small scale of the Keller Plan and its close contact between staff and students. It is also concluded that there are matters fundamental to individual study that transcend variations in conditions and circumstances. (23 references) (GL)
ED 312 994 IR 014 032 Cumming, Geoff Abbott, Elizabeth Using MITSI as a KBS Tool for Learning. Pub Date—Jul 88 Note-9p.; Paper presented at the International Conference of the Prolog Education Group (Co penhagen, Denmark, July 6-8, 1988). Pub Type- Reports Descriptive (141) Speeches/Meeting Papers (150) – Guides Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Authoring Aids (Programing), *Computer Assisted Instruction, Computer System Design, Courseware, Critical Thinking, Curriculum Development, Elementary Secondary Education, *Expert Systems, Foreign countries, *Learning Activities, Microcomputers Students aged 10 to 17 years in a primary school and a secondary school in an industrial suburb of Melbourne, Australia, were observed as they worked at activities in both curriculum and non-curriculum areas using MITSI, a computer program, as a KBS (knowledge-based system) tool. Evaluations of the students' general abilities, computer abilities, and opinions and attitudes led to the conclusion that well-designed activities based on MITSI are very well received by learners and teachers, and can produce valuable learning outcomes. Vital considerations in planning to MITSI are the characteristics of the system, the selection and design of learning activities, and the emphasis that is placed on general cognitive abilities. The key to good activities is the discussion and thinking they can spark, and this depends as much on the way they are presented and supported in the classroom as on the details of the computing. MITSI is a good tool for a broad range of information-handling activities, including using or building databases, exploring and expressing simple logical relationships among items, and organizing a body of knowledge and expressing it in a systematic and rule-bound way. Experience shows that it is more effective to allow beginning students to explore pre-written programs before extending them or building their own; the transition to writing programs and writing rules should be gradual. Structured worksheets that permit students to work at their own pace can free the teacher to provide individual assistance to those with special problems, and a wide range of activities add interest, allow users to explore MITSI more fully, and promote a richer range of general skills. Things to watch for include finding enough time, individual differences among students, being sure the computer is the best way to meet a particular educational goal, integrating computer work, looking for computer spin-offs, and being wary of sex-role stereotypes. (7 references) (MES)
ED 312 992 IR 014 029 Hinds, Eunice The School for Independent Study and Interna tional Links. ZIFF Papiere 69. FernUniversitat, Hagen (West Germany). Zentrales Inst. fur Fernstudienforschung Arbeitsbereich. Pub Date—Nov 87 Note—17p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Admission Criteria, Distance Edu cation, Foreign countries, Goal Orientation, Higher Education, *Independent Study, *International Cooperation, *Interpersonal Competence, Motivation, *Nontraditional Education, Problem Solving, Resource Allocation, Skill Development, Staff Utilization, Teamwork Identifiers—Great Britain, *North East London Polytechnic (England) A major goal of the School for Independent Study at North East London Polytechnic, which was founded in 1974, has been to provide the opportunity for higher education among students in an underprivileged area of London where typically few students have access to further schooling. The desire to increase access led to “non-standard entry” criteria devised to use the students' experience instead of examination scores. The school has grown from one program of 73 full-time students in 1974 to three programs of 800 full-time and part-time students, and its activities now span the globe. Emphasis is on goal orientation and the development of transferable cognitive and interpersonal skills rather than on the content of any discipline. To this end, projects are carried out in the community. The history of the school is reviewed, followed by a statement of its philosophy. Procedures for admissions, academic program planning, registration, assessment of students' work, and networking (both with other faculty in the Polytechnic and with experts in the students' fields of interest) are described. Examples of students' work from the three degree programs (Diploma of Higher Education, Bachelor of Arts and of Science, and Masters of Arts and of Science) and profiles of selected students are provided. Procedures are outlined for staff and resource allocation. Descriptions of international links with such countries as Japan, Australia, China, Cyprus, Scotland, and Pakistan conclude the report. (9 references) (GL)
ED 312 991 IR 014 021 Sparkes, J. J. On Choosing Teaching Methods To Match Educa tional Aims. ZIFF Papiere 39. FernUniversitat, Hagen (West Germany). Zentrales Inst. fur Fernstudienforschung Arbeitsbereich. Pub Date—Jan 82 Note-25p. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Affective Objectives, Classification, *Cognitive Objectives, *Cost Effectiveness, Edu cational Media, *Feedback, *Media Selection,
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English) are listed. (MES)
Pub Date-Dec 80 at the University of California at Los Angeles (UCLA) Graduate School of Education (Los An geles, CA, August 20, 1980). Available from-Twente University of Technology, Department of Applied Education, P.O. Box 217, 7500 AE Enschede, The Netherlands. Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Curriculum Design, *Curriculum Development, *Educational Planning, Educational Research, *Educational Technology, Foreign Countries, Higher Education Identifiers—*Twente University of Technology (Netherlands) This colloquium on the Department of Educational Technology at the Twente University of Technology (The Netherlands) begins with a discussion of the differences between the program at Twente University and programs in education at other universities in the Netherlands. The second section reviews some basics of an applied approach to education, and the projected growth of the department from 1980-89 is summarized in the third section. The fourth section describes the curriculum, which consists of two phases: the first year is filled with clusters of conceptually interrelated courses (educational science, research methods and techniques, educational technology, social science, educational computer use, philosophy of education, practical skills, social and communicative skills, and technical sciences); and the second part, which takes on or two years, offers a differentiation program in an area of specialization (educational managementinstructional technology, curriculum technology, or educational instrumentation). The fifth section outlines the themes serving as the organizational basis for departmental research: (1) strategies for curriculum development; (2) efficiency in education; (3) educational information systems; (4) examination techniques; and (5) educational instrumentation. Guidelines for entering and leaving the program are discussed in the final section. Comparisons with the program of the University of California at Los Angeles Graduate School of Education are presented throughout. Four documentation resources (in Dutch) are listed. (MES) ED 312 996 IR 014 034 de Diana, I. P. F. A Future for Computer Based Learning? Twente Educational Memorandum Number 2i. Twente Univ. of Technology, Enschede (Nether lands) Pub Date—Sep 80 Note-22p.; Paper presented at a Colloquium held at the University of California at Los Angeles (UCLA) Graduate School of Education (Los An geles, CA, August 20, 1980). Available from—Twente University of Technology, Department of Applied Education, P.O. Box 217, 7500 AE Enschede, The Netherlands. Pub Type— Reports - Descriptive (141) – Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction, *Courseware, Foreign countries, Higher Education, *Material Development, *Program Imple mentation Identifiers—*Netherlands, *Software Development This paper discusses the requirements for implementation of computer-based learning (CBL) and presents three examples of activities related to CBL in the Netherlands in 1979-80. Problems in developing a technology for CBL materials production are discussed, and several insights behind the development of such a technology are considered: (1) it is useful to make a distinction between the developmental systems for CBL materials and the delivery systems; (2) there is a growing tendency to use general purpose high programming languages as well as computer-assisted instruction (CAI) design languages for the development of CBL; (3) CAI is increasingly perceived to be more than an automated version of programmed instruction; (4) an emphasis on formalizing procedures for programming design and development has been emerging; and (5) work on computer-based simulation has made an important contribution to the growth of CBL technology. The problems of credibility and limited resources in creating favorable conditions for the implementation of CBL are considered, along with potential means of addressing these problems in Western Europe. Seven references (five in Dutch and two in
ED 312 997 IR 014 035 Herschbach, Dennis R. Developing Individualized Instructional Materi als: The Learning Activity Packet. Twente Edu cational Memorandum Number 25. Twente Univ. of Technology, Enschede (Nether lands). Pub Date—Dec 80 Note-95p.; Paper presented at a Colloquium held for the Educational Colloquium (Enschede, Neth erlands, December 1980). Available from—Twente University of Technology, Department of Educational Technology, P.O. Box 217 7500 AE Enschede, The Netherlands. Pub Type-- Guides - Non-Classroom (055) — Re ports - Descriptive (141) - Speeches/Meeting Papers (150) EDRS Price - MF01/PC04 Plus Postage. Descriptors Business Correspondence, Guide lines, Higher Education, *Individualized Instruction, *Instructional Design, *Instructional Development, *Learning Modules, * Material Development This paper focuses on the development of the Learning Activity Package (LAP). The first part of the paper discusses the structure of the LAP, including its components (i.e., title, rationale, objectives, content, learning activities, student review, postevaluation, pretest, alternate activities, management directions, and teacher supplement) and organizing formats. Next, several instructional design considerations are examined (i.e., sequencing, pacing, congruence, learning hierarchy, and format design). A discussion of the development process including requirements for a design team (i.e., writer, educationalist, editor, practicing teacher, il tor, typist, graphics specialist, subject specialist, and project coordinator) and a development checklist are presented. A brief examination of classroom use of LAPs follows. Examples of an LAP and teacher supplement on writing business letters are appended. (MSE) ED 312 998 IR 014 036 de Diana, I. P. F. Vos, Hans J. Abstract Representation of Tutorial CAI and the Development of an Adjustable Tutorial System. Twente Univ., Enschede (Netherlands). Dept. of Education. Report No.-ISBN-90-365-0087-7 Pub Date-87 Note-40p. Available from—The Department of Education of the University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands. Pub Type- Information Analyses (070) — Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Communication (Thought Transfer), *Computer Assisted Instruction, *Courseware, Models, *Systems Approach Identifiers—*General Systems Theory, *Software Development This paper presents a model of an abstract tutorial system. The first section discusses some of the problems encountered in producing courseware and examines the availability of software tools to support effective communication on three levels: (1) accuracy of communication; (2) transmission of the desired meaning; and (3) affecting conduct in a desired way. In the next section, the use of General Systems Theory (GST) as a framework for modelling is discussed. The third section introduces some elementary systems, and the fourth section addresses-on an abstract level-the use of pointers and the subject matter represented by a collection of four elementary frames. In the final section, the model is formalized using GST. Twenty-five references are listed. A list of the system variables and equations of the GST model are appended. (MES) ED 312 999 IR 014 037 Vos, Hans J. Applications of Decision Theory to Comput er-Based Adaptive Instructional Systems. Re search Report 88-18. Twente Univ., Enschede (Netherlands). Dept. of Education. Pub Date-Nov 88 Note-42p. Available from-Bibliotheek, Department of Edu cation, University of Twente, P.O. Box 217, 7500 AE Enschede, The Netherlands. Pub Type-- Information Analyses (070) - Reports
- Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Computer Assisted Assisted Instruction, * Decision Making, Higher Education, *Individualized Instruction, Models, Psychometrics Identifiers--* Decision Theory, Minnesota Adapt ive Instructional System, *Software Design This paper considers applications of decision theory to the problem of instructional decision-making in computer-based adaptive instructional systems, using the Minnesota Adaptive Instructional System (MAIS) as an example. The first section indicates how the problem of selecting the appropriate amount of instruction in MAIS can be situated within the general framework of empirical Bayesian decision theory. The linear loss model and the classical test model are discussed in this context. The second section describes six characteristics essential in effective computerized adaptive instructional systems: (1) initial diagnosis and prescription; (2) sequential character of the instructional decision-making process; (3) appropriate amount of instruction for each student; (4) sequence of instruction; (5) instructional time control; and (6) advisement of learning need. It is shown that all but the sequence of instruction could be improved in MAIS with the extensions proposed. Several new lines of research arising from the application of psychometric theory to the decision component in MAIS are reviewed. Thirty-six references and a list of 28 recent research reports of the University of Twente (The Netherlands) Division of Educational Measurement and Data Analysis are included. (MES) ED 313 000 IR 014 038 Plomp, Tjeerd Verhagen, Plon Building a Four Year Post-Secundary Curriculum in Educational Science and Technology. Twente Univ. of Technology, Enschede (Nether lands). Pub Date-Sep 82 Note-50p.; Paper presented at the Annual Con vention of the Association for Educational Communications and Technology (Dallas, TX, May 3-7, 1982). Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Curriculum Design, *Curriculum Development, *Educational Planning, *Educational Technology, Foreign Countries, Job Analysis, Models, Postsecondary Education, Problem Solving, Program Evaluation Identifiers—*Twente University of Technology (Netherlands) This report begins by providing background information on educational technology in the Netherlands, differences between a four-year program in the Netherlands and undergraduate programs in the United States, and the structure of Dutch university programs. The need for a Department of Educational Science and Technology at the Twente University of Technology and characteristics of the department are then addressed, followed by a discussion of the starting points and procedure of curriculum planning and a description of the structure of the curriculum. Activities involved in carrying out the plans-course construction, development of the TO-laboratory (a computer, audiovisual, and learning resource center), and student recruitment-are also discussed. The report concludes with an evaluation of the program at the end of the first year of operation. This evaluation focused on the effects of modular course construction, and the interrelationships of courses, study load, and number of possible drop-outs. Four appendixes provide: (1) the results of a job analysis of the tasks performed by professionals in the field that was undertaken as part of the curriculum planning process; (2) an outline of the department's curriculum; (3) a general model for structured problem solving; and (4) a floor plan of the TO-laboratory. (MES)
ED 313 001 IR 014 039 Keller, John M. Development and Use of the ARCS Model of Motivational Design. Twente Univ. of Technology, Enschede (Nether lands). Pub Date -Jun 83 Note—29p.; This paper is based on a series of lec tures given at the Technische Hogeschool Twente (Enschede, Netherlands, February 2-March 19, 1983). Pub Type- Reports - Research (143)
EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Educational Theories, Elementary Secondary Education, Inservice Teacher Education, *Instructional Development, * Models, * Motivation Techniques, Postsecondary Education, Psychological Studies, *Student Motivation Identifiers—*ARCS Model This discussion of the development and use of the ARCS model, a system for improving the motivational appeal of instructional materials, instructor behavior, and course/lesson design, begins by considering the need for a such a system. Noting that research on motivation is included in several different research fields and theoretical orientations, the paper then briefly reviews some of the alternative approaches to the study of motivation and presents a theory-based synthesis that was developed as a foundation for building a motivational design model. The four motivational categories of the model-Attention, Relevance, Confidence, and Satisfaction-are then defined and discussed in the context of major conditions that must be met for people to become and remain motivated. Three steps in the use of the ARCS model as a systematic design model interfacing with typical instructional design and development models are discussed under the headings Define, Develop, and Evaluate, and guidelines for integrating motivational strategies into instruction are suggested. Descriptions of the use of the ARCS model in two teacher training workshops with rather different groups of participants and a brief statement on the status of the model conclude this paper. (22 references) (MES) ED 313 002 IR 014 041 Joyce, Bonnie G. Moxley, Roy A. Comparing Children's Typing Skills Using the Dvorak and QWERTY Keyboards on a Mi crocomputer. Pub Date [89] Note-21p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, *Intermode Differences, *Keyboarding (Data Entry), *Microcomputers, Observation, Primary Education, *Young Children Identifiers—*Dvorak Keyboard, *QWERTY key board This study compared the typing efficiency of four young children (5 to 6 years of age) who were novice typists on the Dvork and QWERTY keyboards. A copying program on an Apple IIc microcomputer functioned as the training instrument. Although the children did not acquire proficient touch typing skills, they did type accurate responses faster, keep their hands positioned on the home row when they began typing, and show some conditioning to key locations when using the Dvorak keyboard. While the children's fingering was often inconsistent and they continued to glance at the keyboard for confirmation of key locations, their acquisition of touch typing skills would probably have been more extensive had they stayed with the same keyboard throughout instead of changing from the QWERTY to the Dvorak version. Although there is some evidence that children as young as 6 years can acquire touch typing skills, it is unclear what the recommended procedures should be for introducing young children to keyboard fingering. Additional research in this area acquires increasing importance as more young children use microcomputer keyboards. Twelve references, 2 tables, and 1 figure are included. (GL)
tration, * Diffusion (Communication), * Distance Education, Elementary Secondary Education, Higher Education, Instructional Effectiveness, Interaction, Interviews, Observation, Program Evaluation, Teaching Methods, *Technology Transfer, *Teleconferencing, Telephone Commu nications Systems Identifiers—* Audiographics In the past 5 years educational institutions in North America have begun to incorporate audiographic conferencing technology into their distance education programs. The use of audiographic conferencing is escalating rapidly since this technology offers the potential of serving distant students at a reasonable cost without requiring instructors to radically modify their classroom behavior and without requiring extensive new institutional support systems. The real-time communications environment of the traditional classroom is maintained because these systems allow full interaction among participants. The instructor is free to be spontaneous and to present information both orally and visually; students can participate in classroom discussions, ask questions of the instructor and their peers, and can create, view, and discuss graphic and other visual materials. To understand how this technology is being used and to develop an ideal model of how best to use it for course delivery, the Annenberg/Corporation for Public Broadcasting Project and the University of Maryland University College sponsored a research project. Interviews were conducted with students, faculty members, administrators, and technicians from nine institutions in the United States and Canada which were using audiographic conferencing. The report summarizes the interviews and direct observations and explains what seems to work and what does not. Appendixes include descriptions of audiographic systems; institutional contacts; a project evaluation report for Audio-Plus; two research papers on the instructional effectiveness of audiographic conferencing methods; and professional guidelines for a Teleteaching Project in Pennsylvania. (Author/GL) ED 313 004 IR 014 043 Schlenker, Richard M. Apple Ile Computers and Appleworks Training Mini Course Materials. Pub Date-[88] Note—210p. Pub Type- Guides - Classroom - Learner (051) EDRS Price - MF01/PC09 Plus Postage. Descriptors—*Computer Literacy, *Database Management Systems, Instructional Materials, Microcomputers, *Skill Development, *Word Processing The instructional materials included in this document are designed to introduce students to the Apple Ile computer and to the word processing and database portions of the Apple Works program. The materials are intended for small groups of students, each of whom has use of a computer during class and for short periods between classes. The course accommodates various levels of experience, including students who have never used the Apple Ile, and emphasis is placed on students' success in a "hands-on” environment. The materials included are: (1) course objectives; (2) the class schedule and a detailed outline of topics to be covered during each session (introduction to the Apple Ile, Apple Works and word processing; introduction to databases; advanced word processing; advanced databases; and merging database and word processing files); (3) a list of assignments; and (4) a list of handouts used during the various sessions of the course (directions for formatting blank disks; constructing word processing files; constructing database files; printing database files; exercising database print options; and obtaining help with word processing and database files). (GL)
Pub Type- Reference Materials - Directories/Cat alogs (132) -- Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Degree Requirements, Directories, Doctoral Programs, *Educational Technology, *Faculty, Foreign countries, Graduate Study, Higher Education, *Masters Programs, *Profes sional Education Identifiers—* Association for Educational Commu nications Tech, United States This directory of educational communications and technology masters programs contains descriptions of programs in both the United States and foreign countries. The U.S. listings are categorized by state. Data for each institution include an address and contact person; a listing of courses; information on prerequisites for entering the program; acceptance of transfer students; program duration; thesis requirements; combined masters degree programs; program content; major and minor fields; course waivers; availability of special advisement and retention activities; areas of emphasis within the curriculum; instructional techniques; and accreditation. The first of four appendixes contains the same program information for international programs in 15 countries. Faculty data (including name, rank, full- or part-time status, degree and granting university, and research interests) are included in the second appendix. The third appendix contains samples of questionnaires used to gather data for the directory, and a list of U.S. schools with doctoral programs comprises the final appendix. (GL) ED 313 006 IR 014 047 Obrenovich, Michael MediaToons. A Collection of Cartoons and Clip Art for Media Professionals. Spons Agency-Association for Educational Com munications and Technology, Washington, D.C. Report No.-ISBN-0-89240-060-9 Pub Date—89 Note-29p. Available from-Association for Educational Com munications and Technology, 1126 Sixteenth Street, Washington, DC 20036. Pub Type- Creative Works (030) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Art Products, *Audiovisual Aids, *Cartoons, *Freehand Drawing, *Illustrations, Media Specialists Identifiers—*Clip Art This collection consists entirely of cartoons and clip art depicting various aspects of the media professional's role. The material may be copied or adapted for noncommercial use by the original purchaser. (GL)
ED 313 003 IR 014 042 Gilcher, Kay W. Johnstone, Sally M. A Critical Review of the Use of Audiographic Conferencing Systems by Selected Educational Institutions. Maryland Univ., College Park. Univ. Coll. Spons Agency Corporation for Public Broadcast ing, Washington, D.C. Pub Date—[88] Note-178p.; This project was jointly sponsored by the Annenberg/CPB Project and the University of Maryland University College. Available from International University Consor tium, University of Maryland University College, University Blvd. at Adelphi Road, College Park MD 20742 ($10.00). Pub Type- Reports - Descriptive (141) — Reports - Evaluative (142) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Academic Achievement, * Adminis
ED 313 007 IR 014 048 Rescigno, Ronald C. Practical Implementation of Educational Technol ogy. The GTE/GTEL Smart-Classroom. The Hueneme School District Experience. Spons Agency-Association for the Development of Computer-based Instructional Systems. Pub Date Oct 88 Note—27p.; Paper presented at the United States /Union of Soviet Socialist Republics Joint Conference on Computers, Education and Children (Moscow, USSR, October 1-9, 1988). Pub Type- Reports . Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors---Academic Achievement, Closed Cir cuit Television, Communications Satellites, *Computer Assisted Instruction, *Electronic Classrooms, Grade 7, Individualized Instruction, Interactive Video, Junior High Schools, Limited English Speaking, Local Area Networks, *Microcomputers, *Multimedia Instruction, School Business Relationship, Science Instruction, Special Education, Student Attitudes, Videotape Re cordings Identifiers—*Hueneme School District CA, *Smart Classroom The staff of the Hueneme School District, working in partnership with GTE California, Inc., developed a “Smart-Classroom," a high-technology seventh-grade science class facility which integrates personal computers, interactive laser disk video programs, closed circuit television, VHS programs, satellite down links, local area networking, and phone modems. One hundred ninety-two students, including students from the gifted and talented program,
ED 313 005 IR 014 046 Johnson, Jenny K., Ed. Masters Curricula in Educational Communications and Technology: A Descriptive Directory. Third Edition. Association for Educational Communications and Technology, Washington, D.C. Report No.-ISBN-0-89240-059-5 Pub Date—May 89 Note—416p.; For the 1981 edition, see ED 205 168. Available from Association for Educational Com munications and Technology, 1126 16th Street NW, Washington, DC 20036.
special education program, and limited English proficient students, were enrolled in the Smart-Classroom. The use of technology in the classroom enabled these students to progress through lessons at their own pace, thereby maximizing student achievement, which is the main goal of the program. At the end of each unit, criterion-referenced computer tests were given to determine if content objectives had been mastered. Any objectives missed were automatically retaught by the software program and tested again. This individualized approach enabled students to master the objectives at their own speed. One area of improvement was in the students' attitudes toward learning. Students started at their appropriate level and progressed at their own speed. As they experienced success, they gained confidence in themselves. They realized they could progress as far and as fast as they wished, and were eager to accept new challenges. (Blueprints of first and second generation Smart-Classrooms are appended.) (Author/GL) ED 313 008 IR 014 049 Belcher, Duane M. Smith, Stephen D. Psychology on Computers: Simulations, Experi ments and Projects. Pub Date-[88] Note-6p. Pub Type- Reports - Descriptive (141) EDRS Price - NF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction, Computer Simulation, Data Collection, Experiments, Higher Education, *Instructional Materials, *Multimedia Instruction, *Psychology, Questionnaires, Reading Materials, *Research Design, Sampling, Statistics, Surveys, Undergrad uate Students Identifiers-Parapsychology PSYCOM is a unique mixed media package which combines high interest projects on the computer with a written text of expository material. It goes beyond most computer-assisted instruction which emphasizes drill and practice and testing of knowledge. A project might consist of a simulation or an actual experiment, or it might be a demonstration, a psychological test, a questionnaire, a survey, or a poll. All projects are run on the computer. Through using PSYCOM, relatively unsophisticated students can collect, analyze, and discuss the data within the context of science. The details of computer programming, experimental design, and statistics are submerged, and the psychology student has a chance to learn first hand about psychological processes with maximum involvement. Selected project applications using PSYCOM are described, including: (1) an extra-sensory perception (ESP) experiment in precognition; (2) a poll on the 55 mile-per-hour speed limit; (3) "The Strategy Game,” which examines the effect of the internal-external attitude dimension on the use of available information for forming a strategy; and (4) “Learning a Novel Task,” which examines issues related to the rate of knowledge acquisition. (GL)
tural Organization, Paris (France). Pub Date-Sep 87 Note-260p. Pub Type— Collected Works - Proceedings (021) — Opinion Papers (120) — Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Developing Nations, * Distance Edu cation, Educational Technology, Foreign Countries, Higher Education, *International Co operation Identifiers-Deakin University (Australia) These proceedings of a Unesco conference on higher-level distance education begin with an overview of the topic by the Unesco Secretariat which covers: (1) distance education in different contexts; (2) new technological aspects of distance education; (3) an assessment of distance education as related to specific aspects of higher education; (4) higher level distance education networks; (5) cooperation in higher level distance education; and (6) objectives of the Unesco action plan. Two background papers dealing with world trends in higher distance education, opportunities for international cooperation, and media in distance education are included. Fifteen papers on distance education in the world are then presented, offering a range of views from 14 countries: Algeria, Australia, Cameroon, Canada, Costa Rica, Fiji, France, East Germany, Jordan, Nigeria, Thailand, the Soviet Union, Venezuela, and the United Kingdom. Six papers on developments in distance education at Deakin University (Australia) complete the collection. Biographical notes on contributors are included. (MES) ED 313 011 IR 014 058 Lathrop, Ann, Ed. The 1988-89 Educational Software Preview Guide. Educational Software Evaluation Consortium, Menlo Park, CA. Spons Agency-California State Dept. of Educa tion, Sacramento. Report No.-ISBN-0-8011-0749-0 Pub Date—88 Note-74p.; Developed by the Consortium at the California Software Evaluation Forum (Menlo Park, CA, May 9-12, 1988). For the 1986 preview guide, see ED 273 262; for a related curriculum guide, see IR 014 059. Available from Publications Sales, California State Department of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($2.00 plus sales tax for California residents). Pub Type-Guides - Non-Classroom (055) - Ref erence Materials - Directories/Catalogs (132) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Computer Assisted Instruction, *Courseware, Elementary Secondary Education, Instructional Material Evaluation, *Microcomputers This guide contains a list of commercially available microcomputer software programs for instructional use in preschool through grade 12 that has been favorably reviewed by the Educational Software Evaluation Consortium, which represents 29 organizations involved in computer education throughout North America. Only commercially available software is included. The guide is intended for use by educators to locate programs they may want to preview to determine its suitability for their instructional programs and students. Titles are listed under the following curriculum areas: art; business education; computers; electronic periodicals; health; instructional tools; keyboarding; language arts; library media skills; mathematics; music; preschool/early childhood; problem solving/logic; science; social science; tests and testing; vocational education/industrial arts; and world languages. Each entry includes the title, publisher, computer type(s), instructional modes, rating, grade levels, price, and a brief annotation. Titles are also listed alphabetically. A list of consortium participants and a directory of publishers are included. (MES)
Video Clearinghouse. For related preview guides, see ED 273 262 and IR 014 058. Available from-Publication Sales, California State Department of Education P.O. Box 271, Sacramento, CA 95802-0271 ($3.50 plus sales tax for California residents). Pub Type— Guides - Classroom - Teacher (052) – Book/Product Reviews (072) — Reference Mate rials - Directories/Catalogs (132) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Art Education, Computer Assisted Instruction, Computer Software Reviews, *Courseware, *Critical Thinking, *Educational Objectives, Elementary Secondary Education, Language Arts, Mathematics Instruction, Microcomputers, Science Instruction, Second Language Instruction, Social Studies, *Videotape Recordings Identifiers—*California, *Instructional Video This resource guide lists 47 computer software and 29 instructional video programs recommended for use in grades K through 12 to help teachers achieve the learning objectives set forth by their school districts and the State of California. Programs are organized in six curriculum areas: foreign language, history-social science, language arts, mathematics, science, and visual and performing arts. Most entries for software list the source, rating, grade level, focus, description/major objectives, program type (word processing, simulation, creative tool, etc.), support materials, equipment, price, copyright date, teacher preparation time/ease of use, implementation ideas, and classroom setting. Most instructional video entries list the producer, rating, grade level, length, copyright date, focus, description/major objectives, evaluation, support materials, and implementation ideas. Some entries for both types of media also list relevant objectives from the California curriculum under the following headings: setting/course, objectives, critical thinking (clarifying issues, judging/using information, and drawing conclusions), study/basic skills, values/beliefs, and social skills. A directory of publishers/producers and an alphabetical list of programs are included. This update is designed as a supplement to the original guides and the 1987 updates. (MES)
ED 313 009 IR 014 056 Schlenker, Richard M. Using Appleworks To Format Data Disks for Use with the Apple IIGS Computer. First Edition. Pub Date—[88] Note—15p.; For other titles in this series, see ED 305 087 and ED 304 090. Pub Type- Guides - Classroom - Learner (051) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Software, *Floppy Disks, *Microcomputers Identifiers-Apple IIGS, Apple Works, *Disk For matting This step-by-step guide to using Apple Works V2.0 to format data disks for use with the Apple IIGS computer, includes program loading, selecting other activities, selecting a different disk or drive, selecting Disk 1, disk formatting, volume naming, using Disk 1 (Slot 6), formatting, using screen directions, exiting the format option, escaping the other activities option, and information storage. Twelve sample screen displays are included to illustrate the steps. (MES) ED 313 010 IR 014 057 Higher Level Distance Education. Perspectives for International Cooperation and New Developments in Technology. Proceedings of the Unesco International Consultation on High Level Distance Education (Geelong, Victoria, Australia, September 6-11, 1987). United Nations Educational, Scientific, and Cul
ED 313 013 IR 014 060 Conley, Donna No System? No Software! Pub Date-89 Note-18p. Journal Cit_Setting the Pace. Official Journal of the Illinois Adult Educator's Association; v4 n1 p32-48 1989 Pub Type-Guides - Non-Classroom (055) — Jour nal Articles (080) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Education, Bibliographic Utili ties, *Cataloging, Computer Assisted Instruction, *Courseware, Definitions, Evaluation Criteria, *Facility Inventory, Filing, *Learning Resources Centers, Library Acquisition, Media Specialists, Microcomputers, Subject Index Terms Identifiers-Anglo American Cataloging Rules 2, *OCLC, *Software Evaluation Noting that the computer software cataloging system at the media center of the Washington (Illinois) Center for Continuing Education is essentially a card catalog in notebook form, this article describes aspects of the development and utilization of the system. Major sections describe: (1) software cataloging system terminology; (2) steps for collecting software, including criteria for evaluating instructional software for purchase; (3) collection of data about the software; (4) organization of records in the file; and (5) storage, manipulation, and transmittal of data and software. The first of five addenda describes books and articles released by the Online Computer Library Center (OCLC) which provide guidelines for coding and tagging bibliographic records for entry into the OCLC database. Information on joining an OCLC user group is included. The second addendum presents factors to consider in establishing a media center; the third provides guidelines for evaluating instructional software; the fourth lists the fields included as bibliographic data on a record; and the fifth lists procedures for the acquisition, organization, storage, transmittal, and manipulation of nonbook materials. (GL)
ED 313 012 IR 014 059 Technology in the Curriculum. Resource Guide 1988 Update. A Guide to the Instructional Use of Computers and Video in K-12. Spons Agency-California State Dept. of Educa tion, Sacramento. Report No.—ISBN-0-8011-0754-7 Pub Date—88 Note—81p.; Produced by the California Software Clearinghouse and the California Instructional
ED 313 014 IR 014 062 Richardson, Linda B., Comp. And Others Selecting, Evaluating and Creating Policies for
ED 313 017 IR 014 067 Chute, Alan G. Shatzer, Linda S. Designing for International Teletraining. Pub Date-May 89 Note—7p.; Paper published in International Tele conference Association 1989 Yearbook, May 1989. For a related report, see IR 014 068. Pub Type- Guides - Non-Classroom (055) — Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cultural Awareness, Cultural Con text, * Distance Education, Global Approach, Information Technology, *Instructional Design, Instructional Development, Job Training, *Tele communications, *Teleconferencing Identifiers-Audiographics, Audio Teletraining, Hofstede (Geert), Video Teletraining The ability to bridge together geographically-distant populations for training is made possible through teletraining, a human performance system which integrates telecommunications into the planning, design, and delivery of training programs. Typically, teletraining uses standard telephone lines or digital communication services to provide interactive audio, audio-graphic, and video programs that are viewed at all locations on the teleconference. (As few as two locations and as many as 100-plus locations have participated in international teleconferences.) The value of saving the cost of travel time increases its appeal, and linking experts to learners globally has many benefits. However, a successful teletraining experience requires appropriate awareness of cultural differences and instructional design strategies, as well as adequate preparation for the technical support required to deliver the course. Audio teletraining, audiographic teletraining, and video teletraining are described, the advantages and disadvantages of each are discussed, and guidelines for the design and development of teletraining programs are provided. Cultural considerations in designing international distance education environments, based on Geert Hofstede's model, are also considered. A description of an international teletraining program, which was held as part of the 1988 convention of the Association of European Correspondence Schools in Istanbul, Turkey, concludes the paper. (5 references) (GL)
ED 313 019 IR 014 069 Instructional TV & Audio Resources, 1989-90. ITV Brings the World into Our Classroom. South Carolina State Dept. of Education, Columbia. Office of Instructional Technology. Pub Date-89 Note-319p.; For a related curriculum guide, see IR 014 071. Pub Type- Reference Materials - Directories/Cat alogs (132) — Reports - Descriptive (141) EDRS Price - MF01/PC13 Plus Postage. Descriptors—*Audiotape Recordings, *Basic Skills, Catalogs, *Educational Television, Elementary Secondary Education Programing , (Broadcast), *Television Curriculum Identifiers—*South Carolina Educational Televi sion This catalog of instructional television and audio resources includes: (1) an alphabetical listing of available television programs; (2) instructional television schedules for both open circuit and closed circuit networks; (3) an instructional television curriculum overview; (4) lists of district-operated distribution centers; (5) information on consultants and field technical services; (6) a Basic Skills Assessment Program reference table; (7) a listing of new and revised resources for 1989-90; and (8) a listing of instructional audio materials classified by grade level with instructions for acquiring duplicates of programs. The main body of the catalog, a listing of available television programs, is categorized by the following subject areas: language arts; foreign language; mathematics; science and environmental studies; social studies; art; music; physical education, health and safety; vocational and career education; and computer education. Information on each program includes title, recommended grade level, running length and number of lessons, a description of program content, a statement on restrictions for program use, and, for programs that address basic skills development, a statement of how the program can be integrated into the Basic Skills Assessment Program. An order form is included for requesting additional copies of the catalog. (GL)
Computer-Based Resources in the Behavioral Sciences and Education. Pub Date—26 Jun 89 Note-14p.; Collection of conference handouts from the American Library Association/Association of College and Research Libraries Education and Behavioral Sciences Section, Dallas, TX, June 26, 1989. Pub Type— Reference Materials - Bibliographies (131) – Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Libraries, Computer Soft ware, *Evaluation Criteria, Higher Education, * Library Material Selection, Microcomputers, Online Systems, *Optical Data Disks, *Reference Materials, Reference Services This collection includes four handouts: (1) “Selection Critria Considerations for Computer-Based Resources” (Linda B. Richardson); (2) "Software Collection Policies in Academic Libraries” (a 24-item bibliography, Jane W. Johnson); (3) "Circulation and Security of Software” (a 19-item bibliography, Sara Elizabeth Williams); and (4) "Bibliography of Published Review and Selection Sources for Optical Disk and Computer Resources” (51 items, Kim Banks). A questionnaire for conference participants to rate the quality and relevancy of the presentation is also included. (MES) ED 313 015 IR 014 065 Grandbastien, Monique Morinet-Lambert, Josette The Teaching and Learning Environment SAIDA: Some Features and Lessons. Pub Date—2 Mar 89 Note-8p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction, Computer Science Education, Computer System Design,_ *Expert Systems, Foreign countries, Higher Education, Instructional Design, Problem Solving, *Programing Identifiers-France, *Intelligent Tutoring Systems Written in ADA language, SAIDA, a Help System for Data Implementation, is an experimental teaching and learning environment which uses artificial intelligence techniques to teach a computer science course on abstract data representations. The application domain is teaching advanced programming concepts which have not received much attention from developers of intelligent tutoring systems, such as data abstraction and efficient implementation choices. The first part of the paper explains why a knowledge base approach is particularly suitable for this domain and briefly describes the architecture of the system. Part two presents a typology of the system's users and outlines the various SAIDA functions provided for each kind of user. The third part describes the importance of a meaningful structure of the knowledge domain and discusses several issues which emerge from the construction of knowledge bases for educational purposes. (5 references) (GL) ED 313 016 IR 014 066 Wilson, Tom Who Designs What, for Whom, Why and How? Some Preliminary Thoughts on Instructional Design and Educational Ideologies. Pub Date-Mar 89 Note-30p.; Paper presented at the Annual Confer ence of the American Educational Research Association (San Francisco, CA, March 27-31, 1989). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Cultural Education, Educational Objectives, Educational Philosophy, Educational Theories, *Ideology, *Instructional Design, *Progressive Education, *Romanticism Identifiers—*Critical Theory The meaning of instructional design is explored as it relates to four ideological aims of education: The Cultural Transmission; The Romantic; The Progressive; and The Critical. Definitions of “instructional design" and "ideology" are first presented, and the four ideologies are briefly described. A heuristic (in matrix format) is then presented to indicate the relationship of instructional design to each of the ideologies in terms of who designs, what is designed, for whom it is intended, why do it, and how it should be done. It is argued that the use of instructional design is ethically justified only if it meets certain criteria most associated with the critical position. (GL)
ED 313 018 IR 014 068 Chute, Alan G. Balthazar, Lee B. An Overview of Research and Development Projects at the AT&T National Teletraining Center. American Telephone and Telegraph Co., Cincin nati, OH. National Teletraining Center. Pub Date—Sep 88 Note-17p.; For a related paper, see IR 014 067. Pub Type-- Information Analyses (070) - Reports Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administration, *Cost Effectiveness, Curriculum Development, * Distance Education, Information Technology, Instructional Design, *Instructional Effectiveness, Job Training, Professional Development, Research and Development Centers, Student Attitudes, *Technology Trans fer, *Teleconferencing Identifiers—* American Telephone and Telegraph Company, Audiographics, Audio Teleconferencing, Video Teleconferencing Research and development projects at the AT&T (American Telephone and Telegraph Company) National Teletraining Center (NTC) are geared toward increasing understanding of the various psychological, sociological, ergonomic, and environmental factors involved in teletraining, and toward improving the ability to manage the distance learning environment effectively. This paper presents a retrospective look at five years of learning from teletraining, with an emphasis on student learning outcomes and on what distance educators have learned about the design and management of teletraining systems. Included are: (1) a description of teletraining and research projects at the NTC; (2) a definition of teletraining; (3) a discussion of the instructional effectiveness of the medium, including reviews of studies on students' achievement outcomes, acceptance of teletraining, and expectations; (4) a cost-benefit analysis of the medium; (5) an outline of course and curriculum development activities of the NTC; (6) a list of instructor competencies required for teletraining; (7) descriptions of media attributes; and (8) system implementation guidelines. Future research directions are discussed.
ED 313 020 IR 014 070 Staff Development Resources, 1989-90. ITV Con nection. South Carolina Spate Dept. of Education, Columbia. Office of Instructional Technology. Pub Date—89 Note-163p. Pub Type- Reference Materials - Directories/Cat alogs (132) - Reports - Descriptive (141) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Administrators, Audiotape Record ings, Catalogs, *Educational Television, Elementary Secondary Education, *Faculty Development, Guides, Inservice Education, Orientation Materials, *Programing (Broadcast), *Staff Development Identifiers——*South Carolina Educational Televi sion This staff development resource guide includes listings of television and radio broadcasts categorized by topical emphasis. Television program topics include: administration; adult education; arts; career education; certificate-renewal credit courses; college credit courses; computer education and new technology; custodial training; early childhood education; education of the handicapped; food services; guidance; health, physical education and safety; human relations; individually guided education; instructional television and audio utilization; language arts; library/media center; mathematics education; music education; parent education; science; social studies; teacher certification; teaching techniques; television production techniques; testing programs; vocational education; and youth at risk. Radio program topics are: administration; adult education; arts; classroom management; discipline; early childhood education; education of the handicapped; environmental education; gifted and talented; health; human relations; library/media center; parent education; social studies; teaching techniques; and youth at risk. A broadcast schedule and information on running time is provided for each program, along with a brief description of program content. The guide also includes information on district-operated distribution centers and procedures for obtaining audiotapes of radio broadcasts from the South Carolina Department of Education's Audio-Visual Library. A form for requesting additional copies of the resource guide is also included. (GL) ED 313 021
IR 014 071 ITV Resources in the Defined Minimum Program. 1989-90 Curriculum Guide. South Carolina State Dept. of Education, Columbia. Office of Instructional Technology. Pub Date-89 Note--55p.; For the 1988-89 edition, see ED 301 164; for a related resource guide, see IR 014 069. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Administrators, *Basic Skills, Com petency Based Education, Curriculum Development, Curriculum Enrichment, Educational Television, Elementary Secondary Education, *Minimum Competencies, Programing (Broadcast), *Resource Units, State Curriculum Guides, *Television Curriculum Identifiers-Basic Skills Assessment Program, *South Carolina Educational Television This curriculum guide is intended for use by superintendents, district directors of instruction, curriculum writers, principals, and teachers in identifying instructional resources that will aid their schools in meeting specific requirements of the Defined Minimum Program and objectives of the Basic Skills Assessment Program. It also aids in the selection of those resources that will help classroom teachers meet learning needs identified by curriculum consultants of the Department of Education to be of significant concern in South Carolina schools. A listing of program titles by skill area-reading, writing, mathematics, and science-indicates the continuing objectives of the programs as they relate to the Basic Skills Assessment Program. The main body of the catalog provides descriptions of programs for the following subjects: language arts; foreign language; mathematics; environmental studies; art; fine arts; music; drama and dance; physical education, health and safety; driver education; substance abuse; guidance; career education; business education; home economics; trades and industrial education; computer education; and education for the handicapped. The descriptions are grouped by grade level (elementary, middle-junior high, and secondary) and are matched to curriculum needs. An order form is included for requesting additional copies of the guide. (GL) ED 313 022 IR 014 072 Epple, Margie Operational Overview and Procedures Manual of the Rutgers University Library Annex Storage Facility. Rutgers, The State Univ., New Brunswick, N.J. Univ. Libraries. Pub Date-89 Note-15p. Pub Type-- Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cataloging, College Libraries, Guidelines, Higher Education, Indexing, Information Services, *Library Administration, *Library Collections, Library Facilities, *Library Material Selection, Library Personnel, Library Services, Library Technical Processes The Rutgers University Library's Annex, a compact library storage facility opened in 1982, is designed to house approximately one-half million volumes of varying sizes, including monographs, serials, and containerized items in permanent storage boxes. By using the high density, economical storage at the annex for little-used library materials, space is made available in the university's library buildings for more frequently used materials. Even though materials have been relocated to the annex they continue to be available for either on-site patron use or more commonly, for delivery to another university library. This procedures manual describes the physical layout of the building, stack organization, the cataloging system used in the annex, selection criteria for materials to be stored at the annex, circulation policies, and patron facilities and services. (GL)
Descriptors—*Computer Assisted Instruction, Courseware, *Curriculum Development, Elementary Education, Foreign Countries, *Instructional Improvement, Microcomputers, *Technology Transfer Identifiers-Australia Observations in Australian classrooms suggest that for most teachers the content and method of curriculum has changed little as a result of the proliferation of new information technologies. In many instances there has been considerable resistance and reluctance to embrace the use of new technologies to support the teaching and learning process. This paper addresses issues related to the appropriateness of computer-based learning experiences in terms of a curriculum agenda for elementary schools. It presents a case for viewing computers as children's personal information handling tools to facilitate control of their learning environments and to enhance the process of learning, and argues that developing an alternative perspective on the role of computers in schools begins with viewing the computer as a tool to support children's learning efforts within traditional curriculum areas. This requires software that is both generic (known as application, productivity, or tool software) and content specific. (GL) ED 313 024 IR 014 077 Zollman, Alan And Others Effects of Computer-Assisted Instruction on Read ing and Mathematics Achievement of Chapter 1 Students. Pub Date-31 May 89 Note-19p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction, Courseware, Disabilities, Elementary Education, *Individualized Instruction, *Instructional Effectiveness, *Intermode Differences, *Mathematics Achievement, Pretests Posttests, *Reading Achievement Identifiers—*Education Consolidation Improve ment Act Chapter 1, Metropolitan Achievement Tests Two parallel studies were conducted to determine whether students' achievement in reading and/or mathematics would be affected by the use of Education Systems Corporation (ESC) Software for Chapter 1 students. Students in the experimental groups used the software twice a week during a period of one school year, with 561 Chapter 1 students in grades 2 through 6 taking part in the reading study, and 420 students in grades 4 through 6 participating in the mathematics study. Approximately one-half of the students included in the reading study also participated in the mathematics study. The Metropolitan Achievement Test (MAT) Mathematics and Reading Surveys were administered using a pretest posttest design to determine any differences between the control group and the experimental group in each study. An analysis of the MAT Reading Survey and MAT Mathematics Survey results showed statistically significant positive gains for the Chapter 1 students who worked with the ESC software, and that these gains were significantly greater than those of students in the control group. (12 references) (GL) ED 313 025 IR 014 079 Hale, Robert And Others Electronic Learning. Connecticut Association of Secondary Schools, Hamden. Pub Date—Sep 88 Note—26p. Pub Type- Reports - Descriptive (141) - Guides Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Administrators, *Databases, * Dis tance Education, Elementary Secondary Education, Equal Education, *Information Retrieval, Interactive Video, Media Specialists, *Online Searching, Program Descriptions, *Telecommu nications Identifiers—DIALOG, Dow Jones News Service, EINSTEIN (Online Service), Interactive Audio, Interactive Television, Wilsearch The Connecticut Association of Secondary Schools has worked with the Elementary and Middle School Principals Association of Connecticut, the State Department of Education, and the Connecticut Principals' Academy to bring to the awareness of administrators throughout the state new developments in electronics technology that have
significance for educators. Four efforts to offer one-day conferences have failed because of insufficient enrollment. This two-part monograph presents much of the information that the conference was intended to present. Focusing on distance education, the first part provides background information on the delivery method and descriptions of distance education projects throughout the state, including the application of specific technologies, i.e., interactive video, interactive audio, and interactive television. The second part, which addresses online data retrieval skills, focuses on four different online services that are currently in use in some Connecticut schools: Dow Jones News Service, DIALOG, WILSEARCH, and EINSTEIN. Names and addresses of contact persons in selected schools and addresses of the online database service companies are appended. (GL) ED 313 026 IR 014 080 Naidu, Som Faculty Involvement in Instructional Materials Development for Distance Study at the Univer sity of the South Pacific. Pub Date— [87] Note-16p. Journal Cit-Distance Education; v8 n2 p176-89 1987 Pub Type-- Journal Articles (080) - Reports - Re search (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cooperative Planning, *Distance Education, Foreign countries, Instructional Design, Instructional Development, *Material Development, Questionnaires, *Services, *Teacher Attitudes, Teamwork, Time Management Identifiers—*University of the South Pacific (Fiji) As a regional institution serving the needs of ií different island nations of the South West Pacific, the University of the South Pacific (USP) is, along with its on-campus face-to-face teaching activity, deeply committed to and reliant on distance study methods. Both of these activities at the university are the principal responsibility of a single body of teaching staff. This investigation, through the means of a structured questionnaire, studied the involvement of members of the university's teaching staff in instructional materials development for distance study. It inquired into the time they spent on such activity, their levels of satisfaction with the materials they produced, their preferences with regard to teaching and instructional materials development strategies, and their views on how the process of instructional development at the university could be improved. Responses revealed a rather unsatisfactory picture with requests for more time for materials development, better coordination and planning, greater consultation among colleagues, and adequate support services in instructional materials development for distance study. There was concern and consensus about the need for instructional materials developers to be adequately familiar with the USP region and the students for whom the materials are intended. Some respondents suggested that course writers, prior to developing instructional materials, be allowed to spend time in the region becoming familiar with the local learning context. Among the less frequently mentioned suggestions was that prospective course writers be sent abroad for short-term training courses in distance education and instructional materials development for distance teaching. (Author/GL) ED 313 027 IR 014 081 A Legal Guide for the Software Developer. Minnesota Small Business Assistance Office, St. Paul. Spons Agency-North Carolina Univ., Chapel Hill. Commission on Higher Education Facilities. Pub Date-Sep 88 Note-57p.; A collaborative effort of the Minnesota Small Business Assistance Office and Merchant, Gould, Smith, Edell, Welter & Schmidt, P.A. Available from-Minnesota Small Business Assist ance Office, 900 American Center Building, 150 East Kellogg Blvd., St. Paul, MN 55101 (free while supply lasts). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Computer Software, *Copyrights, *Intellectual Property, *Legal Responsibility, *Patents Identifiers—*Software Development This booklet has been prepared to familiarize the inventor, creator, or developer of a new computer software product or software invention with the ba
ED 313 023 IR 014 074 Elliott, Alison Computers and Curriculum: Productive Partner ships in Learning. Pub Date—Jul 89 Note-5p.; Paper presented at the Curriculum '89 Conference (Canberra, Australia, July 1989). Pub Type- Opinion Papers (120) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Page 12
and ability level, and attention is given to the special needs student in the classroom. (4 references) (GL)
tory This study compared the effectiveness of computer simulation with that of traditional videotaped role playing in a helping skills course for nurses. Subjects were 78 nursing students at the University of Minnesota's School of Nursing who enrolled in a helping relationships course during either the winter or spring quarter of 1987. During each quarter, two instructors offered two sections each of the helping relationships course. Within each combination of quarter, instructor, and section, students were randomly assigned to receive either videotaped role play followed by the computer simulated roleplay, or the computer simulation followed by the videotaped role play. This resulted in a 2x2x2x2 generalized randomized block design. Students were tested at three time points while they counseled a coached client: after the didactic portion of the course, after the first role play, and after both role plays. Audio recordings of each testing session were made. After the third test, the tapes were given in random order to an external rater who was certified to use the Helping Skills Verbal Response Inventory (HSVRS) by its authors. The dependent variables were 6 of the 10 available rating categories on the HSVRS: (1) affect; (2) content; (3) open questions; (4) closed questions; (5) advice; and (6) influence. A 2x2x2x2 multivariate analysis of variance (MANOVA) was carried out separately on each set of gain scores. The video role play was found to be somewhat more effective than the computer simulation in the development of helping skills. This advantage, however, is dependent upon the skill of the instructor who provides the videotape feedback. (30 references) (GL)
sic legal issues involved in developing, protecting, and distributing the software in the United States. Basic types of software protection and related legal matters are discussed in detail, including patent protection, copyright protection, trade secret protection, protective legends, trademark protection, acquisition of rights in software, and distribution of software. An example is provided to illustrate the application of these basic types of protection and related legal matters to the development of a hypothetical spreadsheet software product. (GL) ED 313 028 IR 014 082 Hodgson, Vivien, Ed. And Others Open Learning in the Community. A Collection of Conference Papers (Lancaster, England, March 1988). Cumbria Education Dept., Carlisle (England). Pub Date—88 Note-99p.; Uneven type density/small print may affect legibility. Pub Type— Collected Works - Proceedings (021) Opinion Papers (120) - Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Access to Education, Administrator Education, * Adult Education, Bureaucracy, *Community Education, *Community Relations, Continuing Education, * Distance Education, *Education Work Relationship, Foreign Countries, Information Technology, Job Training, *Open Education, Refugees, Secondary Educa tion, Staff Development Identifiers—*United Kingdom The 18 papers presented at the conference reported in this document are grouped into four major sections. The first section, on the nature of open learning, includes “How Open Is Open Learning?” (H. Temple); "Open Learning and Community” (I. Cunningham); "Are We Really Open-With our Learners and Ourselves?” (W. J. K. Davies); “Cross-Cultural Differences in the Perceptions of Open and Distance Learning in Britain and France" (D. Osborne and G. Lee); “The Production and Distribution of Knowledge through Open and Distance Learning” (S. Fox); and "Open to Question: Opportunities in Adult Basic Education” (J. Sanders). Papers in the second section, which considers open learning in the workplace, are: "A Paradox? Open Learning in a Bureaucracy” (S. Rose and R. Parker); “Open Learning within the Community of the Workplace" (M. Benwell and P. Hughes); "The Role of an External Support Centre in Supporting In-Company Learning Initiatives" (P. Critten); “Using Open Learning To Aid Management Development in the National Health Service” (D. Fisher and J. Durose); and "Increasing the Openness of Learning at Work” (R. Snell). The third section contains the following papers on open learning in practice: “Facilitation in Learner-Centred Programmes: A Self-Managed Learning Perspective on Co-Set Advising" (J. Cooper and A. Mailer); “Preparing a Study Guide to a Course Text Book” (A. Baker); “The Open University and Open Learning” (M. Richardson); "The Open University/Manpower Services Commission Community ProgrammeBarefoot Educators?" (A. Ballard); "The Education of Refugees in Africa: The Role of Open and Distance Learning” (T. Dodds); “Embedding Open Learning in Public Sector Further Education" (C. McAllister); and “Replan Open Learning Enterprise (ROLE): West Cumbria" (D. Dunstan). A list of contributors to the conference is appended. (GL) ED 313 029 IR 014 083 Miller-Jacobs, Sandy A Process Approach to Writing with a Computer. Pub Date-[87] Note-6p. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Computer Assisted Instruction, Com puter Software, Editing, Elementary Secondary Education, Prewriting, Special Education, *Word Processing, *Writing Instruction, *Writing Skills Identifiers—*Process Approach The word processor helps teachers to use the process approach to writing. In using the word processor, the teacher can create tasks on the computer to assist students during each step of the writing process, i.e., prewriting or idea processing, drafting or writing, revising/rewriting or editing, and the publishing process or communicating. Ideas presented for using the word processor for each of these tasks can be adapted to match the student's age, interests,
ED 313 030 IR 014 084 Hill, James R. A Software Defined Integrated T1 Digital Net work for Voice, Data and Video. Pub Date-[89] Note-9p.; Paper presented at the Annual Meeting of the American Association for Community and Junior Colleges (Washington, DC, March 29April 1, 1989). Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price · MF01/PC01 Plus Postage. Descriptors—Community Colleges, Cost Effective ness, * Distance Education, Educational Planning, *Information Networks, Information Technology, Office Automation, Program Descriptions, *Telecommunications, *Teleconferencing, Tele courses, Two Year Colleges Identifiers—*Dallas County Community College District TX The Dallas County Community College District developed and implemented a strategic plan for communications that utilizes a county-wide integrated network to carry voice, data, and video information to nine locations within the district. The network, which was installed and operational by March 1987, utilizes microwave, fiber optics, digital cross connect and T1 technology to provide the first software-defined educational network to merge all three technologies into one common digital pipeline. The plan included provisions for planning and installation of new digital switches for voice, a packet switched-wide area network for data, and compressed video codes for video teleconferencing and instruction. This report describes: (1) the development of the strategic plan; (2) the technology procurement process; (3) the process of planning for installation; and (4) the installation and implementation events. (Author/GL) ED 313 031 IR 014 085 Abreu, Jose Luis And Others Software Tools: EPICUR. Pub Date—[88] Note-9p. Pub Type - Computer Programs (101) – - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Authoring Aids (Programing), *Computer Assisted Instruction, Computer System Design, *Courseware, Elementary Secondary Education, Instructional Design, Programing Languages EPICUR (Integrated Programing Environment for the Development of Educational Software) is a set of programming modules ranging from low level interfaces to high level algorithms aimed at the development of computer-assisted instruction (CAI) applications. The emphasis is on user-friendly interfaces and on multiplying productivity without loss of quality. EPICUR has been designed and developed using modern techniques of software engineering. Version 2.0 of EPICUR is being implemented in JP1 TopSpeed Modula-2 and in Turbo Pascal 5.0, under the MS-DOS operating system. It is noted that many of EPICUR's tools are general enough to be used by a wide range of programmers. This paper describes the features of EPICUR and provides two examples to illustrate the procedures for producing basic graphics and text. The paper concludes with a description of ELECTRA, an application of EPICUR in which the basic idea is to establish relations between objects. (Author/GL) ED 313 032 IR 014 086 Hummel, Thomas J. Batty, Carol M. A Comparison of Computer Simulation and Video-Taped Roleplays as Instructional Methods in the Teaching of Specific Interviewing Skills. Pub Date—Mar 89 Note—22p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (San Francisco, CA, March 27-31, 1989). Pub Type— Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Instruction, *Computer Simulation, *Counseling Techniques, *Intermode Differences, Multivariate Analysis, Nursing Education, Pretests Posttests, *Role Playing, *Videotape Recordings Identifiers-Helping Skills Verbal Response Inven
ED 313 033 IR 014 087 Sanders, William V. CAI and CMI Methods for Teaching Business Statistics Using COMPENSTAT. Pub Date—[Mar 88] Note-11p. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Analysis of Variance, Business Administration Education, Business Education Teachers, *Computer Assisted Instruction, *Computer Managed Instruction, *Computer Software, Correlation, Higher Education, Regression (Statistics), *Statistical Analysis, *Student Evaluation COMPENSTAT, a menu-driven statistical program for IBM-compatible microcomputers, has two distinct versions: instructional and computational. The instructional version can be used by instructors as a classroom resource, and the computational version is used directly by students to calculate answers to problems. The software package is primarily used as an assignment generating and problem solving tool. Each student in a class is assigned unique data for a problem type. Since all data sets generate different answers, students can help each other learn but cannot simply copy answers. The instructor is not burdened with extra work, since each student's assignment is followed by a personalized answer key on which the student's answer is computed. An answer sheet is even provided to organize students' responses for easy checking. This paper provides instructions for using the menu-driven features of COMPENSTAT in a business statistics course including diagrams of the menu options, which facilitate building, viewing, or modifying data sets; generating individualized assignments for students in a class; and performing statistical calculations (e.g., frequency distributions, descriptive statistics, probability distributions, confidence intervals, hy. pothesis testing, chi-square and ANOVA, index numbers, regression and correlation, and nonparametric statistics). Examples of a COMPENSTAT answer sheet and statistical problems on regression, correlation, and ANOVA are also provided. (GL)
ED 313 034 IR 014 088 Norton, Robert E. Stammen, Ronald M. Using Computer Conferencing Techniques To Maximize Student Learning. Pub Date—Jun 89 Note—14p.; Paper presented at the Mid-America Individualized Instruction Conference (Ames, IA, June 11-14, 1989). Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Curriculum Development, *Dis tance Education, Instructional Materials, Pilot Projects, Postsecondary Education, Staff Develbrary Service for the Blind and Physically Handicapped are also listed, along with an address for ordering. (MES)
opment, *Teleconferencing, Vocational Educa tion, Workshops Identifiers—*Consortium Develop Professional Materials Voc Educ The Consortium for the Development of Professional Materials for Vocational Education at Ohio State University was organized in 1978 for the purpose of developing high-quality curriculum materials for training leadership personnel in vocational and technical education in the United States, and to pilot test and demonstrate new instructional delivery technologies and strategies. The pilot project described in this report was developed at the Center on Education and Training for Employment in Columbus, Ohio, and is being field tested in Arkansas, Florida, and Pennsylvania (member states of the consortium). This report includes: (1) a brief introduction which provides background information on computer conferencing and the development of the pilot project; (2) a discussion of how computer conferencing works; (3) brief descriptions of the adaptation of computer conferencing from business to higher education and the stages of the pilot project, i.e., general orientation, coordinating the work of other units from within the Ohio State University, and monitoring the pilot testing; and (4) descriptions of a computer conferencing workshop and staff development program developed by the consortium for use in training others. Names and addresses of project sponsors and vendors and a "map" of computer conferencing procedures are appended. (8 references) (GL)
Note--116p. Pub Type- Reports - Evaluative (142) Tests/Questionnaires (160) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Federal Programs, * Library Services, * Prison Libraries, Program Evaluation, Questionnaires, *Workshops This final report of the National Institute on Library Service to Jail Populations begins with a discussion of project implementation related to objectives and procedures, the project planning committee, publicity and promotion, and other significant features and activities. The impact of the project and possible future activities are considered. The evaluator's report, which includes the following areas, is then presented: project objectives; a pre-questionnaire sent to institute participants; program content/workshop design; follow-up questionnaires; and recommendations for future activities. Appended materials, which make up the greater part of this report, include: (1) a directory of institute participants; (2) a directory of trainers and resource people; (3) a copy of the institute program; (4) a directory of institute exhibitors; (5) public relations materials and activities; (6) a directory of planning committee members; (7) preliminary information on applicants, training objectives, training design, and participant selection criteria; (8) an advisory group directory; (9) evaluation forms; (10) a plan of service form; and (11) the table of contents of "Workshops for Jail Library Service: A Planning Manual." (MES)
ED 313 035 IR 052 834 Hawkins, Nancye, Ed. Teaching Information Skills. Victoria Education Dept. (Australia). Report No.-ISBN-0-7306-0907-3 Pub Date-87 Note-31p. Available from Saint Prahran School Support Centre, 226 Dandenong Road, East Kilda, PO Box 88, Balaclava 3183, Australia. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Course Integrated Library Instruc tion, *Curriculum Development, Elementary Secondary Education, Foreign countries, *Library Skills, Notetaking, *Research Skills, Teaching Methods Identifiers-Australia, *Information Skills This booklet provides a framework within which information skills may be taught. Four broad categories of information skills-identifying and locating information sources, information intake, organizing information, and communicating information-are described. The development of an information skills policy which includes a sequential list of specific skills, allocation of teaching of skills to particular staff, and guidelines on assignments is discussed. Four common approaches to the teaching of information skills (the formal-unrelated, formal-related, functional-incidental, and integrated approaches) are summarized. A guide for teaching information skills which includes nine questions to be considered in completing an information search is presented and related to the four categories of information skills. Each of the nine steps is then explained in more depth. Detailed strategies for teaching the following particular skills are suggested: (1) extracting information from library materials; (2) writing an assignment; (3) report writing using data charts; and (4) using print materials in a school library. Four references are listed, and a chart of a six-stage sequence for the development of the following 16 specific information skills is appended: following instructions, formulating questions, locating information, extracting information from visual sources, extracting information from aural sources, using personal experiences, sequencing, classifying, key words, main idea, detailing/verifying, skimming/scanning, summarizing, considering alternatives, drawing conclusions, and predicting outcomes. (MES)
ED 313 037 IR 052 938 Miko, Chris Libraries in Transition: Institutional Issues. Pub Date- (Mar 85] Note-8p.; Paper presented at the Annual Meeting of the Michigan Academy of Science, Arts, & Letters (89th, East Lansing, MI, March 22-23, 1985). Pub Type- Opinion Papers (120) Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Libraries, *Database Management Systems, *Library Automation, * Library Circulation, Library Expenditures, Library Instruction, Library Personnel, *Library Planning, *Library Technical Processes, Online Catalogs Computers have had a tremendous impact on library services as automation has affected every aspect of library activity. Automated systems may be viewed as either internal, intermediate, or external, and different factors must be considered in planning for various types of systems. Internal systems, which are used only by library personnel, handle serials management and acquisitions. The main considerations involved in implementing them are funding for the system and the training of library personnel. Intermediate systems are more visible to the public than internal systems, and include the circulation system and cataloging. Major considerations in implementing this type of system are the same as for internal systems, with such additional factors as patron instruction and system promotion. External systems involve groups from outside the library (e.g., patrons), and include reference services and library collections. Considerations for implementing this type of system involve the same factors as internal and intermediate systems, but also encompass issues of cooperative planning with the library, faculty, and students, because the success of external systems pivots around some form of consensus among the affected parties. (SD) ED 313 038 IR 052 939 Nussbaum, Ruth, Comp. Library and Information Services to Persons with Disabilities. Reference Bibliography No. 89-1. Library of Congress, Washington, D.C. National Li brary Service for the Blind and Physically Handicapped. Pub Date-Jun 89 Note-15p. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Annotated Bibliographies, Disabilities, * Library Services This annotated bibliography lists 51 items that are of national interest and reflect contemporary programs and practices in library and information services to individuals with disabilities. Most books and articles cited have been published since 1983. Other bibliographies and reference circulars available from the Library of Congress's National Li
ED 313 039 IR 052 940 Anderson, Elaine And Others Online Information Retrieval. Teaching Electronic Access in the Curriculum. Wisconsin Educational Media Association, Madi son. Pub Date—89 Note-124p. Available from—Wisconsin Educational Media As sociation, 5406 Whitcomb Drive, Madison, WI 53711 (1-5 copies, $15.00 each, prepaid). Pub Type-- Guides - Classroom - Learner (051) Document Not Available from EDRS. Descriptors—* Access to Information, *Curriculum Development, * Databases, Elementary Secondary Education, *Information Systems, Learning Resources Centers, Media Specialists, *Online Searching, School Libraries, *Search Strategies, Telecommunications The electronic information access skills outlined in this guide for teachers and library media specialists expand the online searching skills discussed in the previous Wisconsin Educational Media Association handbook, and further delineate skill development in this crucial area. This publication is designed to serve as a broad planning and implementation guide for the establishment of an electronic information access instructional program and/or service in a school setting. After a short introduction to electronic access skills, separate chapters discuss the concept of databases as the foundation of electronic communication and supply specific information about going online. It is noted that, although the text is primarily targeted for teachers and media specialists, many portions may be appropriate for developing program proposals or inservice activities for teachers, administrators, and board members. Eight appendixes provide additional information on online searching and samples of forms and worksheets, and resource lists include books, journal articles, video and slide resources, computer software, newsletters, and selected journals. Eight pages of masters for overhead projector transparencies are also provided. (SD) ED 313 040 IR 052 941 Media Center. Pub Date—Jul 89 Note-11p. Pub Type-- Guides - Non-Classroom (055) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cooperative Programs, Course Inte- grated Library Instruction, Curriculum Development, *Learning Resources Centers, Library Services, *Media Specialists, Policy, School Libraries, *Teacher Orientation, Users (Information) This report describes a program proposed by a library media specialist at the Titusville (New York) Middle School to encourage the use of the media center by teachers. The media specialist recognized that, although she spent a great deal of time and effort thoroughly orienting and instructing student patrons, no formal mechanism existed for familiarizing teacher patrons who would particularly profit from it, e.g., a teacher reassigned to this school from another building or a recent college graduate. The media specialist identified several benefits of introducing teaching staff to the library, including the facilitation of cooperative curriculum planning, and general promotion of use of the library. The professional literature was consulted to explore methods for orienting other adult users in libraries; it was determined that the most effective program would allow new staff members to learn about the library over an extended time period while adjusting to their new situation. The program would be activated after a meeting in which the following policies and processes were discussed: interlibrary loan; circulation and reserve; recommending, budgeting, ordering, and processing materials; use of community resource people and libraries; joint classroom-library planning and teaching; and study hall procedures. Follow-up discussions and program evaluation, felt to be necessary to ensure future success, are also planned. A map of the library to be handed out at the initial meeting and an agenda for such a meeting are appended. (7 references) (SD)
ED 313 036 IR 052 838 House, Connie National Institute on Library Service to Jail Populations. Final Report. Association of Specialized and Cooperative Library Agencies, Chicago, IL. Technologies (ED), Washington, DC. Pub Date—Aug 80 Grant-G007900216
ployees; a sample chapter on horticulture; and an exercise and answer sheet from an assignment involving the use of “Horticultural Abstracts.” (Author/SD)
terms and a list of suggested readings. (SD) ED 313 043 IR 052 945 Collection Development Policy: Government Pub lications and Maps Department, Federal Deposi tory Collection (Excluding Maps). Miami Univ., Coral Gables, FL. Otto G. Richter Library. Pub Date-24 Oct 88 Note-10p. Pub Type-- Legal/Legislative/Regulatory Materi als (090) - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Libraries, * Administrative Policy, *Depository Libraries, *Government Publications, Higher Education, *Library Collection Development, Library Material Selection, Library Services, Maps, Position Papers, User Needs (Information) The collection and service policy of the federal depository collection at the University of Miami in Florida is designed to address the needs of the university, business, agricultural, legal, and medical communities, as well as the needs of citizens in the 19th Congressional District. Circulation, online searching, and reference/information services are available to anyone, and the selection of depository items is coordinated with other area depositories in southeast Florida. The collection policy focuses on research needs, although the needs of the community outside the university are also considered. As appropriate, depository items are distributed among several university libraries to meet the needs of the clientele (e.g., the Law Library); however, serial runs and series are generally not split up. Special attention is given to the treatment and preservation of maps, an integral part of the collection. The library maintains a fund to replace publications deemed lost, and its policy encourages the replacement of paper materials with microform or machine readable information whenever possible, both as a preservation measure and to conserve space. The collection intensity levels-"Comprehensive,” “Selective,” “Limited,” or “Not Selected"-are listed for various types of materials by format and agency, and by Superintendent of Documents classification numbers (SuDocs) and issuing agency. (SD)
ED 313 041 IR 052 942 Compton, Mary L. A Study of the Information Resources and Library Services Used by Doctoral Students in Science Education at the University of Georgia. Pub Date—89 Note-134p.; Masters Thesis, University of Geor gia. Pub Type— Dissertations/Theses - Masters Theses (042) — Reports - Research (143) — Tests/Ques tionnaires (160) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Bibliographic Utilities, *Doctoral Programs, *Graduate Students, *Information Retrieval, *Library Services, Questionnaires, *Research Skills, Research Tools, *Science Education, Users (Information), Use Studies A questionnaire was distributed to a population of science education doctoral students to collect data about the role of the library in providing information resources needed by doctoral students in science education (both Ed.D. and Ph.D.) at the University of Georgia. Doctoral students were selected for the study because they will eventually teach potential scientists and science educators and perform research in science education, and will probably be the heavist library users in their discipline with the exception of the faculty. Knowledge about how and where to locate the information they require for research and instruction is essential for them to competently perform their role as educators. It was found that the student group: (1) relied primarily on manual searches of indexes and abstracts, journals, and citations; (2) used traditional print materials extensively (i.e., books, periodicals, and textbooks); (3) obtained materials directly from the library, rather than using alternate methods such as interlibrary loan, with the most frequently used alternative method being borrowing from faculty or colleagues; (4) thought that an online catalog would have been useful to them when writing their dissertations; and (5) used very similar strategies for identifying and obtaining information during their coursework and the dissertation phases. A copy of the questionnaire and sample correspondence with the participants are appended. The text contains 48 tables. (27 references) (SD) ED 313 042 IR 052 944 Moore, Cathy Bulletin Boards for Libraries. How Bulletin Boards Work and How You Can Set One Up in Your Library. New Tech Report 5.0. Council of Wisconsin Libraries, Madison. Pub Date—88 Note-64p.; A product of the New Technologies Information Series project. Pub Type— Guides - General (050) Reports Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Community Information Services, Computer Software Reviews, * Electronic Mail, *Information Networks, Interactive Video, Interlibrary Loans, Microcomputers, Public Libraries, *Telecommunications This report describes library applications of electronic bulletin board systems (BBS), i.e., telecommunications software designed to receive incoming calls from other computer systems. It begins by explaining the basics of a BBS; describing a typical configuration, i.e., a microcomputer and a modem connected to standard phone line bulletin board software; and providing a step-by-step example of an exchange of information using a BBS. The advantages of sending information via a BBS rather than over telefacsimile are then discussed, together with the differences between a BBS and an electronic mail system. Special features of the BBS are described, including public announcements stored in text files, help screens, expert and novice modes, security features, conferences, and message threading. The advantages of a multitasking program are discussed, and useful applications of a BBS in a library are suggested, including interlibrary loans, answering reference questions, and providing public bulletin boards to announce library activities or to attract professionals to the library with current information about microcomputers. Specific instructions for setting up a BBS are followed by some advice on making use of the system once it is set up. Annotated listings of BBS software programs, microcomputer-based electronic mail programs, and programs that create interlibrary loan requests for transmission are included, as well as a glossary of
ED 313 045 IR 052 947 Directory of Historical Curriculum Collections. American Library Association, Chicago, Ill.; Asso ciation of Coll. and Research Libraries, Chicago, IL. Education and Behavioral Sciences Section. Pub Date—88 Note—58p.; Questionnaire not in copy received by ERIC. Available from-CBN University Library, Virginia Beach, VA 23464-9875 ($7.00 prepaid). Pub Type- Reference Materials - Directories/Cat alogs (132) - Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Academic Libraries, *Archives, *Curriculum Guides, Databases, *Educational History, Elementary Secondary Education, Library Associations, *Library Collections, Library Networks, Questionnaires, *Reading Materials, *Textbooks For years librarians discarded historical curriculum collections because they were not current, and because the libraries did not have adequate space to store them. Therefore, records of trends in subject content taught to generations of children and young people from kindergarten through grade 12 were unwittingly destroyed. In response to this problem, the Curriculum Materials Committee and the Problems of Access and Control of Education Materials Committee (both part of the American Library Association's Educational and Behavioral Sciences Section) appointed an ad hoc subcommittee to record who was maintaining historical curriculum collections. A survey was devised and mailed out in the winter of 1987 to approximately 85 locations appearing to have such collections. This directory includes those respondents (the vast majority of whom represent college and university libraries and archives) with collections dated prior to 1961. Children's literature is not included because other directories effectively cover that area. The 50 entries are arranged alphabetically under the 17 states represented and Canada. Each entry includes: (1) the institution's address, telephone number, contact person, and hours of operation; (2) a description of the collection; (3) database listings; (4) the classification system in use; (5) a summary of items actively sought and collected; (6) preservation practices; and (7) whether informational brochures are available. À cross reference index is provided. (SD) ED 313 046 IR 052 949 Nitecki, Andre Functions of Library Classification. Pub Date—88 Note-11p. Pub Type-- Reports - Descriptive (141) - Reports Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Access to Information, *Biblio graphic Records, *Cataloging, Citation Analysis, *Classification, Comparative Analysis, Foreign Countries, Indexing, Information Retrieval, Li brary Collections Identifiers-Europe, North America This discussion of the nature of classification schemes and their functions focuses on the differing classification systems of North American and European-type libraries. The functions are bibliothecal, bibliographical, and cognitive. The bibliothecal function concerns the physical location of items within a library (e.g., the Dewey Decimal and the Library of Congress systems). Its efficiency and effectiveness depend most on: (1) diversity of forms, age of materials, user levels, and size of the collection; and (2) the flexibility, size, and layout of the physical library quarters. The bibliographical function attempts to organize the knowledge and information contained within any given document. Its success depends not on the physical quarters or diversity of library materials, but on the user's educational sophistication, academic or informational needs, and cultural, philosophical, and political background. The cognitive function addresses the assessment of relationships, interrelationships, connections, interconnections, associations, approximation, and relevance to describe the complete identity of items and facilitate retrieval of information. This function involves the formulation of subject descriptors, organizing the descriptors, and
ED 313 044 IR 052 946 Ellsbury, Susan H. And Others Cooperative Project To Develop a Database of Discipline-Specific Workbook Exercises for Agricultural and Biological Engineering, Entomol ogy, and Biological Sciences Courses. Pub Date—26 Jun 89 Note-10p.; Paper presented at the American Li brary Association Poster Session (Dallas, TX, June 26, 1989). Pub Type- Reports - Descriptive (141) Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Libraries, *Bibliographic Databases, Bibliographic Utilities, Higher Education, Indexes, *Library Instruction, Library Materials, *Reference Materials, *Research Tools, *Scientific and Technical Information A two-part text, “Science Resources: A SelfPaced Instructional Workbook,” was designed to provide science students at Mississippi State University with: (1) instruction on basic library usage and reference tools common to most scientific disciplines; (2) materials adapted to specific disciplines; and (3) services available to them from the university library system in their major area of study. The latter includes flexible materials with a choice of chapters covering basic and specialized reference services adaptable to instruction in diverse scientific disciplines at undergraduate, graduate, and postgraduate levels. Each of the initial chapters in the workbook consists of explanatory material followed by exercises that require use of library resources. Each exercise was produced in 10 to 20 versions to ensure that students complete them independently. Each chapter was originally developed as typewritten copy and photo-duplicated for use in biology classes. However, expanded usage to other classes and for employee training necessitated computerization of the workbook with the aid of an optical scanner. The system now consists of a database of chapters that can be easily revised, expanded, and independently selected in consultation with science faculty for inclusion in discipline-specific workbooks. This report provides a description of the program; an outline of the workbook; lists of specialized chapters designed for horticulture, entomology, and physical and biological sciences students and em
assisting the interrogation (searching) of files. It is concluded that one classification system cannot incorporate all three functions, yet libraries should combine at least two of the functions to improve the organization and retrieval of information. (Author/SD)
ED 313 047 IR 052 950 Huang, Samuel T. The Changing Role of Reference Librarians in Modern Academic Libraries. Pub Date—[89] Note-12p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Libraries, Budgeting, *Competence, Higher Education, *Librarians, *Library Automation, Library Role, Online Catalogs, *Online Systems, Optical Data Disks, Professional Continuing Education, *Reference Services, Users (Information) The role of academic reference librarians is taking new shape with the continuous development of library technologies. In addition to their traditional bibliographical, academic, and personal competencies, librarians also have to possess technological expertise in order to gain access to automated library processes both for themselves, and for providing individual and group online and CD-ROM instruction. Additionally, because of their daily contact with patrons, librarians can aid in determining user and community needs, thereby helping to establish budget priorities for building library resources and managing staffing. Administrative decisions about automation are also increasingly being made by reference librarians. Continuing education is recommended for all reference librarians to maintain current knowledge of library information and resource issues. It is also suggested that librarians should play a proactive role in requesting financial support for continuing education, and that they should strive to keep communication lines open with administrators so that they can be informed and can inform the administrators of new systems, technologies, and programs. (6 references) (SD)
Descriptors-Hearing Impairments, Library Net works, *Library Planning, *Library Services, Library Surveys, *Physical Disabilities, *Public Libraries, Questionnaires, State Libraries, User Needs (Information), *Visual Impairments Identifiers-National Library Services for the Blind A survey was conducted in 1979 to determine the state of public library service to physically handicapped persons (persons with visual, hearing, or mobility impairments). Usable returns were received from: (1) 398 public libraries that serve populations of more than 25,000 and are not network libraries of the Library of Congress National Library Service (NLS) for the Blind and Physically Handicapped; (2) 84 NLS network libraries that are also part of public libraries; (3) 44 state libraries; and (4) members of the American Council of the Blind. Analyses of the responses indicated that, while public library service to hearing impaired persons appeared to be in greatest need of improvement, public library resources, services, and facilities for visually and mobility impaired persons should also be improved. Specific recommendations include greater involvement of handicapped persons-the actual potential users of the service-in the planning and evaluation of the library service, training of the library staff in special resources and services available to handicapped persons, and having a staff member be responsible for coordinating library services to this group at the building and system levels. Six appendixes, which make up more than half of the report, contain sample letters and questionnaires sent to libraries, statistical data, and a background paper on library and information services. (18 references) (Author/SD)
ED 313 048 IR 052 951 Russell, Thyra K. In-Process Items on LCS. Pub Date—[89] Note-8p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Libraries, Computer Software Reviews, *Library Acquisition, Library Automation, *Library Circulation, Library Expenditures, *Management Information Systems, Online Sys tems Identifiers—*Library Computer System Morris Library at Southern Illinois University computerized its technical processes using the Library Computer System (LCS), which was implemented in the library to streamline order processing by: (1) providing up-to-date online files to track in-process items; (2) encouraging quick, efficient accessing of information; (3) reducing manual files; and (4) assisting with and order preparation. It functions primarily as a circulation system, providing short bibliographic records (i.e., main entry, title, place of publication, and date) and complete holdings and circulation information for all titles. Programs are written in a detailed language similar to PL/1 and BASIC, and are executed in SUPERWYLBUR, an interactive operating system that allows for the submission of batch jobs as well as interactive macros or programs. Although LCS does not provide many features of a truly automated system (e.g., order presentation, invoice processing, voucher preparation, and fund accounting), it does have advantages over manual files. Examples are shown of "make.orders” and “print.slips” programs used to keep track of and print ordering records of approval titles. (SD) ED 313 049 IR 052 952 Dahl, Katherine One Chance in Eighty: Access to the Alternative Press Index. Pub Date-[89] Note-15p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Libraries, Higher Educa tion, *Indexes, Interviews, Liberalism, *Library Collection Development, Library Schools, Library Standards, Library Surveys, * Periodicals,
Public Libraries, *Resource Materials, School Libraries, Secondary Education, Special Libraries Identifiers—* Alternative Press Index, Controversial Topics, Library Bill of Rights A librarian at the Western Illinois University Library examined a list of the approximately 380 current subscribers to the Alternative Press Index (API), which has been the only access point to most periodicals on the political left since its beginning in 1969, in order to see who and what kinds of libraries receive the index. The Library Bill of Rights-which advocates the provision of library resources reflecting all points of view on current and historical issues-is cited as a standard for the inclusion of API as part of library collections, and the results of an analysis of the subscriber list and telephone interviews with a number of API subscribers are presented. The findings indicate that approximately 1 in 80 public, academic, school, and special libraries in the United States subscribe to API. Colleges and universities are the biggest subscribers (1 in 18), and 41 of the 53 U.S. American Library Association-accredited library schools subscribe to it. Approximately 1 in 200 public libraries also subscribes to the index, although three states have no library of any kind that subscribes to API. Brief reports of conversations with librarians from several public libraries, as well as libraries from public universities and private and community colleges, private and public high schools, and organizations that receive the API, indicate that they subscribe to API because of its coverage of such topics as women's and minority studies, controversial issues, counterespionage, terrorism, and political happenings. (SD) ED 313 050 IR 052 953 Ellingson, Jo Ann Problems of the 1980's: The New Influx of Immi grants: Policy Questions for the 1990's. Pub Date—[89] Note-23p. Pub Type - Opinion Papers (120) — Reports - De scriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingual Education, Bilingual In structional Materials, Elementary Secondary Education, Federal Aid, *Immigrants, Library Collection Development, *Library Services, *Non English Speaking, *Public Libraries, *Pub lic Schools, State Aid, Transitional Programs Identifiers-Library Services and Construction Act Focusing on Chicago (Illinois), this report describes the magnitude of issues related to the education of non-English-speaking immigrants, and presents an overview of both the learning resource materials available to support bilingual education in the Chicago School System and the availability of materials in foreign languages in the Chicago Public Library. The premise being explored is that perhaps the school system is not adequately supporting bilingual programs and that the subsequent burden is falling on the public library. The overview of the school system includes a table summarizing the number of transitional bilingual programs-which are designed to provide students with the opportunity to learn in their native languages and at their own level of cognitive skill to prevent them from lagging in school performance while learning English-in each of 18 language groups at the high school and K-8 levels in the Chicago area. The addresses and telephone numbers of four multilingual education resource and information centers are also provided. Following the overview is an analysis of federal grant proposals (Library Services Reconstruction Act-LSCA) submitted by the Chicago Public Library over a 3-year period dealing with bilingual and multilingual programs. Finally, this study identifies some of the policy questions that face school, academic, and public libraries confronted with the challenge of serving disparate populations of patrons. (12 references) (SD) ED 313 051 IR 052 958 Jahoda, Gerald Needham, William L. The Current State of Public Library Service to Physically Handicapped Persons. Final Report. Florida State Univ., Tallahassee. School of Library Science. Spons Agency-Office of Education (DHEW), Washington, D.C. Pub Date—Jun 80 Grant—G007801807 Note-151p. Pub Type- Reports - Research (143) Tests/ Questionnaires (160) EDRS Price - MF01/PC07 Plus Postage.
ED 313 052 IR 052 959 Cline, Hugh F Sinnott, Loraine T. The Impact of Automation on Libraries. Final Report. Educational Testing Service, Princeton, N.J. Spons Agency-Department of Education, Wash ington, DC. Pub Date—Sep 80 Grant—6007801813 Note-11p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Academic Libraries, *Bibliographic Utilities, Cataloging, Comparative Analysis, Information Processing, Library Acquisition, *Library Administration, *Library `Automation, Library Circulation, *Library Planning, Library Research, Reference Services This project examined a series of alternative policies for the management and funding of university libraries as they adopt and adapt to various information science technologies to accomplish the functions of acquisitions, cataloging, circulation, and reference services. Comparative case studies were completed at the University of Chicago, Northwestern University, Stanford University, and the University of Washington. Interviews were conducted with 216 university librarians and administrators during 84 days of fieldwork. Data reporting on the impact of automation were analyzed in four organizational dimensions: structure, fiscal, information, and personnel. Policy implications of this research were explored for three major areas: future governance structures of university libraries and resource sharing consortia; continuous structural and functional change resulting from automation; and emergent new forms of organization in university libraries. (Author/SD) ED 313 053 IR 052 960 Alexander, Janice E. Markuson, Barbara Evans A Network Approach to Non-Print Media Catalog ing for Schools: A Report of an Indiana Department of Public Instruction and Indiana Cooperative Library Services Authority (INCOLSA) Project Using the OCLC System. Final Report. Indiana Cooperative Library Services Authority, In dianapolis. Spons Agency-Office of Libraries and Learning Technologies (ED), Washington, DC. Pub Date—Mar 81 Grant-G0078085130 Note-55p. Pub Type- Reports - Descriptive (141) — Reports - Evaluative (142) - Tests/Questionnaires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Bibliographic Utilities, *Cataloging, Elementary Secondary Education, *Information Networks, *Learning Resources Centers, *Lito other groups who require simple, systematic entry into the technology. Nine sections of colored handouts are appended, including a CD-ROM evaluation form. (16 references) (SD)
ED 313 055 IR 052 962 Brown, Gerald R. The Challenge for Change in School Libraries: After “Guidelines,” What Next? Pub Date-Jun 89 Note—22p.; Paper presented at the Annual Confer ence of the Canadian Library Association (44th, Edmonton, Alberta, Canada, June 22-25, 1989). Pub Type- Guides Non-Classroom (055) Opinion Papers (120) — Speeches/Meeting Pa
brary Automation, Library Standards, Media Specialists, *Nonprint Media, *Online Searching, Public Libraries Identifiers—MARC, *OCLC This report describes a demonstration of cooperative cataloging of nonprint media in a network environment. The project was jointly managed by the Indiana Department of Public Instruction and the Indiana Cooperative Library Services Authority (INCOLSA), a state-wide multi-type library network. Staff at large school library media centers in Indiana were trained to catalog nonprint media to national standards including full Library of Congress MARC tagging. They were, in effect, decentralized cataloging nodes in the OCLC system, with INCOLSA staff doing database searches and actual catalog card production. Of 7,495 titles cataloged, a hit rate of 70% was obtained and 1,240 original cataloging records were added to the OCLC database. A decentralized, standardized approach to nonprint media cataloging was judged satisfactory by participants. Participants judged that the project had significantly increased their knowledge and skills in cataloging and MARC standards for nonprint media. The project led to five large school corporations converting to online network operation. Project recommendations include: increased school/network denionstrations, adoption of national standards for cataloging nonprint media by school library media centers, and the need for a feasibility study of a producer/manufacturer/distributor bibliographic control center to input cataloging data directly to the OCLC database. Analyses of data are displayed in six tables, and a sample workform, a production statistics form, a copy of the project evaluation questionnaire, and a report on a conference on critical issues in network development are included. (Author/SD)
EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Change Strategies, *Cooperative Programs, Course Integrated Library Instruction, Elementary Secondary Education, Foreign Countries, *Guidelines, *Learning Resources Centers, Library Associations, Library Planning, *Library Role, Models, Policy Formation, School Libraries Identifiers—Canada, *Information Power This paper examines “Information Power: Guidelines for School Library Media” (“ Guidelines”), a key document published by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) that proposes changes in school library media development in the United States and Canada. The "Guidelines” is analyzed with emphasis on how the basic principles can and should be applied to Canadian situations. Topics discussed are: (1) the “Guidelines” mission statement and specific challenges brought about by this mission; (2) the issue of program development-i.e., the school library media program being fully integrated into the schools' overall curricula-and the concept of “partners”-i.e., a cooperative and collaborative planning model; and (3) the three-fold role of the library media specialist as information specialist, as teacher, and as instructional consultant. It is recommended that Canadian institutions consider the capacity-performance model (i.e., the capacity to meet institutional/educational needs and the ability to perform at a level appropriate to the institution and its members), which requires an exploration of vision and values, and which strives to renew an institution's vitality. A chronology of guidelines documents and other landmarks across the decades in the United Stated and Canada is included, as well as provincial documentation for reference purposes. (SD)
ED 313 057 IR 053 153 Krekeler, Nancy A. Stonehill, Robert M. Thomas, Robert L. ERIC Annual Report-1988. Summarizing the Ac complishments of the Educational Resources Information Center. Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Sep 89 Note—42p.; Volume 2, which was intended to cover trends and issues within each ERIC clearinghouse's scope area, was canceled for 1988. For the 1987 report, see ED 301 192-193. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Bibliographic Databases, *Clearing houses, * Documentation, *Educational Research, *Information Centers, Information Dissemination, *Information Retrieval, *Information Ser vices, Microfiche Identifiers—*ERIC This is the second in a series of annual reports summarizing the activities and accomplishments of the Educational Resources Information Center (ERIC) program, which is funded and managed by the Office of Educational Resources and Improvement in the U.S. Department of Education. The report begins by presenting background information on ERIC's information services and products, its structure, and the components of the system. The functions and accomplishments of the 16 ERIC Clearinghouses are then described, including database building activities, outreach activities (including ERIC Partners), user services, and publications. Highlights of projects and products of the individual clearinghouses conclude this section. ERIC Processing and Reference Facility activities are also described, including the ERICSTAT Project, ERIC Digests Online, and automation of the Acquisitions Data Report. A brief description of the functions of the ERIC Document Reproduction Service (EDRS) is provided next, followed by a list of the 10 most popular ERIC documents ordered from EDRS during the year. The report concludes with descriptions of other ERIC system initiatives undertaken during the year, which include an assessment of the coverage of CIJE (Current Index to Journals in Education); several ERIC system components working with InterED-a group representing education indexes in Australia, Canada, and the United Kingdom-to develop a cluster of educational databases called ERIC International; the initiation of a competition for ACCESS ERIC, a new outreach component for the system; and highlights of the work of several ERIC Task Forces. Appended are six tables of data on the ERIC system and a directory of ERIC system components. (BBM)
ED 313 054 IR 052 961 Childers, Thomas Krauser, Cheri Public Library Information and Referral Project, Phase II. Final Report. Drexel Univ., Philadelphia, Pa. Graduate School of Library Science. Spons Agency-Office of Libraries and Learning Technologies (ED), Washington, DC. Pub Date—Jun 81 Grant-G007900362 Note—278p.; For Phase I, see ED 310 775. Pub Type- Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC12 Plus Postage. Descriptors—*Community Information Services, Delivery Systems, Information Dissemination, *Library Services, Library Surveys, Needs Assessment, Outreach Programs, * Public Libraries, Questionnaires, Reference Services, *Referral, User Needs (Information), *User Satisfaction (Information) This study is the second of a two-phase survey of public library information and referral (I&R) service. In this phase, seven public libraries offering I&R services were studied in depth to provide descriptions of their operations, organizational factors, and the reactions of their users. Organizational factors and operations were studied through available documents (relatively few) and interviews with 14 to 21 persons at each site. User reaction to I&R was studied by way of short user interviews conducted by the libraries' staffs after instruction by the study team. Sites were chosen to illustrate a mix of organizational configurations of the I&R service, of resource file formats (microform, cards, and computerized), of urban-suburban-rural settings, and of the I&R service role. In addition to the descriptions of seven instances of library-based I&R, general observations are offered, and include the following: (1) most I&R service consists of information provision, as opposed to actual referral; (2) computerization itself is not the absolute determinant of the nature of the service delivered; (3) commitment of top management and the magnitude of library resources deployed for I&R seem to be major determinants of the success of the I&R innovation; (4) I&R users include a relatively even mix of regular, infrequent, and non-users of the library; (5) the library is not often the place of first resort for people with I&R needs; (6) clients range demographically from lower socioeconomic through upper socioeconomic strata; (7) the promotion of I&R invariably increases the volume of traditional reference queries; and (8) staff seem to be generally positive toward I&R although often not in agreement as to what it consists of Questionnaires and supporting data are appended. (Author/SD)
ED 313 056 IR 052 965 Carlson, Greg Pontau, Donna Z. An Academic Library Workshop for Instructing Students with Learning Disabilities To Use CD-ROM Databases. San Jose Community Coll. District, Calif. Pub Date-[Apr 89) Note—42p.; Some appended materials on colored paper may not reproduce clearly. Pub Type— Reports - Descriptive (141) — Reports - Research (143) — Tests/Questionnaires (160) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Academic Libraries, Cooperative Programs, Databases, Higher Education, *Information Retrieval, *Instructional Design, *Learning Disabilities, *Library Instruction, Linking Agents, Multimedia Instruction, *Optical Data Disks, Users (Information), *Workshops Identifiers—ERIC, Silver Platter Information Inc This report discusses a workshop conducted by the library of San Jose State University to instruct eight students with learning disabilities (SLD) in the use of CD-ROM databases. The workshop contributors believed that CD-ROM databases could simplify research paper and homework assignments for such students. The 5-month workshop sought not only to entice these students into the library to receive tailored library instruction, but also to strengthen the bonds between the library and the campus learning disabilities staff. Because sequencing was a problem for this group, the workshop was broken into constituent parts, which incorporated the steps necessary to formulate, implement, view, and print out search results on the ERIC CD-ROM database from Silver Platter. The accompanying instructional materials (e.g., handouts and overhead projections) were color-coded; this was particularly helpful to students with certain perceptual disorders for whom reading high contrast print materials (i.e., black and white) would be difficult. The workshop achieved its objectives of establishing better contact with both the target group and the learning disabilities support staff. It is suggested that this workshop could serve as a model for bibliographic instruction
ED 313 058 JC 890 460 Andrews, Douglas M. The Visual & Performing Arts in Florida's Commu nity Colleges. Pub Date—89 Note—45p.; Graduate seminar paper, University of Florida. Pub Type - Information Analyses (070) — Reports - Descriptive (141) — Dissertations/Theses - Un determined (040) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Articulation (Education), Commu nity Colleges, Equal Education, Equipment Evaluation, General Education, *Program Effectiveness, *Program Evaluation, Student Evaluation, Tables (Data), *Theater Arts, Two Year Colleges, *Visual Arts Identifiers—*Florida Developed with the purpose of conducting a statewide program review of dance, theatre, music, and plastic arts programs in Florida's community colleges, this paper provides an overview of the program review process used in the state, a review of the literature on performing and visual arts in two-year colleges, and an analysis of findings. Introductory information on the review process identifies several issues that were the focus of the evaluation, including secondary and university articulation, Page 13
transfer student performance at the upper-division level, instructional facilities and equipment, advisement and counseling, and equal access/equal opportunity. After listing the steps involved in the statewide review process, the paper presents a literature review, covering the history and scope of fine and performing arts instruction at two-year colleges, fine arts and the transfer function, arts in community education and community services, vocational arts, and general education. Several conclusions drawn from the literature are highlighted, including: (1) with the exception of general education, the fine arts play a role in most institutional missions, including transfer, occupation job preparation, and community services; (2) some educators believe that many community colleges may not be properly staffed or equipped to prepare students for upper-division baccalaureate studies in the arts; and (3) many community colleges, especially in rural areas, are highly regarded as community arts centers. Finally, the paper summarizes testimony presented at site hearings and results of a survey of community colleges regarding the quality of equipment in various arts programs; the adequacy of film, video, and print collections in college libraries; the use of computers for arts programming; articulation with high schools and universities; community cultural activities, and access and opportunity. (ÍMC) ED 313 059 JC 890 535 Harper, Jane Lively, Madeleine Strategies for Proficiency in Second Language Acquisition: Tarrant County Junior College, Northeast Campus. Final Project Evaluation Report, 1989. Tarrant County Junior Coll., Hurst, Tex. Northeast Campus. Pub Date—89 Note51p. Pub Type - Reports - Evaluative (142) Tests/Questionnaires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Classroom Techniques, *College School Cooperation, Community Colleges, Educational Innovation, High Schools, Inservice Teacher Education, Instructional Materials, *Language Teachers, Oral Language, Program Descriptions, Program Evaluation, Secondary School Teachers, *Second Language Instruction, *Speech Communication, Teacher Effectiveness, *Teacher Workshops, *Teaching Methods, Two Year Colleges In response to the needs of teachers for assistance in developing second language speaking and instructional skills, Tarrant County Junior College, Northeast Campus, designed a series of 10 16-hour workshops for teachers of foreign languages for summer 1989. The “Strategies for Proficiency Workshops" were intended primarily as in-service training for secondary foreign language teachers and secondarily as retraining for secondary teachers who specialized in areas other than languages, but who would be teaching languages during the coming year. The workshops focused on improving oral proficiency, confidence in speaking, instructional skills, test development, and such innovative techniques as teaching higher order thinking skills, creative evaluation techniques, visual-based curricula, computer-assisted materials design, and the Color Connection system of materials development. Participants were recruited through personally addressed letters sent to all foreign language teachers in the Dallas/Fort Worth area and to all participants in prior workshops. A special effort was made to recruit and admit minority teachers throughout Texas. Evaluation of the workshops involved a comparison of pre- and post-test self-assessment questionnaires and in-class observations of a sampling of teachers during the following fall term. Participants in both French and Spanish language workshops perceived gains in both their speaking and understanding abilities and their instructional skills. Evaluation materials are appended. (AYC)
Descriptors—*College Faculty, Community Col leges, *Faculty Publishing, Teacher Attitudes, *Teacher Motivation, Two Year Colleges, Writing for Publication An analysis of 10 journal articles written by community college instructors revealed marked similarities in the authors' topics, writing styles, basic assumptions, data sources, and motivations to write. The authors focused their writing on curricular matters within their academic fields, using general teacher journals and teacher journals in specific academic areas as their primary sources. The instructors' choice of topics may have been influenced by the following factors: (1) the classroom is the domain of the instructor; (2) instructors teach because they truly enjoy it; (3) publishing an article on classroom instruction may serve as an outlet for communicating teaching methods and ideas to colleagues; (4) satisfaction comes from knowing that ideas are valued by peers; (5) writing about instruction is a possible way to limit curricular decisionmaking to the realm of the instructor; (6) instructors may have been encouraged by administrators to write about their classroom approaches to improve the prestige of their community college; and (7) educational journals actively solicit paper submissions. By writing, the well-integrated instructor may be attempting to fill a void in his/her professional life, break free from the established dichotomy between research and instruction, or avoid professional stagnation. (VVC) ED 313 061 JC 890 539 Frydenberg, Jia Community College Institutional Research: What, Why, and How? Pub Date-89 Note-36p.; Graduate seminar paper, University of California, Los Angeles. Pub Type- Reports - Descriptive (141) - Disser tations/Theses - Undetermined (040) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Community Colleges, *Institutional Research, Research Design, *Research Methodology, *Research Needs, Research Utilization, *Self Evaluation (Groups), Two Year Colleges An analysis is provided of institutional research conducted by community colleges in an effort to draw conclusions about appropriate standards for different types of studies. The paper focuses on four categories of research: (1) research conducted to fulfill external reporting requirements and to influence policy at state and federal levels; (2) formative research on institutional efficiency as measured by teacher-student a full-time/part-time faculty ratios, institutional effectiveness or educational outcomes, community needs assessments, and faculty/staff evaluations; (3) research to inform decisionmaking for program development and change; and (4) studies conducted to improve public relations and marketing research. Guidelines are presented as standards for good institutional research, underscoring the importance of following acceptable sampling, statistical, definitional, and evaluative procedures, and of ensuring that research is timely and has practical applications. The final section of the paper analyzes six research reports; a program report on student retention by Gainesville College Georgia; and five California projects. These are: a marketing survey conducted by the Coast Community College District, a community needs asessment by Cerritos Community College, characteristics conducted by the San Francisco Community College District. (AYC) ED 313 062 JC 890 541 Griffiths, Rosemary E. Critical Comments on the Literature Written by Presidents of Community Colleges. Pub Date—6 Dec 89 Note-16p.; Graduate seminar paper, University of California, Los Angeles. Pub Type- Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Administrator Attitudes, *College Presidents, *Community Colleges, *Faculty Publishing, Literary Styles, *Literature Reviews, Speeches, Two Year Colleges, Writing (Composition), Writing for Publication This critical review of the speeches, journal articles, and books written by community college presidents examines themes, styles, and information sources, and attempts to define standards by which the presidents' writings could be judged. The first section indicates that community college presidents are as prolific as any other group of two-year college
writers; that they write not only for their peers, but for a wide cross section of educators; and that they often continue to write about community colleges even after they have left the field. The second section describes the various types of publications in which materials written by presidents are found, ranging from community college journals, ERIC documents, and speeches to full-length books. Tracing the most frequently covered topics in presidential writings, the next section indicates that while coping with change and fiscal matters have been recurring themes, most of the literature focuses on issues of immediate concern, such as declining enrollments and collective bargaining. While acknowledging variation in the writing styles of presidents, the next section offers generalizations about their predominantly positive and uncritical tone, their lack of empirical data, and their use of jargon, technical language, and journalistic phrases. Next, a section on information sources indicates that most writings focus on the presidents' own experiences and their own colleges, relying little on outside literature. The final section assesses the presidential literature on the basis of its factuality, objectivity, relevance, and practicality; and offers general conclusions about the least and most valuable writings. (JMC) ED 313 063 JC 890 542 Summer School Student Profile, 1984-1988. Focus Study. Mount San Antonio Coll., Walnut, Calif. Pub Date-Aug 89 Note-44p. Pub Type - Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Age, *College Transfer Students, Community Colleges, Comparative Analysis, Educational Background, Majors (Students), Minority Groups, *Student Characteristics, *Student Educational Objectives, *Summer Programs, Two Year Colleges, *Two Year College Students Identifiers—*Reverse Transfer Students A study was conducted at Mount San Antonio College (MSAC), California, to compare summer and fall session students in terms of residence, age, ethnicity, academic goals, prior educational experience, and majors. Study findings, based on data on students attending summer sessions between 1984 and 1988, revealed that, in comparison to fall students, summer students were younger; more likely to reside in the MSAC district; more likely to be transfers from four-year colleges and universities; more likely to declare an educational goal of attaining a bachelor's degree; and more likely to be enrolled in transfer majors. The study also found that: (1) summer credit enrollment of students under the age of 17 had grown from 1.7% in 1984 to 3.4% in 1988; (2) over 63% of the summer 1988 students were between the ages of 17 and 24; (3) the enrollment of Asian students was nearly twice as high in the summer (21.5%) as the fall (12.8%), while other minorities maintained similar percentages of the total enrollment in summer and fall; (4) in 1988, 16.2% of the summer students and 10.1% of the fali students had taken no previous courses at MSAC; and (5) 20.2% of the summer 1988 students and 11% of the fall students were transfers from four-year colleges and universities. The bulk of the report consists of data tables comparing summer and fall student characteristics between 1984 and 1988. (AYC) ED 313 064 JC 890 543 Course Retention Analysis. Focus Study. Mount San Antonio Coll., Walnut, Calif. Pub Date—Jul 89 Note—40p.; Part II of the report is not included. For information on Part II, the detailed division/department analysis, please contact the Office of Institutional Research of Mount San Antonio College. Pub Type- Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Academic Persistence, Community Colleges, *Credit Courses, Enrollment Trends, Grade Point Average, Minority Groups, * Prerequisites, School Holding Power, Scores, *Student Placement, Two Year Colleges, *Withdrawal (Education) A study was conducted at Mount San Antonio College (MSAC), California, to analyze patterns in credit course retention between fall 1986 and spring 1989. The study investigated the development of course prerequisites based on faculty perceptions of the skills necessary for success and minimal skill levels associated with success; student assessment
sponse rate, included the following: (1) 39% of the respondents felt that the leadership/support for planning provided by administrators was inadequate, and 41% felt that institutional research played an inadequate role in planning; (2) statements related to the involvement of individuals in the planning process drew strong "inadequate" responses, with 62% of the respondents indicating that incentives and rewards to encourage commitment to planning were inadequate; (3) opinion was split between “adequate” and “inadequate” regarding how the goals and outcomes for the district and colleges were defined, how they were to be achieved, and how administrators identified, defined, and planned for the needs of the colleges and the district; (4) the processes used to evaluate administrators and part-time faculty were considered inadequate by at least 40% of the respondents; and (5) approximately 47% felt that the budget did not currently implement important institutional values and priorities. The survey instrument is attached. (JMC)
and placement at MSAC since 1985; English and mathematics placement results since 1983-84; the influence of successful English course completion on student retention; and the effects of skill prerequisites on minority students. Study findings included the following: (1) the number of placement tests given to MSAC students increased from 13,223 in 1985-86 to 20,125 in 1988-89; (2) the largest number of tests were given in August and January; (3) placement test results in English and mathematics remained fairly stable between 1983-84 and 1988-89; and (4) after prerequisites became mandatory in 1987, grade point average and retention were higher for Black and Hispanic students in over 50% of their courses. (AYC) ED 313 065 JC 890 544 High School Graduate Enrollment Trends. Focus Study. Mount San Antonio Coll., Walnut, Calif. Pub Date—Apr 89 Note-116p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*College Bound Students, *College Preparation, Community Colleges, *Enrollment Trends, *High School Graduates, High Schools, High School Students, Private Schools, Public Schools, *Student Characteristics, Two Year Colleges, Two Year College Students A study conducted at Mount San Antonio College (MSAC), California, to determine trends in the number of high school graduates in the MSAC district; the percentage of high school graduates attending MSAC; retention in district high schools between the ninth and twelfth grade; high school performance on California Assessment Program (CAP) Tests; differences among students from district and non-district high schools; K-12 enrollments in public and private schools in the district; and K-12 ethnic distributions in MSAC district schools. Study findings included the following: (1) while private schools have experienced continued enrollment growth since 1971, public high school enrollments have fluctuated; (2) the percentage of district high school graduates attending MSAC dropped from 22.2% of the private high school graduates and 23.4% of the public high school graduates in 1984-85 to 20.4% of the private school graduates and 21.7% of the public school graduates in 1987-88; (3) there was an overall district loss of 2,715 students, or 22.15%, between the ninth grade in 1985 and the twelfth grade in 1988; (4) 10 district high schools and 2 continuation schools scored above the state average on the CAP reading tests and 12 high schools and 8 continuation schools were below the state average; and (5) K-12 enrollments were 1.58% higher in 1988 than in 1987. (AYC) ED 313 066 JC 890 545 Armstrong, William B. De Meo, Liane Honors Program Evaluation, 1987-1989. San Diego Community Coll. District, Calif. Pub Date—[89] Note-66p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC03 Plus Postage. Descriptors—Community Colleges, Curriculum Evaluation, Educational Trends, Ethnic Distribution, *Honors Curriculum, Program Evaluation, *Student Attitudes, *Student Characteristics, *Student Educational Objectives, Teacher Attitudes, Two Year Colleges, *Two Year College Students In 1989, a study was conducted of the demographic and educational characteristics of honors students in the San Diego Community College District. Focusing primarily on students enrolled in fall 1987 (N=270), spring 1988 (N=285), fall 1988 (N=264), and spring 1989 (N=245), the study gathered quantitative data from the Student Profile Questionnaire distributed during the first week of classes and qualitative data from a survey of student and faculty perceptions of the program. Study findings included the following: (1) dropout rates were 29% in fail 1987, 32% in spring 1988, 25% in fall 1988, and 34% in spring 1989; (2) females were over-represented in all semesters, though differences were less pronounced in the spring terms; (3) Caucasians and Hispanics tended to be over-represented in the honors student population, while Asian, Black, and Filipino students were under-represented; (4) 70% of the fall 1987 students and 76% of the spring 1988 students had previous college experience, with 32% of both groups possessing a
college degree; (5) approximately 47% of the fall 1987 students and 37% of the spring 1988 students planned to transfer to a four-year college, while 17% of the fall 1987 students and 21% of the spring 1988 students were taking courses for personal growth; (6) students surveyed in fall 1988 and spring 1989 generally felt positive about their honors classes, citing individualized instruction, smaller class size, the intellectual challenge, and the more demanding nature of the assignments as particularly important; and (7) instructors believed that their honors students were academically superior to regular students in terms of scholastic attitude and performance. (JMC) ED 313 067 JC 890 546 Armstrong, William B. Rabinowitz, Mindy Educational Master Plan: Business and Industry Survey. San Diego Community Coll. District, Calif. Pub Date-Nov 89 Note--59p. Pub Type-- Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Business, Community Colleges, De mand Occupations, *Educational Needs, * Employer Attitudes, Employment Projections, Industrial Training, Job Skills, Needs Assessment, Occupational Surveys, Questionnaires, *School Business Relationship, School Community Relationship, Two Year Colleges, *Vocational Educa tion Identifiers—*California (San Diego) In 1989, a survey was conducted by the San Diego Community College District (SDCCD) to determine the future hiring and educational needs of the San Diego business and industrial community. The survey sample of 1,100 firms was derived from the list of businesses and industries that participate on the SDCCD Vocational Advisory Committee. Study findings, based on a 34% response rate, included the following: (1) 69.3% of the responding firms were classified as service sector businesses and another 20% were manufacturing industries; (2) about 90% had been in business over 10 years; (3) most of the respondents represented small firms with 50 or fewer employees or large firms with over 200 employees; (4) over the next 5- and 10-year periods, both small and large firms anticipated dramatic increases in staff size; (5) newspaper ads were the most popular method of employee recruitment, though job announcements and personal referrals were also utilized; (6) approximately one-third of the respondents indicated that they recruited from the SDCCD, but most did not use the SDCCD as a recruiting tool; (7) of the firms recruiting from the SDCCD, 73.3% felt that the training students received was adequate, more than adequate, or excellent; (8) approximately two-thirds believed that their entry-level employees had adequate skills in reading, writing, and math; and (9) SDCCD programs designed to prepare people for employment, employment changes, or career advancement, programs aimed at assisting people in obtaining or maintaining licenses and certificates, and programs for customized training were ranked as most important. The survey instrument and responses to open-ended questions are appended. (JMC)
ED 313 069 JC 890 548 Armstrong, William B. Educational Master Plan Student Survey: Percep tions of the San Diego Community College District. Student Survey. San Diego Community Coll. District, Calif. Pub Date—89 Note-76p. Pub Type- Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Ancillary School Services, College Instruction, Community Colleges, *Continuing Education, *Educational Facilities, * Educational Quality, *Participant Satisfaction, Personnel Evaluation, Questionnaires, Satellite Facilities, School Surveys, *Student Attitudes, *Student Characteristics, Two Year Colleges In 1989, a survey was conducted in the San Diego Community College District to determine students' perspectives of the services offered at their college or continuing education site. The range of services evaluated included instruction, administration, student services, cafeteria, and facilities. A total of 246 classes taught at 13 campuses and continuing education facilities were selected to be surveyed, and responses were returned from 221 of these classes. Study findings, based on responses from 3,400 students, included the following: (1) 43% of the respondents rated the training and education they were receiving and the quality of instruction as "above average"; (2) 30% rated the quality of counseling as above average or excellent; (3) approximately 74% to 83% of the respondents had "no opinion” about the quality of health services, financial aid, child care, and veterans benefits; (4) the most common reasons given for enrollment at various sites included convenient location, intention to transfer to a four-year institution, and personal interest; and (5) continuing education students rated the quality of their training and instruction very highly, but as many campus-based services were not available to them, they gave significantly more "no opinion" responses than other students. The survey instrument is appended. (JMC) ED 313 070 JC 890 549 Friedel, Janice N. And Others Hazardous Materials Technology: A Community College's Response to a Critical Employment Need. Pub Date-Mar 89 Note-37p.; Paper presented at the Annual Confer ence of the American Technical Education Asso ciation (Fort Worth, TX, March 24-27, 1989). Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) — Tests/Ques tionnaires (160) EDRS Price · MF01/PCO2 Plus Postage. Descriptors—Community Colleges, *Curriculum Development, *Hazardous Materials, Physical Environment, *Pollution, Program Descriptions, Program Development, Program Implementation, *Technical Education, Two Year Colleges, *Waste Disposal, *Wastes Identifiers—*Eastern Iowa Community College District Studies conducted by the Eastern Iowa Community College District in 1986 revealed a lack of credit programs and curricula for training individuals in the technical aspects of hazardous materials management and need for hazardous materials technicians by local industry. In response, an associate
ED 313 068 JC 890 547 Armstrong, William B. Institutional Effectiveness and Planning Survey: Establishing a Baseline for Planning. San Diego Community Coll. District, Calif. Pub Date-Oct 89 Note—24p. Pub Type-- Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Administration, *College Planning, *College Role, Community Colleges, *, Educational Objectives, *Employee Attitudes, Institutional Research, Master Plans, Mission Statements, Multicampus Districts, Personnel Evaluation, Questionnaires, School Personnel, School Surveys, *Self Evaluation (Groups), Two Year Colleges In 1989, a survey was conducted in the San Diego Community College District (SDCCD) to assess the opinions and perceptions of district staff regarding the current planning process. Questionnaires distributed to all 5,000 SDCCD employees and citizens advisory group members asked respondents to rate 31 aspects of current college planning and administration. Study findings, based on a 13% re
of applied science (AAS) degree program in Hazardous Materials Technology was developed using the Developing a Curriculum process. The curriculum, which was designed to address nine areas of competence and 107 specific tasks, includes 11 competency-based courses: Hazardous Materials Regulations I, II, and III; Industrial Processes; Hazard Communication Standard; Sampling and Analysis; Emergency Response I and II; Hazardous Materials Recovery, Incineration, and Disposal; Hazardous Materials Health Effects; and Advanced Hazardous Materials Analysis. The 11 courses are the foundations of the 2-year AAS program as well as an 18 credit hour certificate. The AAS program prepares individuals for entry-level jobs that provide technical support for managing hazardous materials. The certificate program was designed as a fast track for full-time employed students who already have an industrial background with hazardous materials. The implementation of the program required minor facility improvements, expansion of library resources, and course scheduling to accommodate working students. As of March 1989, 73 institutions and representatives from Canada, Puerto Rico, Saudi Arabia, Mexico, and Australia have expressed interest in the curriculum. Expansion and articulation of the program are planned. (AYC)
ity Groups, *Policy Formation, State Boards of Education, State Colleges, State Universities, *Statewide Planning, Student Recruitment Identifiers-—*New Mexico This long-range plan for higher education in New Mexico is designed as a guide for decision making rather than a plan for individual colleges. Introductory sections explain the development of the plan; planning principles and assumptions; conclusions about economic development, demography, and education in New Mexico; goals and priorities; and a vision for the future of higher education in the state. The bulk of the report consists of 32 policy statements. The first set focuses on the development of the higher education system, including statements on institutional role and mission, 2-year postsecondary education, 2-year college role and mission, comprehensive institutional planning, consortia, and interstate compacts. The second group of policies deal with the quality of education in New Mexico, including statements on a statewide accountability program, state-level program review, accreditation, faculty quality and renewal, endowed faculty chairs, technology transfer, adequate and equitable funding, a system development fund, the use of research overhead, capital outlay, and athletics. The next set of policies offers guidelines for improving the relationships between public schools and higher education, including statements on linkages between higher education and public schools, student preparation for college, the education of teachers, early savings for college, and the New Mexico Educational Research Foundation. Policies on improving the participation of minorities in higher education are presented next, including statements on financial incentives for improved participation; professional shortages; linking costs, tuition, and financial aid; developmental education; diversification of the delivery of education; and statewide course articulation. Finally, policies are presented on the role of the Commission on Higher Education. Data tables and charts are provided throughout the report. (JMC)
ED 313 074 JC 890 553 Lee, Beth S. Measures of Progress: Spring 1989 Student Fol low-Up. Los Rios Community College District. Los Rios Community Coll. District, Sacramento, CA. Office of Planning and Research. Pub Date—Oct 89 Note—65p. Pub Type- Reports - Research (143) — Tests/ Questionnaires (160) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-College Transfer Students, Commu nity Colleges, Followup Studies, Graduate Surveys, Job Satisfaction, *Outcomes of Education, Participant Satisfaction, Questionnaires, Stopouts, *Student Attitudes, *Student Characteristics, *Student Educational Objectives, Two Year Colleges, Two Year College Students, Vocational Education In 1989, the sixth in a series of student follow-up surveys was conducted by the Los Rios Community College District (LRCCD) and its three colleges. Questionnaires were sent to 5,767 former students who had attended a LRCCD college in 1986-87 or 1987-88, requesting information on the attainment of their objectives, primary reasons for not re-enrolling, current educational and employment status, and ratings of LRCCD courses and services. Study findings, based on a 46.4% adjusted response rate, included the following: (1) 77% of the survey respondents had completed an associate degree; (2) 77% of those who had enrolled to earn transfer credit completed general education or interdisciplinary programs, while 63% of those who enrolled to prepare for a new job completed occupational programs; (3) 63% of all respondents indicated that their educational objective had been fully completed, and almost 77% expressed their intention to pursue their objective further; (4) all course characteristics were rated well above average by the respondents, with quality of instruction and instructor interest receiving the highest ratings; and (5) more than 80% of those who enrolled to prepare for a new job, as well as 87% of those who attended to upgrade their job skills, were employed in a field related to their studies at the time of the survey. The survey instrument is appended. (JMC)
ED 313 071 JC 890 550 Institutional Planning Guidelines, 1989-1990. New Mexico Commission on Higher Education. Pub Date-19 Jul 89 Note-20p.; For a related document, see JC 890 551. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College Administration, College Governing Councils, *College Planning, College Role, Higher Education, *Institutional Mission, *Long Range Planning, State Colleges, Statewide Planning The strategic plan for higher education in New Mexico provided for a comprehensive statewide planning process involving all institutions and the Commission on Higher Education. The process includes 5-year institutional plans with annual updates according to guidelines established by the Commission. The guidelines provide information on timelines and data collection and specify content for the following sections of institutional planning documents: (1) a brief history of the development of the institution; (2) the governing board's official statement of institutional mission and goals; (3) a definition of the present role and scope of the institution, along with a summary of institutional intent for the next 5-year period; (4) a description and analysis of the external environment and the issues which coming trends will pose for the college; (5) an assessment of unique aspects of the institutional environment or any special opportunities for growth which would significantly affect the institution; (6) a description of college programs with particular emphasis on regional, national, new or innovative programs and program review and development; (7) information on policies for enrollment management (e.g., recruitment, admissions, enrollment, developmental studies programs, student support services, tuition and fees, cost of attendance, student financial aid, and articulation); (8) a description of current programs for outcomes assessment and placement and follow-up studies; (9) an overview of the current status of and the 5-year plan for faculty and staff development and personnel management; (10) an account of current and projected capital resources, including information on space usage, facilities maintenance, and equipment; (11) information on program accreditation; (12) projections of funding, equipment, and staffing needs over the next 5 years; and (13) a discussion of other planning issues unique to the individual institutions. (JMC) ED 313 072 JC 890 551 Planning for the Class of 2005: A Vision for the Future. The Strategic Plan for Higher Education in New Mexico. New Mexico Commission on Higher Education. Pub Date—Sep 88 Note—61p.; For a related document, see JC 890 550. Pub Type- Opinion Papers (120) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Affirmative Action, *College Plan ning, College Role, College School Cooperation, Community Colleges, *Educational Quality, Higher Education, Long Range Planning, Minor
ED 313 073 JC 890 552 Update of Community College Transfer Student Statistics, 1988-89: University of California, the California State University, and California's Independent Colleges and Universities. Commis sion Report 89-23. California State Postsecondary Education Commis sion, Sacramento. Pub Date-Aug 89 Note-93p.; For the Fall 1987 report, see ED 295 710. Pub Type-- Reports - Research (143) — Numeri cal/Quantitative Data (110) EDRS Price - MF01/PCÒ4 Plus Postage. Descriptors-Academic Achievement, Age, Artic ulation (Education), Asian Americans, Black Students, *College Transfer Students, *Community Colleges, Comparative Analysis, *Enrollment Trends, *Ethnic Groups, Females, Graduation, Higher Education, Majors (Students), Males, Mexican Americans, Private Colleges, State Colleges, State Surveys, State Universities, Tables (Data), *Transfer Policy, Trend Analysis, Two Year Colleges, *Two Year College Students Identifiers—*California This report on the flow of transfer students from the California community colleges to the University of California (UC) and the California State University (CSU) systems and to independent colleges and universities in the state focuses on policy issues, trends in transfer among ethnic groups, and enrollment rates. Following a brief introduction to the report in part 1, part 2 discusses transfer and articulation policy issues and proposals for alleviating currently perceived problems. This section also summarizes historical data on the enrollment of new freshmen and transfer students at California's four-year colleges. Part 3 deals with transfer rates among ethnic minorities, tracing enrollment trends among Black, Hispanic, Asian, Filipino, and American Indian students and comparing ethnic diversity by campus. Part 4 summarizes trends in transfer to the UC, CSU, and independent colleges and universities and examines differences among community colleges. Appendixes include data on the numbers of students transferring from each California community college to the UC and CSU systems and to independent colleges between 1981-82 and 1988-89, the ethnic distribution of each community college's transfer students to UC and CSU in fail 1987 and fall 1988, and fall term and full-year transfer statistics. (JMC)
ED 313 075 JC 890 554 Cantrell, Betsy J., Ed. Focusing on Retention: A Commitment to Student Success. A Resource Manual for Alabama State Community, Junior, and Technical Colleges. Alabama State Dept. of Postsecondary Education, Montgomery. Pub Date-Feb 85 Note-153p.; Developed by the Alabama State Task Force on Retention. Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC07 Plus Postage. Descriptors—*Academic Persistence, Community Colleges, Policy Formation, *School Holding Power, Self Evaluation (Groups), State School District Relationship, *Statewide Planning, *Student Attrition, *Student Personnel Services, Stu dent Placement, Two Year Colleges Identifiers—* Alabama Drawing from a review of the literature, input from experts on student retention, and the opinions of educators throughout Alabama, this manual provides guidelines for conducting institutional research on retention, implementing programs to enhance the quality of the educational experiences of two-year college students in the state, and developing effective retention programs. Chapter 1 discusses the purposes of the Alabama student retention effort, which involved the formation of a task force to study retention efforts at individual colleges and collaborate in the promotion of programs and practices that account for high student success rates. Chapter 2 traces the activities of the task force, the establishment of retention as a management priority, the design of the self-study process, and the methodologies used by pilot institutions in retention self-studies. Chapter 3 recommends strategies and tactics to retain students in the phases of pre-enrollment, college entry, and enrollment, and to gather follow-up data after they leave the college. Finally, chapter 4 presents conclusions and recommendations of the Alabama State Task Force on Retention. A course and program placement student profile form and a 40-item bibliography are appended. (JMC) ED 313 076 JC 890 555
Delgado Community College/Sears-Roebuck Keeping America Working. Math, Science and Technology Summer Youth Enrichment Pro gram. Final Report. Delgado Community Coll., New Orleans, LA. Spons Agency-American Association of Community and Junior Colleges, Washington, D.C.; Sears-Roebuck Foundation, Skokie, Ill. Pub Date-[89] Note-24p. Pub Type— Reports - Descriptive (141) EDRS Price - NF01/PC01 Plus Postage. Descriptors—*College School Cooperation, Com munity Colleges, Enrichment Activities, Junior High Schools, *Junior High School Students, *Mathematical Enrichment, *Minority Groups, Program Descriptions, *Science Activities, *Summer Programs, Technological Literacy, Two Year Colleges Recognizing the need for better preparation of high school students in mathematics, science, and technology, Delgado Community College and the Orleans Parish School System entered into an agreement for the provision of a summer enrichment program for minority students in grades 7 through 9 who had exhibited average or above average abilities in math and science. The 3-week program focused on improving math, problem-solving, and analytical skills; provided hands-on experience in computer manipulation; administered career interest surveys to determine students' math, science, and technological inclinations; and offered real-life experiences, field trips, and speakers. Topics covered included robotics, computer-assisted drafting, basic theory in radio communication, desktop publishing, and electrical systems. An evaluation of the program, based on conversations with the project director and students, observations of studentteacher interaction, and information on attendance, concluded that the project provided constructive enrichment activities that stimulated student interest in technology and technical careers. The budget for this program is included. Program advertisements, public relations information, and the evaluator's report are appended. (JMC) ED 313 077 JC 890 556 Recommendations on “Learning To Learn.” Miami-Dade Community Coll. District, FL. Pub Date-89 Note—47p. Pub Type - Opinion Papers (120) – Guides Non-Classroom (055) — Tests/Questionnaires (160) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Community Colleges, Critical Think ing, *Curriculum Development, *Faculty Development, Inservice Teacher Education, *Instructional Improvement, Learning Modules, *Learning Strategies, *Learning Theories, *Professional Development, Questionnaires, Student Behavior, Teaching Methods, Two Year Colleges In fall 1987, the Learning to Learn Subcommittee was formed at Miami-Dade Community College (M-DCC) to help design a formal course in teaching/learning theory, to identify effective student behaviors and teaching strategies to develop critical thinking skills, and to identify strategies to implement the "learning to learn” concept across all disciplines. The subcommittee surveyed the entire faculty and conducted focus interviews. Based on survey and interview results and assumptions about critical thinking, teaching/learning theory, and ethics, the subcommittee formulated the following recommendations on "learning to learn": (1) the work of the Learning to Learn Subcommittee should be continued by an ad hoc committee, whose focus should be to highlight existing course objectives, to develop and reinforce strategies for integrating critical thinking skills throughout the college, and to develop stand-alone workshops and courses specifically addressing critical thinking and ethics; (2) the focus on critical thinking should be institutionalized; (3) the course, "Effective Teaching and Learning in Higher Education," should include stand-alone modules on understanding teacher characteristics and teaching styles, understanding learner characteristics and learning styles, motivating students, discovering relevance, planning courses, developing practical applications, and applying institutional resources to classroom teaching/learning; (4) all course modules should be made available to the individual M-DCC campuses as independent units via workshops, tapes, independent study and other means; and (5) a Teaching/Learning Resource Center should be established on each
campus to house materials on critical thinking. A course outline of "Effective Teaching and Learning in Higher Education," findings from the survey of faculty and administrators, and a self-assessment instrument for faculty are appended. (JMC) ED 313 078 JC 890 557 Recommendations on Classroom Feedback. Miami-Dade Community Coll. District, FL. Pub Date-89 Note--12p. Pub Type- Opinion Papers (120) Guides Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classroom Research, Community Colleges, *Faculty Development, *Feedback, *Instructional Improvement, *Student Improvement, Teacher Student Relationship, Two Year Colleges Prepared by the Classroom Feedback Subcommittee of the Teaching/Learning Project, this report offers recommendations on the sharing of constructive information between students and faculty relative to each other's performance through a process by which faculty learn about their teaching and students learn about their learning.” After presenting this definition of classroom feedback, the report explains that the purpose of classroom feedback is to develop a variety of methods and data sources so that faculty can assess the immediate effectiveness of their teaching, guide their teaching, gain a long-term view of student performance, and provide evidence of successful teaching. After discussing the assumptions that guided the work of the committee, the report presents the following recommendations; (1) a Teaching/Learning Resource Center should be designated on each campus to provide resources for faculty who wish to implement classroom feedback; (2) time should be set aside to enable faculty to broaden their knowledge about the use of classroom feedback; (3) a modular format should be developed for a classroom feedback graduate course to provide independent learning opportunities for course segments; (4) budgetary commitments should be made to provide the time and financial support necessary for faculty to conduct classroom feedback projects; (5) opportunities should be provided for faculty to develop or reinforce their skills in conducting summative evaluations; (6) an improved Information Flow System should be devised to provide information about the progress students have made in the institution; and (7) efforts should continue to identify a variety of effective techniques to provide feedback to students about their learning. The original subcommittee report is attached. (JMC) ED 313 079 JC 890 558 Recommendations Concerning New Faculty. Miami-Dade Community Coll. District, FL. Pub Date-89 Note-28p. Pub Type-. Opinion Papers (120) -- Guides Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Budgeting, Community Colleges, Employment Interviews, *Faculty Development, Faculty Evaluation, *Faculty Recruitment, Personnel Selection, *Teacher Orientation, Two Year Colleges Recommendations concerning faculty recruitment, screening, selection, orientation, and development are presented as developed by the New Faculty Subcommittee of Miami-Dade Community College. The recommendations include the following: (1) the college should establish and fund the position of Recruitment Coordinator, adopt an organized recruitment procedure conforming to a collegewide calendar, and establish a specific recruitment budget; (2) the college should explore the fiscal and legal impact of incentives to attract new faculty, continue efforts to offer competitive salaries and fringe benefits, and provide budgetary support for the appointment of at least 20% of new faculty at an advanced academic rank; (3) screening for each full-time faculty vacancy should be conducted by a committee which includes faculty representation; (4) interviews with faculty candidates should incorporate principles of behaviorally oriented interviewing, and interviewers must be trained to gather position-related information and generate accurate evaluations; (5) a realistic job review, separate from the screening committee interview, should be given to interviewees; (6) all new full-time faculty should participate in a formal orientation program; (7) the New Faculty Orientation Committee should assume responsibility for planning, conducting, evaluating, and modifying the
new faculty orientation program, which should consist of an annual pre-service orientation, monthly campus meetings, a mentor program, and opportunities to participate in additional staff development activities; and (8) a Teaching/Learning Resource Center should have resources and materials relevant to the orientation of new faculty and their continuing development. Materials in support of the recommendations are attached. (JMC) ED 313 080 JC 890 559 Levine, Judith R., Ed. Feist, Stanley C., Ed. Teaching of Psychology: Ideas and Innovations. Proceedings of the Third Annual Conference (Philadelphia, Pennsylvania, March 9-11, 1989). Philadelphia Coll. of Pharmacy and Science, PA.; State Univ. of New York, Farmingdale. Agricul tural and Technical Coll. Pub Date-Mar 89 Note-186p. Pub Type-Collected Works - Proceedings (021) Reports - Descriptive (141) EDRS Price - MF01/PC08 Plus Postage. Descriptors—Child Rearing, Classroom Tech niques, Community Colleges, *Course Content, Cross Cultural Studies, Developmental Psychology, Ethical Instruction, Higher Education, *Instructional Innovation, Program Descriptions, Psychological Studies, * Psychology, *Teaching Methods, Two Year Colleges, Undergraduate Study, Urban Education This conference proceedings includes the text of 15 of the 27 presentations made at the third annual Conference on Undergraduate Teaching of Psychology. In addition to a conference program, the proceedings includes the following papers: (1) "Multiethnic, Crosscultural Illustrations for Psychology Courses,” by Judith Gray; (2) “A Computerized Information Test,” by I. Michael Cyrulnik; (3) “Teaching the Underprepared Student at the College Level," by Stanley C. Feist; (4) "Teaching and Advising the Reluctant Psychology Major," by Linda L. Dunlap; (5) “Group Supervision of Novice Psychology Instructors: Application of Psychodynamic Principles to the Group as well as the Classroom,” by Irene Gillman Bruschi; (6) “The Shame of Not Knowing,” by Carl Goldberg; (7) “Teaching Psychology of Women to Inner-City College Students," by Linda Anderson-Barboza; (8) "A Videotaped Simulation of Ethical Issues as a Tool in Teaching Research Ethics to Psychology Undergraduates," by John B. Morganti; (9) "Using Tests to Teach Validity and Reliability Concepts to Non-Psychology Majors,” by Frank M. Bernt; (10) "Getting Undergraduates Involved in Psychological Research,” by Kathleen E. Harring and Laura Snodgrass; (11) “Mama Rat and Her Pups: An Observational Project for Courses in General Psychology," by Bernard Mausner; (12) “Classroom Exercises and Activities for a Course in Human Sexuality,” by Gregory J. Smith; (13) “The Means and Ends of Raising Children: Parent Interview Activity," by Frank M. Bernt; (14) "The Special Friends Program: A Developmental Psychology Practicum,” by Gregory J. Smith; and (15) "An Introductory Psychology Laboratory Designed and Taught by Undergraduate Teaching Interns,” by Thomas Creed, Victoria Littlefield, and Michael Livingston. (JMC)
ED 313 081 JC 890 560 Vaughan, George B. Scholarship: The Community College's Achilles' Heel. Virginia Community Colleges Association Occasional Paper Series, Number 1, Fall 1989. Virginia Community Colleges Association. Pub Date—89 Note-22p. Pub Type - Collected Works - Serials (022) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Responsibility, *Col lege Role, Community Colleges, Faculty College Relationship, *Faculty Development, Faculty Publishing, Professional Recognition, *Scholarship, Two Year Colleges, Writing for Publication Scholarship - or, rather, the lack of it - is a major weakness of the American community college. The most immediate problem the community colleges face in this area is that of developing a clear and meaningful definition of scholarship. Community colleges have paid little attention to scholarship for a number of reasons: (1) community colleges take pride in their commitment to effective teaching, setting off endless debates over research versus teaching; (2) two-year colleges have been unwilling to recognize and reward scholarly activities; (3) com
munity college presidents and deans of instruction fail to emphasize and promote scholarly activities for themselves; (4) community college professionals have failed to realize that thinking in terms of the job rather than of the profession, with its inherent obligation to scholarship, results in neglect of scholarship; and (5) faculty and administrators have rarely engaged in regular and systematic approaches to the evaluation and improvement of teaching that extend beyond individual classrooms. The most obvious way to enhance scholarship in the community college setting is to include scholarship as an important part of the rewards system. In addition, each college should institute a forum devoted to scholarship, and ensure released time, summer employment and study, and other avenues for scholarly pursuits. Ultimately, presidents and deans of instruction must lead the way in establishing a climate on campus that promotes scholarship. (JMC) ED 313 082 JC 890 561 Johnson, Marvin L. Finite Mathematics and Discrete Mathematics: Is There a Difference? Pub Date-Oct 89 Note-14p.; Paper presented at the Annual Meet ing of the American Mathematical Association for Two-Year Colleges (Baltimore, MD, October 25-29, 1989). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors—* Algorithms, Community Colleges, *Course Content, *Mathematical Applications, *Mathematical Concepts, *Mathematics Curricu lum, Textbooks, Two Year Colleges Identifiers—*Discrete Mathematics, *Finite Math ematics Discrete mathematics and finite mathematics differ in a number of ways. First, finite mathematics has a longer history and is therefore more stable in terms of course content. Finite mathematics courses emphasize certain particular mathematical tools which are useful in solving the problems of business and the social sciences. Discrete mathematics courses, on the other hand, emphasize a particular guiding principle for all mathematical inquiry, namely the "algorithmic viewpoint." Discrete mathematics emphasizes mathematical induction and proofs, while finite mathematics avoids proofs and emphasizes applications and intuitive understanding. Because of this, finite mathematics is a terminal math course for many students, whereas discrete mathematics is an introductory course for its constituency. In spite of differences, courses in discrete and finite mathematics have similar prerequisites and cover a number of the same topics. The main difference between the two is the clientele served. Discrete mathematics courses serve mainly computer science students, and finite mathematics courses serve students from commerce and social science backgrounds. Therefore, and unfortunately, finite mathematics courses tend to be less rigorous. Given that mathematical expectations are rising for students in business and social sciences, a common course merging discrete and finite mathematics should be developed. A chart showing the overlap in the content of finite and discrete mathematics textbooks is attached. (AYC)
provided their employee samples of accountants and computer programmers for the study, while Southern Illinois University's graduate school of arts and sciences provided the computer science and literature student samples. The Truell Comm Style instrument was administered to each of these four groups to measure the analytical, affiliative, conceptual, and activative characteristics of the respondents' communication styles. The primary communication style of the accountants, computer programmers, and computer science graduate students was analytical, while the primary style of the English/literature graduate students was conceptual. Accountants and computer programmers who studied more than three courses in English/literature showed higher conceptual ability. A general education, with copious amounts of liberal arts courses should be the central core of education, with a thoughtful connectedness of attached occupational courses. (AYC) ED 313 084 JC 890 563 Jenkins, John H. Analysis of Placement Practices for Calculus in Postsecondary Education: Final Report. Embry-Riddle Aeronautical Univ., Prescott, AZ. Spons Agency-EXXON Education Foundation, New York, N.Y. Pub Date—89 Note-26p. Pub Type - Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Achievement Tests, "Calculus, Com munity Colleges, Curriculum Research, *Mathematics Curriculum, * Mathematics Tests, National Surveys, Postsecondary Education, Questionnaires, *Student Placement, Two Year Colleges, Universities In 1989, a survey was conducted of 1,003 two-year colleges and 997 four-year colleges to identify criteria used to place students into Calculus I and I1, determine respondents' perceptions of the effectiveness of the placement procedures, and gather information on the first-year calculus curricula of the schools. Study findings, based on usable responses from 429 two-year colleges and 562 four-year colleges, included the following: (1) most of the responding schools based placement on either high school record, national achievement test score, or placement test results; (2) 25 two-year colleges and 3 four-year colleges did not offer calculus, 17 two-year colleges and 2 four-year colleges had no direct placement, and 70 two-year colleges and 81 four-year colleges relied on self-placement; (3) local or national placement tests were used by 58% of the schools with a placement procedure; (4) 74 two-year colleges and 176 four-year colleges used a local placement test, 77 two-year colleges and 122 four-year colleges used a commercial placement test, and 68 two-year colleges and 185 four-year colleges used a national test; (5) among schools that used a placement test developed by the Mathematical Association of America, there was no consistency in cutoff scores for Calculus I placement; (6) almost half of the colleges with placement procedures viewed placement as advisory rather than mandatory; and (7) over 60% of the respondents from both two- and four-year colleges predicted that there would be a major change in the calculus currriculum within the next 10 years. The survey instrument is attached. (AYC) ED 313 085 JC 890 564 Archer, Chalmers, Jr. Archer, A. J. Finch Peer Counseling as a Major Financial Aid Office Support Pub Date—[85] Note—13p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Peer Counseling, *Student Financial Aid, *Student Financial Aid Officers, Student Loan Programs, *Student Personnel Services, *Student Personnel Workers Peer counseling is an effective way for financial aid offices to increase productivity and enhance the quality of their services. Students turn naturally to other, more experienced, students for advice, but unless their peers are properly trained, they can provide erroneous or biased information. Training for financial aid peer counselors should involve experiential workshops, intensive supervised practicum experiences, presentations, filmstrips, role playing, and interaction with professionals. In addition to explaining the financial aid application process,
training should emphasize the client's right to confidentiality and privacy, and the importance of interpersonal skills. In addition to this training, a manual should be provided covering all practical aspects of financial aid, relevant terminology, and the responsibilities of the peer counselor. Once the peer counselors have completed their initial training, they become members of the financial aid office staff, taking on both counseling and administrative responsibilities. Peer counselors should be able to: (1) make appropriate referrals; (2) explain to current and prospective students their options regarding financial aid; (3) help students complete all required forms; and (4) conduct productive group discussions on topics such as “how to do more with less," “what to do before borrowing,” and “how much debt can one afford.” The key to the effective use of peer counselors is the cooperation of the entire financial aid office staff. (AYC) ED 313 086 JC 890 565 Avery, Chris A Report from ICAMI: The Institute for Com puter-Aided Mathematics Instruction. De Anza Coll., Cupertino, Calif. Pub Date-[89] Note-15p. Pub Type- Reports - Descriptive (141) EDRS Price - F01/PC01 Plus Postage. Descriptors—Community Colleges, *Computer As sisted Instruction, *Faculty Development, *Inservice Teacher Education, *Mathematics Instruction, Program Descriptions, Simulation, Summer Programs, Teacher Workshops, Two Year Colleges De Anza College's Institute for Computer-Aided Mathematics Instruction (ICAMI) is a direct outgrowth of the computer-aided mathematics program, in California, started at the California college in 1982. ICAMI focuses on the design and dissemination of effective instructional models for: (1) skill building for more efficient problem solving, focusing on mastering pre-, beginning, and intermediate algebra skills; (2) exploration of mathematical concepts such as limits, differentiation, and integration at the pre-calculus and calculus levels; and (3) simulation and stochastic processes. In the summers of 1988 and 1989, ICAMI conducted three 6-week programs focusing on these models, each accommodating between 10 and 34 participants. The program entitled “Basic Skills in Problem Solving” was designed to help teachers of pre-, beginning, and intermediate algebra to develop a plan to implement computer-aided instruction in their classes and to select a large number of problems, matched with course curriculum and categorized into problem-solving strategies. The The program entitled “Teacher-in-Service: Exploratory Model” helped instructors develop a curriculum for the 1989-90 school year that employed the numerical and graphical strengths of the computer to teach mathematical concepts from algebra through calculus. The third program, entitled “Interactive Statistics with Probability,” was designed to introduce junior and senior high school teachers to simulation, graphics, and computer-driven interactive activities. Course outlines are provided for each of the summer institutes. (AYC) ED 313 087 JC 900 001 McCabe, Robert H. Floridians at Risk of Losing Higher Education Opportunity. Pub Date—Nov 89 Note—9p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Aspiration, *Academic — * Standards, * Access to Education, Basic Skills, College Bound Students, *College Preparation, Community Colleges, Educational Needs, Employment Qualifications, Enrollment Trends, Equal Education, *High Risk Students, Minimum Competency Testing, *Parent Participation, Parent Student Relationship, Student Motivation, Track System (Education), Two Year Colleges Identifiers—*College Level Academic Skills Test, *Florida The Florida Cabinet has decided to accept a significant decrease in the number of individuals completing college degrees, as long as those who do graduate are able to pass the College Level Academic Skills Test (CLAST) at a considerably higher level than is presently required. Under the new standards, only 48% of the first-time CLAST examinees are expected to pass the test, and the impact on
ED 313 083 JC 890 562 Kuss, Hans J. Humanizing Occupational Education: Outcomes. Pub Date—89 Note-15p.; Paper presented at the Midwest Con ference of Academic Affairs Administrators (St. Louis, MO, November 30-December 2, 1989). Pub Type-Speeches/Meeting Papers (150) — Re ports - Evaluative (142) – Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Accountants, *Communication Skills, Comparative Analysis, Computer Science Education, Educational Needs, Graduate Students, *Liberal Arts, Literature, *Outcomes of Education, Technical Education Technicians and scientists seem to have lost their ability to communicate across specializations and with the general public. A study was conducted at McDonnell Douglas Corporation, in Missouri, to assess differences in communicative ability among accountants and computer programmers. The present study sought to determine the effects of a liberal arts education on communicative ability, i.e., whether courses in English and literature affected the communicative ability of accountants and computer programs. McDonnell Douglas Corporation Page 14
ED 313 105 PS 018 277 Children at the Margin: A Challenge for Parents, Communities and Professionals. Eastern Hemisphere Seminar with the Cooperation of the Newcastle College of Advanced Education (3rd, Newcastle, New South Wales, Australia, November 13-20, 1987). Summary Report and Conclu sions. Bernard Van Leer Foundation, The Hague (Nether lands). Report No.-ISBN-90-6195-013-9 Pub Date-Feb 88 Note-57p. Pub Type-Collected Works - Proceedings (021) Opinion Papers (120) EDRS Price - MFÒ1/PC03 Plus Postage. Descriptors—*Community Role, Day Care, Devel oping Nations, Disadvantaged Youth, Early Childhood Education, Foreign Countries, *Health Personnel, High Risk Persons, Housing Needs, Industrialization, *Nutrition, Parent Education, *Parent Role, *Professional Services, So cial Environment, Young Children Identifiers-Empowerment, *Nutrition Services At the seminar reported in this paper, concepts related to three types of “mediators" whose impact on the development of the child was seen as crucial were examined in the keynote address, in three short papers, and in the discussions of the seminar's three working groups. This report, which was adopted unanimously at the seminar's closing session is divided into three main sections: (1) The Parent and Community as Mediator; (2) The Professional and the Trained Parent as Mediator; and (3) The Socio-Physical Environment as Mediator. Topics discussed in section 1, on the parent and community as mediators, include the concept of marginality, examples of marginality, differences between industrialized and traditional societies, changes in women's work, marginalization in industrialized settings, implications for the concept of marginality, the concept of parent education, combating the disadvantages of marginalization, child care workers in the community, the educative role of the family, and policy aspects. In section 2, the topic of the professional and the trained parent as mediators is discussed in terms of the influence of professionals' attitudes, developing new relationships, professionals, para-professionals, parents, essential skills and knowledge, community empowerment and whether such empowerment is always possible, universal principles in training, informal networks, and evaluation and advocacy. Section 3, on the socio-physical environment as mediator, deals with access to resources, itinerant peoples and land, housing and urban change, secure and defensible space, nutritional imperatives, misleading nutritional beliefs, health imperatives, the knowledge and information environment, and the community's own initiative. (RH) ED 313 106 PS 018 297 Philp, Hugh Chetley, Andrew A Small Awakening. The Work of the Bernard van Leer Foundation: 1965-1986. Bernard Van Leer Foundation, The Hague (Nether lands). Report No.-ISBN-90-6195-015-5 Pub Date—Nov 88 Note-163p. Pub Type- Historical Materials (060) EDRS Price - MF01/PC07 Plus Postage. Descriptors—Community Involvement, Compen satory Education, *Day Care, Developed Nations, Developing Nations, *Early Childhood Education, Economically Disadvantaged, Family Life Education, *Institutional Mission, *Institutional Role, Minority Groups, One Parent Family, Parent Participation, Parents as Teachers, Policy Formation, *Program Development Identifiers—*Bernard van Leer Foundation (Neth erlands), *Institutional History The development of the Bernard van Leer Foundation is recounted. The discussion illustrates general trends by means of selective project reviews and references to theoretical discussions which were prevalent in early childhood education during the period from 1965-1986. Also considered are activities encouraged by the foundation which have contributed to knowledge in the field. An introductory chapter is followed by chapters which focus on: (1) initial efforts of the foundation (1965-68) to support early childhood education projects, including four projects that illustrate the theory of compensation and the practical means of theory application; (2)
developments that occurred when the importance of parent and community involvement was recognized (1969-72) and the foundation began to facilitate the development of innovative programs and information dissemination capacities; (3) beginnings (1973-76) of new directions for the 1980s; (4) the tremendous conceptual, project development, and funding growth that occurred (1977-80) when early childhood care was increasingly integrated into project activities; (5) the analysis of past experience (1981-82) and the development of a coherent policy for the 1980s; (6) initial implementation of that policy (1983-86); and (7) efforts to expand (1987-88) the work of the foundation, arguments raised at the time, and program directions for the 1990s. (RH) ED 313 107 PS 018 306 Rosenberg, B. G. Falk, F. The Only Child: Sibling Presence-Absence or Single Parent Effects? Pub Date—18 Apr 89 Note-11p.; Paper presented at the National Bien nial Meeting of the Society for Research in Child Development (Kansas City, MO, April 27-30, 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Adolescents, Family Influence, Indi vidual Development, *Intelligence, Longitudinal Studies, *Middle Aged Adults, One Parent Fam ily, *Sex Differences, *Siblings, Socialization Identifiers—*First Born, Life Span Development, *Only Children First-borns who were only children (onlies) and first-borns who had a sibling were compared on measures of intelligence from late adolescence at 18 years of age to late middle age at 60. The sample was composed of 38 female and 33 male first-born subjects from one- and two-child families. Wechsler Bellevue Intelligence Scale scores at late adolescence, middle age, and late middle age were available for all subjects. Findings indicate that effects were greater for females than for males. First-born females with a sibling score significantly higher on the Wechsler Bellevue scales than females without a sibling. Major differences appeared on the Verbal Subscales, the Verbal IQ, and the Full Scale IQ. For males, differences appear primarily on performance subscales. For females, the association of sibling presence with higher scores on the Wechsler Bellevue is strongest at late adolescence and late middle adulthood, though this difference is consistent over the life span. For males, the modest differences do not favor one time period in the life span. Results appear to confirm the disadvantaged status of the only child as contrasted with the first-born subject with a sibling on measures of intelligence. This disadvantage persists throughout the life span. Single parenting, significantly higher in onlies, appears not to be crucial. (RH)
private feedback that focuses on improvement and efforts, uses sincere and direct comments, helps students appreciate their behaviors and achievements, avoids comparisons with others, helps children develop self-satisfaction from a task or product, and does not set the student up for failure. It is concluded that teachers who avoid ineffective praise and use encouragement create a classroom environment in which students do not fear continuous evaluation, can make and learn from mistakes, and do not need to strive to meet someone else's standard of excellence. Nine references are cited. (RH) ED 313 109 PS 018 311 Blois, George T. Cushing, Katherine S. Developmental Kindergarten Program Evaluation Report. Harrison School District No. 2, Colorado Springs, CO. Pub Date—Jul 89 Note-51p. Pub Type-- Reports - Evaluative (142) EDRS Price - MF01/PC03 Plus Postage. Descriptors--Administrator Attitudes, *Develop mental Programs, Interviews, *Kindergarten, Pretests Posttests, Primary Education, Program Descriptions, Program Effectiveness, Program Evaluation, School Districts, *Standards, *Stu dent Improvement, *Teacher Attitudes Identifiers-Colorado (Colorado Springs), Developmentally Appropriate Programs, * Program Characteristics The evaluation of the Developmental Kindergarten (DK) Program at the Harrison School District #2, Colorado Springs, Colorado, involved pre- and post-testing of student academic gains and interviewing of principals and teachers. The program aimed to provide developmentally appropriate activities for students believed to be “at risk” of failure in a regular kindergarten program. A total of 36 students participated. Testing indicated that participants made gains on all three student measures employed. Principals believed that the DK program: (1) differed from the regular program; (2) had certain advantages; (3) had a positive impact in their buildings; and (4) helped students avoid learning and behavior problems while promoting their academic and social growth. Principals recognized the difficulties of starting such a program and indicated the lack of a guiding district philosophy. Teachers: (1) found differences and similarities among DK programs in different buildings; (2) believed that the DK program delivered many positive outcomes for students; (3) identified major concerns with the program; (4) díffered in their expectations for the program's coming year; and (5) perceived the DK program as a means of developing alternative instructional strategies and sorting low-end students. Program emphases and comprehensive, exact specifications of standards for each area of emphasis are listed in appendices, which make up the bulk of the document. (RH) ED 313 110 PS 018 313 Sylva, Kathy Monitoring and Evaluating Early Education Pro grammes. Pub Date-Jul 89 Note-19p.; Paper presented at the International Conference on Early Education and Develop ment (Hong Kong, July 31-August 4, 1989). Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Developmental Psychology, *Early Childhood Education, *Educational Trends, Foreign Countries, Piagetian Theory, *Program Evaluation, *Research Design, Research Problems Identifiers-Research Results, *Research Trends The paper addresses three questions: (1) What are the most successful techniques for measuring the effects of early childhood development (ECD) programs? (2) What are likely trends of future evaluations? and (3) How can future trends take into account recent research in developmental psychology? Predictions are made on the basis of trends in ECD programs and evaluation, and advances in developmental psychology. Table 1 lists a dozen trends in early childhood education programs which have emerged in the last quarter of the 20th century, while Table 7 envisions characteristics of evaluation in the year 2010. The discussion of trends in evaluation research, which is supplemented with illustrative data tables, cites four exemplars of different types of research, each of which is a prototype of design. It is maintained that research will vary in
ED 313 108 PS 018 307 Hitz, Randy Driscoll, Amy Praise in the Classroom. ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-EDO-PS-89-1 Pub Date—89 Grant-OERI-88-062012 Note—3p. Pub Type— Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classroom Techniques, Early Child hood Education, *Elementary School Students, *Emotional Development, *Preschool Children, *Teacher Role Identifiers—*Educational Encouragement, ERIC Digests, *Praise Research suggests that: (1) teachers' use of praise may lower students' confidence in themselves; (2) systematic use of praise as a reinforcer in the classroom is impractical; (3) praise is a weak reinforcer; (4) various forms of praise have different effects on different kinds of students; and (5) use of praise is not the most powerful method for controlling deviant behavior and maintaining student attention. However, research also indicates that there are effective ways to praise students. The term "effective praise,” or “encouragement,” refers to a teacher's use of positive acknowledgments that neither judge student work nor assign status to the student. Encouragement offers specific, teacher-initiated, and Page 15
Spons Agency-Raleigh Junior League, NC. Pub Date—88 Note-24p. Available from-Project Enlightenment, Wake County Public School System, 501 South Boylan Avenue, Raleigh, NC 27603 ($2.00, plus $0.60 postage and handling). Pub Type-- Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Child Rearing, *Dual Career Fam ily, Employed Parents, *Family Life, *Family Problems, *Family Relationship, Guidelines, Preschool Children, *Quality of Life This booklet, which is primarily addressed to the needs of two-parent families, provides practical tips for working parents of preschoolers. The booklet focuses on organizing and managing time, streamlining tasks, and fostering an atmosphere of family cooperation. The first section discusses sharing reponsibilities and establishing routines. The second offers practical tips for managing each segment of a typical day. The third section provides advice about streamlining day-to-day living. Discussion begins with the recognition that there are no easy solutions for dividing child care responsibilities and household tasks so that everyone in the family is satisfied. Concluding remarks emphasize that by setting up routines like the ones mentioned in the text, family members will become familiar with what needs to be done and will know what to expect from each other. (RH)
An attempt is made, using a partial review of the literature, to present a non-technical overview of some of the child-related issues in simultaneous bilingualism. While controversy still rages in the area of bilingualism research, some definite changes can be discerned over the past 40 years. Opinion has shifted from a deficiency perspective to an attempt to identify a process. Increasingly, researchers are attempting to isolate the many variables involved in linguistic and communicative competence. Some of these variables are the underlying intelligence of the speaker, socioeconomic and educational background, balance and quality of input, social context, and socio-political acceptance and acceptability of the two languages spoken. While there is an abundance of available research and literature on the subject, there is a corresponding dearth of agreement about most elements. Most researchers agree that more work is required before a consensus is possible about the relative benefits and disadvantages of bilingualism when separated from extraneous variables. Discussion focuses on cognitive factors in language acquisition, cognitive effects of bilingualism, patterns of acquisition, and the difficulty of maintaining bilingualism. A concluding neurophysiologic note and a summary are also included. (RH)
Note-36p.; Paper presented at the Research Collo quia, “Issues in Education" (Murray, KY, August 1989). Pub Type- Opinion Papers (120) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—* Behavior Problems, Problems, *Classroom Communication, Communication Skills, Educational Practices, Elementary Education, *Elementary School Students, Nonverbal Communication, *Teacher Behavior, *Teacher Characteristics, Teacher Responsibility, *Teacher Role, Teacher Student Relationship, Verbal Communication This paper reviews ways in which teachers inadvertently reinforce negative behavior of elementary school students through negative verbal or nonverbal communication. Discussion first points out differences between nonverbal and verbal communication, and then focuses on consequences of negative communication for children. Special attention is given to teachers' use of judgmental vocabulary and demeaning labels, discourtesy, discouragement of verbal interaction, orders, demands, questions for which no real answer is expected, personal names as synonyms for commands, and domination of verbal exchanges. All of these forms of communication convey to children attitudes of aloofness, disrespect, lack of acceptance, and insensitivity. Also discussed are teachers' creation of a continually authoritarian classroom climate, use of mass punishment, assignment of blame for every discipline problem, use of threats for problem students, use of rejection and punitive behavior in response to student misbehavior that is threatening, and use of negative procedural feedback. Also addressed are the problems of teachers' structuring of emotional distance in the classroom, the impact of negative communication environments on students' self-esteem, and the “false fronts” of students who are depressed and have low self-esteem. (RH) ED 313 118 PS 018 353 Holloway, Mary A. Building an Early Childhood Parent-Teacher Re source Center. Wake County Public School System, Raleigh, N.C. Spons Agency-Raleigh Junior League, NC. Pub Date-88 Note-63p. Available from Project Enlightenment, Wake County Public School System, 501 South Boylan Avenue, Raleigh, NC 27603 ($12.00, plus $1.80 postage and handling). able from EDRS. Descriptors—Check Lists, *Early Childhood Edu cation, *Educational Resources, Financial Support, Guidelines, Learning Activities, Objectives, Personnel, *Program Development, Publications, *Resource Centers, Site Selection, Workshops Identifiers-Parent Resources, *Parent Teacher Re source Centers, *Program Replication This manual is a guidebook to the development of the Project Enlightenment Parent Teacher Resource Center and serves as a reference for the replication of this type of center in other communities. The manual consists of three chapters that are conceptualized as building blocks, because they are sequential, incremental, and independent. Block A discusses awareness of the need for a ParentTeacher Resource Center and the planning involved. Block B emphasizes the nuts and bolts of the center's organization and operation. Discussion begins with facilities and site and center arrangement. The following areas are described: Office and administration; instruction; production; video viewing; storage; a library; circulation; a foyer; and borwsing. Special centers and a children's corner are also described. Other topics in Block B include funding, personnel, resources, programming, public relations, and promotion. Block C describes the development of a center in one's own area and includes the most often asked questions about beginning a center. Helpful answers are offered by the center staff. Appendices provide an example of a game made by parents and teachers as well as a list of games with corresponding master activities Index, a sample of the mailing list card, a publications list, and a supply fee sheet. (RH)
ED 313 120 PS 018 366 Alexander, Rosalyn H. Off to a Good Start as Your Child Enters Kinder garten. Wake County Public School System, Raleigh, N.C. Spons Agency–Raleigh Junior League, NC. Pub Date—88 Note—29p. Available from-Project Enlightenment, Wake County Public School System, 501 South Boylan Avenue, Raleigh, NC 27603 ($2.00, plus $0.60 postage and handling). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Background, *Educational Objec tives, Guidelines, *Individual Characteristics, Individual Development, *Kindergarten, Kindergarten Children, *Parent Role, *Preschool Children, Primary Education, *Teacher Respon sibility Identifiers—*Transition Time This question and answer booklet is designed to help parents and their children understand the importance of successful school entry and what happens in school. Questions include: How do I get my child into school? What is kindergarten like? How can I encourage school adjustment? What if my child is not eager to start school? How do I deal with my feelings? What can I do to help me feel more secure? Will school people understand the nontraditional family? What are general kindergarten program objectives? How will kindergarten meet my child's needs as a total person? How much structure will my child need after school? How do I create a good learning environment at home? Should I teach academics at home? Once school starts, how do I keep involved? What if my child will not talk about school? What should I do when my child is not feeling well? Who are school specialists and how can they help? Research findings have been incorporated into answers. The text lists physical, social, mental, and emotional characteristics for kindergarten children, as well as goals for development in these areas. Special sections of the booklet concern teaching children about safety and readiness for first grade. A list of suggested readings for children and parents is provided. (RH) ED 313 121 PS 018 382 Kelley, Kathy Simultaneous Bilingualism: An Overview, Pub Date—89 Note—21p. Pub Type- Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Bilingualism, Cognitive Processes, *Communicative Competence (Languages), Definitions, *Individual Differences, *Language Acquisition, Language Skills, Literature Reviews, Neurological Organization, Young Children Identifiers—Research Results, *Simultaneous Lan guage Acquisition
ED 313 122 PS 018 385 Jones, Jacquelyn 0. Designing Day Care: A Resource Manual for Development of Child Care Services. Metropolitan Interfaith Association, Memphis, TN. Pub Date-Jun 89 Grant-G-896111 Note-208p. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC09 Plus Postage. Descriptors—*Day Care, Day Care Centers, Fam ily Day Care, Guidelines, Profiles, * Program Administration, *Program Development, Program Effectiveness, *Program Implementation, Rural Areas, State Programs Identifiers-Group Day Care, *Program Character istics, *Tennessee Compiled to promote the development of high quality, affordable, and accessible day care programs in West Tennessee, this manual helps prospective child caregivers decide which kind of day care to operate and describes start-up steps and program operation. Section 1 focuses on five basic questions of potential caregivers: (1) Which type of child care do I want to provide? (2) What makes a successful working program? (3) Can I make this a profitable enterprise? (4) Is this the right line of work for me? and (5) Shall I proceed to design a day care service? Section 2 concerns licensing procedures, financial management, recruitment and enrollment of children, community support, program space, health and safety factors, the process of serving children with special needs, written program structure, equipment guidelines, and behavior management. Section 3 deals with administrative functions and program needs, such as staff development and support, children's records, recordkeeping, public relations, parent involvement, maintenance, and program evaluation. A subsection on successful working programs includes information gained from interviews conducted at six center-based programs, a family day care home, and a group day care home. (RH)
ED 313 123 PS 018 387 Johnston, John M. And Others Teacher Perceived Problems and the Context of Teaching. Pub Date-30 Mar 89 Note-76p.; Paper presented at the Annual Meet ing of the American Educational Research Association (San Francisco, CA, March 27 - April 1, 1989). Best available copy: three pages contain light or blurred type. Pub Type- Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Class Size, *Elementary School Teachers, Grade 1, * Primary Education, Public Education, Small Classes, *Teacher Attitudes, *Time Identifiers-Project STAR The major purpose of this study was to determine if there were meaningful differences between work-related problems of 310 first-grade teachers assigned to small classes, regular size classes, and regular size classes with full-time aide assistance. This paper reports on the analysis of results of a
ED 313 119 PS 018 365 Taff. Louise Burgess, Kay Working Parents of Preschool Children. Wake County Public School System, Raleigh, N.C.
single data source from the second year of Project STAR (Student Teacher Achievement Ratio), a comprehensive 4-year longitudinal study. Teachers involved in the project were asked to rate 61 items or statements about problems on a Frequency or Bothersomeness scale of a modified version of the Teacher Problem Checklist. The study found that all first-grade teachers, regardless of class size or the addition of a full-time aide, reported that problems related to time were more frequent and bothersome than other types of problems. Teachers of regular classes, in comparison with teachers of small classes, reported that problems related to time occurred much more frequently. (RJC) ED 313 124 PS 018 388 Lawler, S. Dianne Early Childhood Supervision: Issues and Implica tions. Pub Date—12 Mar 89 Note-14p.; Paper presented at the Annual Meet ing of the Association of Supervision and Curriculum Development (Orlando, FL, March 12, 1989). Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Administrator Role, *Demography, *Educational Trends, * Elementary School Curriculum, Futures (of Society), *Instructional Leadership, * Kindergarten, Primary Education Current issues and trends in kindergarten, as evidenced by research, are described. Topics include shifts in kindergarten curriculum, demographic shifts, and trends for the 1990s. Also discussed are possible strategies for change in kindergarten. Concluding remarks focus on the instructional leader's role in the future of kindergarten. Administrators are encouraged to examine budget expenditures for long-range benefits gleaned from monies spent providing the successful foundation in kindergarten upon which further school learning is based. (RH) ED 313 125 PS 018 389 Lawler, S. Dianne Effective Parent-Teacher Conferences: A Guide for Student Teachers. Pub Date-[81] Note-11p. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Check Lists, Communication Skills, Elementary Secondary Education, Guidelines, *Objectives, *Parent Teacher Conferences, *Teacher Responsibility Identifiers—*Communication Competencies, *Communication Context Student teachers are provided with guidelines for preparing, conducting, and following up parentteacher conferences. Conference preparation is viewed as essential. A list of eight general objectives for planning conference activities is provided. Subsequent discussion focuses on scheduling and the atmosphere for the conference. Communication techniques, such as reflective listening, use of open responses, and avoidance of educational jargon are described. Potential areas of conflict are mentioned. Concluding discussion provides an example of an effective conference situation. Included in the text are a list of do's and don'ts for conferencing and a conference checklist that teachers can use to evaluate their conferencing behavior. (RH) ED 313 126 PS 018 390 Shumow, Lee How Kindergarten Parents Perceive Their Role in Sexual Abuse Prevention. Pub Date-Aug 88 Note-26p.; Paper presented at the Annual Meet ing of the Chicago Association for the Education of Young Children (Chicago, IL, February 24-25, 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Child Abuse, Community Programs, Community Surveys, *Kindergarten Children, *Parent Attitudes, Parent Role, Prevention, Primary Education, Program Improvement, *Sex ual Abuse Identifiers—*Child Assault Prevention Project, Ohio (Columbus) A total of 57 parents of kindergarten children who participated in Columbus, Ohio's Child Assault Prevention Project (CAP) were surveyed in an effort to gather descriptive data on parent-child discussions,
practice of prevention strategies, and parent attitudes. A questionnaire was developed and tested. Part 1 of the questionnaire elicited information about the parents, such as parents' marital status and educational level, parents' relationship to the child, the number of children in the household, and the presence of a step-parent or adults other than parents in the home. Part 2 contained four questions about discussion of the CAP program and sexual abuse prevention in general. Part 3 listed 16 prevention strategies and asked parents whether they had used them. An additional set of seven questions concerned parental attitudes toward the potential success of sexual abuse prevention and who they believed should be responsible for the teaching of these prevention strategies. Parents were asked whether their child responded with fear to prevention efforts, and whether they had attended the parent in-service workshop. Parents who had not attended were asked to indicate why. Space was provided for parent questions and comments. A static group comparison research model was used to analyze the data. Findings suggest specific ways of improving parent in-services outreach on sexual abuse prevention. (RH) ED 313 127 PS 018 391 McLaughlin, F. Joseph And Others Effect of Comprehensive Prenatal Care and Psy chosocial Support on Birthweights of Infants of Low-Income Women. Pub Date—Apr 89 Note-17p.; Paper presented at the National Bien nial Meeting of the Society for Research in Child Development (21st, Kansas City, MO, April 27-30, 1989). Pub Type-- Reports - Research (143) —Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Birth Weight, Comparative Analy sis, *Infants, Intervention, *Low Income Groups, *Medical Services, *Mothers, Prenatal Influences, Program Effectiveness, Social Support Groups, Young Adults Identifiers-Postnatal Influences, *Prenatal Care, *Psychosocial Factors A study investigated effects of comprehensive prenatal care on birth weight, child development, and maltreatment of children. A total of 2,585 pregnant women were screened at their first prenatal visits and the 428 at highest social risk were randomly assigned to either comprehensive intervention or routine prenatal care. The comprehensive intervention was designed to provide psychosocial support and comprehensive health care for low-income women and infants during the mother's pregnancy and the first 2 years of the child's life. This report describes effects of the intervention on birthweight. Multiple regression analysis that used medical and social predictor variables showed a strong relationship between the set of predictors and the criterion variable of birth weight. Analyses of variance for primiparous and multiparous mothers showed an effect of intervention on birth weight for primiparous but not multiparous mothers. There was a significant interaction between intervention and age group. Effects of the intervention were greater for 17- to 21-year-old mothers than for others. It is concluded that the study demonstrates favorable effects of comprehensive prenatal care and psychosocial support on birthweights of infants born to young and primiparous low-income women. (RH) ED 313 128 PS 018 393 Berrueta-Clement, John R. And Others Changed Lives: The Effects of the Perry Preschool Program on Youths through Age 19. Monographs of the High/Scope Educational Research Foundation, Number Eight. High/Scope Educational Research Foundation, Yp silanti, Mich. Report No.-ISBN-0-931114-28-4 Pub Date--84 Note-224p. Available from--Monograph Series, High/Scope Foundation, 600 North River Street, Ypsilanti, MI 48197 ($15.00, plus shipping). Pub Type- Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Academic Achievement, Case Stud. ies, Compensatory Education, *Early Childhood Education, Early Experience, Etiology, Longitudinal Studies, *Low Income Groups, *Outcomes of Education, Research Design, *Social Responsi
bility, Youth Identifiers—*Perry Preschool Project, *Socioeco nomic Success This study is the eighth in a series of reports of longitudinal research on the long-term effects of participation versus nonparticipation in a program of high quality early childhood education, on 123 black youths from families of low socioeconomic status, who were at risk of failing in school. The study finds that young people up to 19 years of age who attended the High/Scope Educational Research Foundation's Perry Preschool Program (PPP) in the early 1960s continue to outperform peers who did not attend preschool. The PPP provided an organized educational experience directed at the intellectual and social development of young children who participated, in most cases, for 2 years when they were 3 and 4 years of age. Fifty-eight children were assigned to the preschool group called the experimental group and 65 children were assigned to the no-preschool group called the control group. The Perry Preschool study addressed the issue of whether high quality early childhood education would improve the lives of low-income children and their families, and the quality of life of the community as a whole. Sections of the report concern: (1) the background and context of the Perry Preschool Study; (2) preschool's effects on school success, early socioeconomic success, and social responsibility; (3) review and interpretation of study outcomes over time; (4) preschool's long-term impact; (5) the lessons of early childhood research; and (6) nine case studies of children growing up in Ypsilanti, Michigan. An appendix provides information about supplementary analyses of the data. Three commentaries on the study are included. (RH) ED 313 129 PS 018 395 Grace, Cathy Howard, Esther Training Principals To Develop Comprehensive Early Childhood Programs: The Mississippi Model. Pub Date-Mar 89 Note-17p.; Paper presented at the Annual Meet ing of the Association for Supervision and Curriculum Development (44th, Orlando, FL, March 11-14, 1989). Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Education, Curricu lum Development, Educational Assessment, Educational Planning, *Inservice Education, Learning Centers (Classroom), *Primary Education, *Program Development, Program Implementation, *Staff Development Identifiers—*Mississippi In 1988, the Mississippi State Department of Education provided funds for the creation of a 40-hour staff development module for training the principals and central office staff of state accredited elementary schools to develop comprehensive early childhood programs. Here, the term 'early childhood' refers to programs for children between 5 and 8 years of age. This document describes the content of the training material in terms of phases of program development. Phases discussed concern: (1) definition and development of appropriate curriculum; (2) use of learning centers as an instructional setting; (3) use of assessment measures to stengthen a comprehensive early childhood program of instruction; and (4) development of a practical plan for implementing a comprehensive early childhood instructional program. It is anticipated that by 1990 over 200 administrators will have completed the training. An example of the action plan format suggested for use in Phase 4 is included. (RH) ED 313 130 PS 018 397 Easing the Transition from Preschool to Kinder garten: A Guide for Early Childhood Teachers and Administrators. Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Pub Date--[86] Note-32p. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-*Developmental Continuity, Early Childhood Education, *Elementary School Curriculum, Guidelines, Kindergarten, *Organizational Communication, Parent Participation, *Preschool Education, *Transitional Programs Identifiers-Developmentally Appropriate Pro grams This booklet provides a variety of ideas for preshowed significant improvement due to training, and thus indicated a clear positive relation between the cognitive abilities studied. Disadvantaged children who before training were below advantaged children in the ability to use operation schemes and control imagination, reduced and sometimes even eliminated the gap after training. It is concluded that since training was more beneficial to the disadvantaged, there may be limits to the contribution experience can make to the development of the cognitive abilities tested. (RH)
school and kindergarten teachers and administrators interested in working cooperatively to establish linkages and ease the transition between educational settings for young children and their families. Benefits of facilitating transition for children, parents, and teachers and keys to successful transition are listed. Subsequent discussion concerns: (1) providing program continuity through developmentally appropriate curricula for preschool and kindergarten children; (2) maintaining communication between preschool and kindergarten staff; (3) preparing children for transition; and (4) involving parents in the transition. Differences and similarities between preschool and kindergarten children and programs are considered. (RH) ED 313 131 PS 018 399 Seligson, Michelle Fink, Dale B. No Time to Waste: An Action Agenda for School-Age Child Care. Wellesley Coll., Mass. Center for Research on Women. Spons Agency-Carnegie Corp. of New York, N.Y.; General Mills Foundation, Wayzata, Minn.; Grant (W.T.) Foundation, New York, N.Y.; Levi Strauss Foundation, Inc., San Francisco, Calif. Pub Date-89 Note-104p. Available from-School-Age Child Care Project, Wellesley College, Center for Research on shipping and handling). able from EDRS. Descriptors-Childhood Needs, Cooperation, — * *School Age Day Care Identifiers-Program Characteristics This book for persons interested in setting up high quality school-age child care (SACC) programs: (1) provides background information and a rationale; (2) describes a collaborative model of program development; (3) discusses program funding and resources; (4) considers approaches to recognizing high quality school-age child care; and (5) offers conclusions and 15 action recommendations. Chapter 1 delineates the severity of the problem. Chapter 2 describes the roles of such institutions and groups as schools, custodians, youth service organizations, public housing, and day care centers and homes in providing SACC. Chapter 3, on funding, discusses the Federal Dependent Care Block Grant Program, state welfare reform as a source of start-up finding, local public support for construction or renovation, and the possible contribution of operating funds by school districts, local governments, private charities, and other sources. Chapter 4 provides capsule descriptions of appropriate approaches for programs serving children of various ages, and offers more detailed discussion of accreditation, evaluation, on-site consultation, technical assistance, and model demonstration sites. Twenty-six references are cited. A list of programs, by state, and a list of related organizations are also included. (RH) ED 313 132 PS 018 401 Marfo, Kofi And Others Early Intervention with Developmentally Delayed Infants and Preschool Children in Newfoundland and Labrador. Memorial Univ., St. John's (Newfoundland). Fac ulty of Education. Foreign Countries, *Home Programs, Individual Development, *Infants, Parent Attitudes, Parent Child Relationship, Play, *Preschool Children, * Program Development, *Program Effectiveness, Program Evaluation, Research Methodology Identifiers—*Developmental Delays, Newfound land, Newfoundland (Labrador) A study of Newfoundland's and Labrador's Direct Home Services Program (DHSP) for families of developmentally delayed infants and preschool-age children evaluated current efforts and obtained data for use in the development of strategies for future interventions. The study had six purposes: (1) to examine parents' early experiences pertaining to the
detection of their child's problem, awareness of and access to early intervention services, and contact with support groups; (2) to analyze parental perceptions and satisfaction regarding the early intervention program, including perceptions about the intervention worker's competence and professional skills; (3) to appraise parental expectations about the child's future and the relationship between these expectations and the perceived severity of the child's handicap or delay; (4) to obtain a measure of parent-child interactive play, both in terms of variety of activities and the frequency with which interactive play occurred; (5) to ascertain the program's effectiveness relative to the child's developmental progress; and (6) to examine the role that family ecological variables played in the intervention process. Findings are discussed. Nearly 50 references are cited. A questionnaire and fact sheet are appended. (RH) ED 313 133 PS 018 402 McCord, Joan Antisocial Behaviour and Parent-Child Relation ships: A Statement of the Problem. Pub Date—Jul 87 Note-15p.; Paper presented at the Biennial Meet ing of the International Society for the Study of Behavioural Development (9th, Tokyo, Japan, July 12-16, 1987). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Affective Behavior, Aggression, Al coholism, * Antisocial Behavior, Conflict, Criminals, Discipline, *Family Characteristics, Family Environment, *Family Influence, Family Problems, Family Relationship, Family Structure, Longitudinal Studies, *Males, *Parent Child Relationship, *Prevention, Supervision This longitudinal, prospective study used case material from 232 families in its analysis of effects of family environments on criminal behavior. Men who had participated in a crime prevention program were studied 40 years after their families had first been visited by counselors. The men's convictions for serious crimes provided a measure of the long-term impact of childhood environments. Serious crimes were defined as crimes that appeared on the Federal Bureau of Investigation Type-1 Index. Records describing the families were coded in terms of parental alcoholism, family structure and conflict, esteem of each parent for the other, and paren supervision, discipline, warmth, and aggressiveness. Analyses of the data revealed that families of criminals differed from families of noncriminals in many ways. Criminal rates tended to be low when family climate had been good. Maternal competence and control appeared to reduce crime. Families deficient along one dimension tended to be deficient along others as well. Combined deficiencies appeared to be particularly criminogenic. (RH) ED 313 134 PS 018 403 Michalowitz, Rina The Development and Cultivation of Imagination and Logical Operations in Young Children. Pub Date-Jul 89 Note—14p.; Paper presented at the International Conference on Early Education and Develop ment (Hong Kong, July 31-August 4, 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Ability, Comparative Analysis, Disadvantaged Youth, *Elementary School Students, Foreign countries, *Imagery, *Imagination, Piagetian Theory, Primary Educa tion, *Student Improvement, *Training Identifiers—*Israel A study explored: (1) the possibility that imagination and imagery in young children can be developed by systematic practice; and (2) the extent to which the development of imagination and imagery affects other cognitive abilities, such as classification, seriation, and conservation. Concepts of imagery and operation schemes were derived from cognitive approaches oriented toward information processing and from Piagetian developmental theory. Participants were 133 children of 5 to 6 years of age, half of whom were disadvantaged. Children were divided into four treatment groups: two experimental and two control. Experimental groups received training in the use of operational schemes or imagery and imagination. Control groups received irrelevant training or no training. Training occurred in 50 sessions during a 3-4 month period. Results
ED 313 135 PS 018 404 Phyfe-Perkins, Elizabeth Birtwell, Nancy Comprehensive Child Abuse Prevention: Working with Staff, Parents, and Children. Pub Date—Nov 89 Note—14p.; Paper presented at the Annual Confer ence of the National Association for the Education of Young Children (Atlanta, GA, November 3-6, 1989). Pub Type— Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Child Abuse, *Curriculum, * Day Care, Early Childhood Education, Higher Education, *Parent Teacher Conferences, Prevention, Program Descriptions, Safety, *School Policy Identifiers—*Campus Day Care, University of Massachusetts University Child Care at the University of Massachusetts in Amherst uses written policies, a personal safety curriculum, and parent-teacher dialogues to prevent child sexual abuse. This paper discusses aspects of these three components. Discussion of written policies focuses on the mandated reporter status of caregivers, state laws, procedures for reporting abuse, and daily classroom procedures. Aspects of the personal safety component include anatomically correct names for body parts, assertiveness skills, the right to privacy, differences in personal touches (the touch continuum), verbalization about unwanted touches, and ways in which a child can know whom to consult when troubled. Letters to parents concerning the curriculum content supplement the discussion. Material on parent-teacher dialogues and meetings includes discussions of child sexual abuse, public laws, classroom policies and strategies, abuse prevention curriculum activities, the parental role in prevention, indicators of abuse, ways to handle a disclosure, and related books and materials. (RH)
ED 313 136 PS 018 405 Nelson, Katherine Meaning the Missing Piece. Pub Date-28 Apr 89 Note-8p.; Paper presented at the National Bien nial Meeting of the Society for Research in Child Development (Kansas City, MO, April 27-30, 1989). Pub Type- Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classification, Cognitive Processes, *Concept Formation, *Developmental Psychology, * Research Needs, * Research Problems, *Se mantics, Young Children Identifiers—* Research Priorities, Research Sugges tions Issues of meaning have become central concerns of research on language development. There are at least four reasons for the neglect of meaning by earlier researchers. First, Chomsky's original theory assumed that syntax could be described and explained independently of meaning. Second, linguists had long assumed that semantics was too messy and difficult to get involved in. Third, psychologists viewed semantics as too easy and transparent. Fourth, issues of meaning, as defined in adopted philosophical models, seemed to psychologists and linguists to be too remote from the problems faced by the language-learning child. This paper: (1) indicates how each of these four reasons for neglect gave way in the light of new research; (2) sketches some recent approaches that address lexical meaning as a problem in its own right; and (3) describes a framework considered appropriate for further research into the process of how language is learned and the question of how word meanings and concepts relate to each other. The general approach described constitutes a functional framework for conceptual and semantic development, one that is based on the assumption that the child's mind is a system that is open to the potential and constraints of the social, cultural, and communicative world in which the child develops. (RH)
creased in attendance up to 90 percent or more and received grades of C or higher during the treatment period. Appendices provide a sample attendance card, a table illustrating pre- and post-intervention results, and a dissemination package. (RH)
results, provide the background for this discussion. Arguments advanced for the use of computers concern children's ability to adapt, problem-solving techniques, and decision-making processes. It is asserted that children who use computers in a well-planned manner will adapt to the demands of a fast-changing technological world and become familiar with a variety of tools. The computer provides an enormous data base for use in problem solving. The use of software packages geared toward decision making and self-directed learning will encourage children to assume responsibility for their own learning, develop interest in their work, and become lifelong learners. Teachers and educators have the job of seeing that computers are used sensibly. Vignettes highlight problems identified in the research. (RH)
ED 313 142 PS 018 411 Harville, Valerie Terrill Initiating a Developmental Motor Skills Program for Identified Primary Students. Pub Date—Jun 86 Note-71p.; Practicum Report, Nova University. Pub Type - Dissertations/Theses - Practicum Pa pers (043) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Developmental Programs, Educa tional Practices, *Elementary School Students, Grade 1, *Individual Development, *Learning Activities, Primary Education, Program Effectiveness, *Psychomotor Skills, *Student Improve ment Identifiers—*Developmental Delays A physical education specialist at an elementary school in one of the fastest growing sections of the country developed and implemented a developmental motor skills program for primary school students. The program focused on: (1) developing a method of referring students for testing; (2) providing a specialized motor diagnostic test; (3) improving students' self-esteem; and (4) promoting administrator and teacher awareness of the importance of identifying and remediating students with motor skill deficiencies. Participants were 3 girls and 7 boys in the first grade. After target children were pretested and results were evaluated, activities that would improve the children's motor skills were designed. Activities were scheduled over a 10-week period and involved exercise stations for warm-ups, balance, agility, sequencing, visual acuity, auditory discrimination, and coordination. Evaluation results showed that children improved significantly in their overall motor development. Six of the ten children showed improvement in self-esteem. Recommendations are offered regarding the use of the report as a guide for administrators who wish to adopt a similar developmental motor skills program in their schools. Related materials, such as lists of the motor skills activities and symptoms of perceptual difficulties are appended. (RH)
ED 313 137 PS 018 406 Honig, Bill Educating Young Children: Next Steps in Imple menting the School Readiness Task Force Re port. Program Advisory. California State Dept. of Education, Sacramento. Report No.-FSB-88/9-10 Pub Date—12 Jun 89 Note-29p. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Early Childhood Education, Ele mentary School Curriculum, Guidelines, Parent Participation, Preschool Curriculum, *Program Implementation, *School Readiness, Staff Development, State Programs, Student Evaluation Identifiers—*California, *Developmentally Appro priate Programs This program advisory provides direction to school districts and providers of preschool and early primary programs in California who are implementing the recommendations of the School Readiness Task Force Report, “Here They Come: Ready or Not!" The Task Force Report addressed the issue of what kind of education would be necessary during the early years of a child's life if the child were to be prepared for the 21st century. It was concluded that California should increase support for the education of 4-year-olds and change the nature of kindergarten and first grade programs so that the programs fit the children in them. This advisory gives attention to Task Force recommendations about curriculum and instruction, assessment, parent involvement, and staff development. Sections focus on: (1) defining the educational program; (2) building partnerships with parents and among schools and programs; and (3) implementing the recommendations. In the last section, procedural suggestions and ideas are offered. Appendices provide acknowledgements, a reading list of 20 citations, and a list of related publications available from California's State Department of Education. (RH) ED 313 138 PS 018 407 Isbell, Rebecca And Others Beginning at the Beginning: Literacy Development from Infancy through Kindergarten. Pub Date—2 Nov 89 Note-17p.; Paper presented at a Preconference Session at the Annual Meeting of the National Association for the Education of Young Children (Atlanta, GA, November 2, 1989). Pub Type— Guides - Classroom - Teacher (052) – Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classroom Environment, Early Childhood Education, *Family Environment, Guidelines, Infants, Kindergarten Children, *Learning Activities, *Parent Role, Preschool Children, *Teacher Role, Toddlers Identifiers—Bookmaking, *Emergent Literacy, Lit eracy Events This paper describes the kind of environment that nurtures emerging literacy in a consistent and comprehensive way from infancy through kindergarten. The paper also examines the rationale for encouraging young children to communicate and become authors. A section on opportunities for literacy development covers writing centers, show me activities, sustained silent writing, the making of a field trip book, and the making of other sorts of books. Over 60 references are cited. (RH) ED 313 139 PS 018 408 Tse, Miranda Siu Ping The Use of Computers in Early Childhood Educa tion: A Growing Concern. Pub Date—Jul 89 Note-9p.; Paper presented at the International Conferenoe on Early Education and Develop ment (Hong Kong, July 31-August 4, 1989). Pub Type— Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Uses in Education, *Early Childhood Education, Educational Practices, Foreign Countries, Microcomputers Identifiers—*Hong Kong A rationale for introducing computers in early childhood education in Hong Kong is presented. Findings from a survey of computer use in preschools, and case studies of preschools in which children use computers but do not achieve desired
ED 313 140 PS 018 409 Minish, Patricia A. Developing an Instrument To Assess Parent-Care giver Communication during Morning and After noon Transition Times in Day Care Centers. Pub Date-Jul 86 Note—77p. Pub Type- Tests/Questionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Check Lists, Child Caregivers, *Com munication (Thought Transfer), Communication Research, *Day Care Centers, Early Childhood Education, Parents, Parent Teacher Cooperation, *Test Construction, *Test Reliability Identifiers—*Informal Communications, *Transi tion Time The major purpose of this study was to develop a reliable observation instrument to code parent-caregiver communication as it occurs when children are dropped off and picked up at day care centers. The Parent-Caregiver Communication Checklist (PCCC) was designed as an observation tool to assess informal communication between parents and caregivers or directors in day care centers. The instrument contains content and structural components, with the latter assessing frequency, duration, and responsibility in communication. Other features of the PCCC include ratings of setting and tone of communication, a coding manual, and an observer training program. Pilot testing at four centers revealed reasonable pre- and in-field data collection reliability, and moderate to high retest reliability for most dimensions of the measure. This report: (1) provides a literature review of parent-caregiver relations; (2) describes the development of the instrument, observer training, and data collection; (3) reports findings concerning the observer and retest reliability of the checklist; and (4) discusses findings. The report contains citations of 51 references, and, in the appendices, the PCCC coding manual and an outline of the observer training program. (RH) ED 313 141 PS 018 410 Doty, Jeanice J. Reducing Excessive Absenteeism among First Grade Public School Students. Pub Date—Jun 84 Note-27p.; Practicum Report, Nova University. Pub Type - Dissertations/Theses - Practicum Pa pers (043) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Attendance, Comparative Analysis, *Elementary School Students, Grade 1, *Intervention, Primary Education, Program Effectiveness, Public Schools, *Student Improvement An elementary school teacher designed and implemented a program intended to reduce excessive absenteeism among first grade public school students. The program consisted of four basic parts: (1) perusal of attendance cards and grade books prior to treatment; (2) implementaton of treatment; (3) post-perusal of attendance cards and grade books; and (4) tabulation of results. Students in the treatment group participated in a program designed to reduce absenteeism through the implementation of a high incentive program involving parents and students that lasted for 10 weeks. The intervention involved distribution of a “Welcome Back” sticker intended to establish rapport with students receiving the treatment; establishment of rapport with a comparison group of students in another first grade class; discussion of the importance of daily class attendance; a math lesson on counting absences from attendance cards; and a language lesson concerning ways in which students could arrive at school on time on a daily basis. As a result of the intervention, students in the treatment group in
ED 313 143 PS 018 414 Higgins, Martha Jean Adams And Others Excellence in Education: A Model for Curriculum. Reid Chapel African Methodist Episcopal Church, Columbia, SC.; V.V. Reid Elementary School, Co lumbia, SC. Pub Date—Sep 89 Note-61p. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Blacks, Course Descriptions, *Cur riculum Development, Curriculum Guides, *Educational Objectives, * Primary Education, Private Schools, *Religious Cultural Groups Identifiers—*Course of Study for Elementary Schools This guide represents the completion of phase one of the curriculum development process at the V. V. Reid Elementary School, a primary school established in 1989 under the sponsorship of Reid Chapel African Methodist Episcopal Church, Columbia, South Carolina. Contents of the guide include a statement of the school's philosophy of education, lists of textbooks and supplementary materials reviewed, lists of adopted textbooks and supplementary materials, descriptions of the course of study in 11 curriculum areas, and brief discussions of curriculum implementation and student evaluation. Curriculum areas include reading and writing, language arts, mathematics, science, social studies, African-American studies, spelling, health, physical education, aesthetic awareness, and personal development. Concluding material provides a statement of the overarching religious goals of learning and education, with special reference to African-American children, and a prayer of school affirmation. Inspirational quotations on achievement are appended. (RH)
ED 313 144 PS 018 420 Harris, Lottie Developing a Family Day Care System with a Low Turnover Rate. Plains, NY. Pub Date-Aug 89
Available from-U.S. General Accounting Office, Post Office Box 6015, Gaithersburg, MD 20877 (first 5 copies free, additional copies $2.00 each, 25% discount on orders for 100 or more copies). Pub Type-- Information Analyses (070) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Etiology, Foster Care, *Foster Fam ily, * Personnel Needs, Profiles, Program Descriptions, Program Effectiveness, *Recruitment, *Training Identifiers—*Preservice Training A review of practices for the recruitment and preservice training of foster care parents was conducted. Foster care professionals were consulted and the literature on foster care was researched to identify causes for the nationwide shortage of foster parents. Professionals' views were sought on how best to recruit and provide initial training to foster parents. After an executive summary and introduction, the analysis is presented under the following topics: (1) reasons for the critical shortage of foster parents; (2) principles of effective foster parent recruiting; (3) principles of effective foster parent preservice training; and (4) evaluation and demonstration of effective recruiting strategies. The report also contains a recommendation that the Secretary of the Department of Health and Human Services (DHHS) conduct a comprehensive evaluation of the comparative effectiveness of various foster parent recruiting strategies. Appendices provide highlights of selected states' foster parent recruiting and preservice training programs, comments from DHHS, and other related material. Fifty references are cited. (RH)
Note-8p.; Paper presented at the National Family Day Care Conference (San Mateo, CA, August 3-6, 1989). Pub Type— Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors Certification, Community Informa tion Services, *Community Programs, *Delivery Systems, Early Childhood Education, *Family Day Care, Program Descriptions, Referral, Re source Centers, State Programs Identifiers_*New York (Westchester County), *Program Characteristics, State Regulation Nine components of Westchester County's Family Day Care System in White Plains, New York, are outlined in some detail. Westchester County, comprising 450 square miles of cities, suburbs, towns, and villages, borders on the Bronx, and, while very affluent, has the second largest number of homeless persons in the nation, and an ethnically and economically very mixed population. Westchester's unique system of family day care has a provider turnover rate of 11 percent, in contrast to the 40 to 50 percent that is common nationally. In this report, prior to the outline of system characteristics, background information is provided on: (1) the regulatory system for family day care in New York State; (2) the functional role of the Child Care Council of Westchester in administering family day care for the county; and (3) characteristics of the family day care system in Westchester, including the satellite model the system is based upon, the independent contractor status of family day care providers in Westchester, and the two-step family day care system in which consultants are responsible for up to 20 certified family day care providers and any number of registered providers in their base area. (RH) ED 313 145 PS 018 421 de la Cruz, Beverly Metro Implementing a Whole Language Curriculum To Improve Oral Language Competence in an In ner-City Kindergarten. Pub Date-89 Note-124p.; Ed.D. Practicum, Nova University Pub Type Dissertations/Theses - Practicum Pa pers (043) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Communication Skills, *Coopera tive Learning, Curriculum Development, Inner City, *Kindergarten Children, *Learning Centers (Classroom), *Oral Language, Parent Participation, Primary Education, Program Effectiveness, Program Implementation, Student Improvement Identifiers—*Whole Language Approach A kindergarten teacher designed and implemented a practicum for increasing the oral language competence of 20 kindergartners in an inner-city public school. Goals were to improve children's receptive and expressive language abilities, social skills, and mastery of kindergarten curriculum objectives, and to increase parent involvement. A whole language curriculum was implemented. Instruction focused on themes that included all curriculum content areas. Coordinated curriculum components were designed to maximize student involvement in class activities. Learning centers and cooperative learning strategies contributed to the establishment of a nurturing classroom atmosphere. Parent participation was encouraged through conferences, newsletters, parent education materials, and parent-and-child activities. Primary teachers were trained in whole language teaching and learning principles and strategies. Practicum evaluation data revealed that the intervention was effective beyond expectation. The intervention increased the children's receptive and expressive vocabularies, improved their use of appropriate language structures, and contributed to mastery of curriculum objectives. It was evident that the program had a positive impact on teachers. (Author/RH) ED 313 146 PS 018 422 Klingstedt, Joe Lars Students at Risk. Final Report. Texas Univ., El Paso. Pub Date—Aug 89 Note—183p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC08 Plus Postage. Descriptors—Case Studies, Early Parenthood, Educational Practices, Elementary School Students, Elementary Secondary Education, Ethnic Groups, *High Risk Students, High School Students, *Identification, *Intervention, Junior High School Students, National Surveys, * Program Ef
fectiveness, Questionnaires, *School Holding Power, Sex Differences, *Student Characteristics Identifiers—* Texas (El Paso) Part of a national research project, this study of students at risk involved elementary and high school pupils in the El Paso (Texas) area. Investigators sought answers to questions concerning the identity and characteristics of at-risk students, and school'intervention programs and their effectiveness. Data were gathered on 296 students in three schools. Information collected included presence or absence of 45 at-risk factors and the frequency of use of 13 strategies designed to help students succeed. A “holding power statistic” was computed for the high school; an intensive case study was done on one student; and records of 40 pregnant girls were examined. Findings indicated that 40 percent of the students were seriously at risk, in contrast with 25 percent in the national sample. Males were found to be slightly more at risk than females. Hispanics were most at risk, followed by Blacks, Native Americans, Whites, and Asians. Principals and teachers reported spending 21 percent to 30 percent of their time with students at risk and 80 percent felt their efforts were average or above average in productivity. Strategies most frequently used to help students included parent involvement, computer instruction, tutoring, extra instruction in basic skills, and flexible scheduling. Strategies considered most effective included extra instruction in basic skills, placement in classes smaller than typical, parent involvement, use of special teachers, and special education. Discussion concludes with recommendations. Related materials appended include the case study, an optional study on variables relevant to the profile of teen mothers in El Paso County, and a bibliography on at-risk students citing 112 references. (RH) ED 313 147 PS 018 424 Foster Care: Incomplete Implementation of the Reforms and Unknown Effectiveness. Report to Congressional Requesters. General Accounting Office, Washington, DC. Pro gram Evaluation and Methodology Div. Report No.-GAO/PEMD-89-17 Pub Date-Aug 89 Note-103p. Available from-U.S. General Accounting Office, Post Office Box 6015, Gaithersburg, MD 20877 (first 5 copies free, additional copies $2.00 each, 25% discount on orders for 100 or more copies). Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Administration, Background, Cost Effectiveness, *Federal Legislation, *Foster Care, Government Role, Incentive Grants, *Program Effectiveness, * Program Implementation Identifiers—*Reform Efforts, *Rules and Regula tions The General Accounting Office conducted a comprehensive assessment of the degree to which the section 427 reforms of the Adoption Assistance and Child Welfare Act of 1980 had been carried out, whether they were working, and whether they were still needed. A Senate Subcommittee and House Select Committee requested the assessment in response to reports that abuses of foster care were continuing despite the enactment of reforms in 1980 and increased appropriations for child welfare services. An executive summary is followed by a six-chapter report on findings. Chapter 1 is an introduction. Chapter 2 details foster care protections required for child welfare incentive funds. Chapter 3 addresses the issue of whether the reforms have been carried out. Chapter 4 reports on the effects of the reforms, and Chapter 5 assesses the continuing need for federal incentives for reform. Chapter 6 provides conclusions, recommendations, and an evaluation of agency comments. Related materials, such as the requirements of sections 427 and 425 and Health and Human Service's compliance review components, and the outcome of the Administration on Children, Youth, and Families reviews of states' compliance with section 427, are provided in eight appendices. A list of 124 references is included. (RH) ED 313 148 PS 018 425 Foster Parents: Recruiting and Preservice Training Practices Need Evaluation. Report to Congres sional Requesters. General Accounting Office, Washington, D.C. Div. of Human Resources.
ED 313 149 PS 018 426 Foster Care: Delayed Follow-Up of Noncomplying States May Reduce Incentive for Reform. United States General Accounting Office Report to the Commissioner of the Administration for Children, Youth and Families. General Accounting Office, Washington, DC. Pro gram Evaluation and Methodology Div. Report No.-GAO/PEMD-89-16 Pub Date—Sep 89 Note-10p. Available from—U.S. General Accounting Office, Post Office Box 6015, Gaithersburg, MD 20877 (first 5 copies free, additional copies $2.00 each, 25% discount on orders for 100 or more copies). Pub Type— Reports - General (140) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Compliance (Legal), Federal Aid, Federal Legislation, *Foster Care, *Incentive Grants, *State Programs Identifiers—*Followup Reviews, *Recoupment of Funds This brief report focuses on one issue discussed in the General Accounting Office's (GAO) review of the foster care reforms required for states' receipt of additional funds under the Child Welfare Services grants program: whether the Administration for Children, Youth, and Families (ACYF) is providing incentive funds only to those states that have instituted the reforms ACYF requires under section 427 of the Social Security Act. GAO found that ACYF has been diligent about recouping Child Welfare Services incentive funds once a state has been determined to be ineligible for these funds. Conversely, ACYF has been slow to review the performance of some states that have failed compliance reviews in previous years, resulting in payments of about 24.7 million dollars since 1984 to six states that may not have been eligible for those funds. Recommendations and ACYF comments are included in the text, along with an appended table of data on incentive funds paid to states after they failed their most recent compliance reviews. (RH) ED 313 150 PS 018 427 Early Childhood Education: Information on Costs and Services at High-Quality Centers. Fact Sheet for the Chairman, Committee on Labor and Human Resources, U.S. Senate. General Accounting Office, Washington, D.C. Div. of Human Resources. Report No.-GAO/HRD-890-130FS Pub Date-Jul 89 Note—21p. Available from U.S. General Accounting Office, Post Office Box 6015, Gaithersburg, MD 20877 (first 5 copies free, additional copies $2.00 each, 25% discount on orders for 100 or more copies). Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Comparative Analysis, Criteria, Page 16
*Early Childhood Education, Educational Quality, Incidence, *Insurance, * Preschool Education, *Program Costs, Religious Organizations, Stan dards, Surveys, *Teacher Salaries Identifiers--Fact Sheets, *Program Characteristics, *Religious Affiliation This fact sheet contains preliminary results from a General Accounting Office (GAO) survey of selected high-quality early childhood education (ECE) centers. To gather data, questionnaires were sent to directors of 265 full-day, full-year preschool and early childhood education programs accredited by the National Association for the Education of Young Children (NAEYC). Data used in these analyses represent tabulations for 158 of the centers. Sections of the report concern cost per child, teacher salaries, insurance costs, costs of supplementary services, and number of religiously affiliated centers. Appendices provide a comparison of selected requirments (S. 123 criteria and NAEYC standards) for early childhood education programs; objectives, scope, and methodology of the survey; ECE centers' expense categories as a proportion of total costs; summary data on teacher salaries; and summary data on the costs of supplementary services. (RH)
ED 313 151 PS 018 428 Hensey, Edna R., Ed. Relos, Ruth, Ed. Building Blocks for a Healthy Life: Ages Birth to 3. North Carolina State Dept. of Human Resources, Raleigh. Div. of Mental Health, Mental Retarda tion and Substance Abuse Services. Pub Date—88 Note-46p. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Day Care, Early Childhood Educa tion, Educational Objectives, Guidelines, *Health Activities, *Health Éducation, Health Materials, Infants, *Inservice Teacher Education, * Learning Activities, * Preschool Children, * Resource Materials, Toddlers Focusing on services for infants and toddlers, this curriculum and resource guide for child caregivers provides information leading to the realization of three objectives by suggesting learning activities intended to help young children and their caregivers: (1) develop skills in choosing and practicing positive health behaviors; (2) become more accepting of responsibilities for personal health and well being; and (3) become more self-confident in their ability to control their health practices. After a brief introduction, sections of the guide offer information on parenting, child development, personal health, nutrition, injury prevention, dental health, wellness, and emotional health. Contents in each section are organized around a set of objectives that are supplemented by recommended activities and a list citing resource materials. Cited resource materials include guides and books for children and adults, as well as manuals, activity materials, pamphlets, learning packages, and films. Appended are nutrition tables and a dental chart. Approximately 100 references are cited. (RH)
without contraception among female high school students supplement the discussion. It is acknowledged that offered suggestions concerning the decline of reckless behavior are speculative. A call is made for longitudinal and cross-sectional studies on the decline of reckless behavior from adolescence to early adulthood. (RH) ED 313 153 PS 018 430 Butler, Joan M. Handley, Herbert M. Differences in Achievement for First and Second Graders Associated with Reduction in Class Size. Pub Date—Nov 89 Note-13p.; Paper presented at the Mid-South Ed ucational Research Association Annual Conference (18th, Little Rock, AR, November 8-10, 1989). For a related document, see PS 017 953. Pub Type-Reports - Research (143)-Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Academic Achievement, *Class Size, * Elementary School Students, Grade 1, Grade 2, Longitudinal Studies, Primary Educa tion, Public Education, *Small Classes Identifiers-Mississippi This paper compares the achievement of first and second grade students in reduced size classrooms with the achievement of previous groups taught in larger classrooms in a Mississippi community. It also examines a longitudinal class size effect through the analysis of student achievement for two years. The subjects involved in the study were 371 first grade students and 309 second grade students grouped in heterogeneous classes of no more than 20 students during the 1988-89 school term. These groups were taught by a teacher and assistant teacher team and used the curriculum adopted by the school district. The same instructional materials were employed during the two-year research period. Data was also collected from 350 first graders taught during 1986-87 and from 313 second graders taught during 1987-88 in homogeneous classrooms of 27 students. The Stanford Achievement Test battery, Primary 1, was administered to the students to compare achievement. Significant differences in achievement in total reading, total mathematics, and total listening were found favoring the students who were taught in small classes. (RIC) ED 313 154 PS 018 431 Simmons, Linda Fox And Others A New Perspective on the Need for Nutrition Education in the Public Schools. Pub Date—Oct 89 Note—28p.; Paper presented at the Annual Meet ing of the American Evaluation Association (San Francisco, CA, October 19-21, 1989). Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Comparative Analysis, Cost Effec- tiveness, Elementary Education, Grade 3, Health Education, *Instructional Materials, Kindergarten, *Nutrition Instruction, Program Effectiveness, Program Evaluation, Public Schools, State Programs, *Teacher Workshops Identifiers—Health Objectives in Nutrition Educa tion for Youth, Mandatory Programs, Texas (Austin), *Turnaround Sessions This study was conducted to evaluate the effectiveness of three methods for promoting use of materials developed by the Texas Nutrition Education and Training (NET) program for use in elementary schools. The methods are: (1) teacher workshops; (2) turnaround sessions; and (3) simple notification. Kindergarten and third grade classes in Austin provided four kinds of data on outcomes of the three methods. Teachers completed a questionnaire describing their acceptance and use of the NET materials, called Health Objectives in Nutrition Education for Youth (HONEY). To measure learning outcomes, nutrition knowledge tests and attitude scales were administered at the beginning and end of the semester, and children's food choices were observed during a classroom activity at the end of the term. Findings revealed that the majority of teachers felt that HONEY was nice to have. Kindergarten teachers in workshop and turnaround groups made the most use of HONEY. Performance on the nutrition knowledge test improved in all groups, with the greatest gains occurring in third grade teacher-notification classes. Little change in attitude scale scores occurred. Good food choices were made more often in third grade teacher notification classes. Thus, although criterion-level teacher performance was most frequent in the workshop group,
evaluation of student behaviors showed notification to be a cost-effective approach for promoting nutrition learning in public schools. (Author/RH) ED 313 155 PS 018 432 Jarvis, Carolyn H. And Others Summer Kindergarten Program, July-August, 1988. OREA Evaluation Section Report. New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. Pub Date—22 May 89 Note-80p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Case Studies, Check Lists, *Class room Environment, Community Characteristics, Community Programs, Educational Practices, Family Characteristics, *Kindergarten, *Parent Participation, * Preschool Teachers, Primary Education, Profiles, Program Effectiveness, Program Evaluation, *School Readiness, Staff Develop ment, *Summer Programs Identifiers—* Developmentally Appropriate Pro grams, New York (New York), Program Characteristics An evaluation of the 1988 implementation of New York City's 29-day-long Summer Kindergarten program for children entering first grade with little or no kindergarten experience is presented. A total of 9,444 children were enrolled in 436 classes in 171 schools located in 32 community school districts. The program ran from 8:30 AM to 2:30 PM, Monday through Friday, and included breakfast, lunch, and snacks. Each classroom of 22 children was staffed by a teacher and an educational paraprofessional. A sample of 32 schools was randomly selected from the participating schools. Data for the evaluation were collected in a variety of ways. Any information that was available for the entire population of students or staff was analyzed and included in this report. Findings suggest that, given the short time available for planning and setting up classrooms and an unexpectedly large enrollment, the program was well implemented. Most program staff had had previous early childhood experience. Classroom activities were largely experiential. Over 95 percent of the parents believed the program had helped their children grow academically and socially. Sections of the report concern background, program administration, the children, the staff, the classrooms, parent involvement, child and family case studies, conclusions and recommendations. Á checklist is appended for use in assessing the developmental appropriateness of classrooms. (RH)
ED 313 152 PS 018 429 Arnett, Jeffrey Understanding Reckless Behavior in Adolescence. Pub Date—Apr 89 Note-10p.; Paper presented at the National Bien nial Meeting of the Society for Research in Child Development (Kansas City, MO, April 27-30, 1989). Pub Type- Reports - Research (143) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Adolescents, * Alcohol Abuse, *Contraception, *Egocentrism, Females, High Schools, *High School Students, Males, Research Needs Identifiers-Driving, *Risk Taking Behavior, *Sen sation Seeking Briefly described is a theory of reckless behavior in adolescence that includes cognitive and biological factors. Discussion focuses on several factors: the adolescent's egocentric personal fable-the adolescent conviction that his/her thoughts and feelings are unique, the personality trait of sensation seeking, the fact that by their late 20s or early 30s the biological engine that drives individuals' sensation seeking slows down, the experience of the consequences of egocentricism, the work experience, and marriage. Findings from research on drunk driving among male high school students and sex
ED 313 156 PS 018 433 Boyd, Pamela C. The Relationship of Age Entrance to Kindergarten to Achievement in Grades One through Five. Pub Date-Nov 89 Note-18p.; Paper presented at the Annual Meet ing of the Mid-South Educational Research Association (18th, Little Rock, AR, November 8-10, 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, Age Dif ferences, Educational Trends, *Family Income, *Kindergarten, Primary Education, *Racial Differences, *School Entrance Age, *Sex Differences This study investigated the relationship of kindergarten entrance age to academic achievement at the end of grades one through five, and the influence of gender, race, and family income on student achievement. A total of 185 students who attended a Cooperative Demonstrative Kindergarten during 1979-82 and remained in the Starkville (Mississippi) public school system for 6 consecutive years served as subjects. Younger students were defined as those who entered kindergarten at 5 to 5.5 years of age; older students were 5.6 years and older at entrance. Analyses were made on: (1) California Achievement Test Scaled Scores and total reading and mathematics scores for grades one through three; and (2) Stanford Achievement Test Scaled Scores and total reading and mathematics scores for grades four and five. Findings indicated no significant age differences between mean achievement scores in reading and math at the end of first, second, third, fourth, and fifth grades. Older entrants achieved higher mean scores in reading and math in grades one through three. Younger entrants caught up with or passed older entrants in reading and mathematics in grades four and five. When variables of gender, race, and family income were considered, This technical assistance paper discusses the need for school-age child care and documents Florida's leadership activities in providing assistance to school districts seeking to meet the needs of school-age children who are unsupervised before and after school. The Florida projects described include: (1) the School-Age Child Care Incentive Program; (2) demonstration programs; (3) cooperative programs; (4) a Clearinghouse Center that offers technical assistance concerning school-age child care to school districts or other interested parties; and (5) a feasibility study focusing on statewide licensing of school-age child care programs offered by school districts and implementation of a school-age child care program on a statewide basis. (RH)
the two age groups did not differ in achievement. However, a significant difference for gender in reading at the fifth grade level favored older females. (RH) ED 313 157 PS 018 434 Chateau de Longchamp, Bois de Boulogne, 75016 Paris, France (Individual issues-$7.00 each; 6-is- sue, 1-year subscription-$25.00). Journal Cit—Children in the Tropics; n177 1988 Pub Type-- Guides - Non-Classroom (055) - Re ports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Child Development, Dietetics, *Disadvantaged Environment, Early Childhood Education, Foreign countries, Measurement Techniques, *Nutrition, Parent Child Relationship, *Physiology, Poverty, Socioeconomic Influences, *Young Children Identifiers-Colombia, *Tropics This report describes the relationship between maternal malnutrition and child development. The report is divided into three sections. The first section, which describes child development, focuses on brain, mental, and psychomotor development. The second section describes the methodological difficulties of measuring effects of malnutrition on the brain, and focuses on the value and limits of animal experiments which investigate anatomical and behavioral modifications, and reversibility disorders caused by malnutrition. This section also describes difficulties encountered in field work. Areas of difficulty are those concerning psychometric tests and the measurement of intelligence and social competence, and the definition of test variables. An additional area of difficulty concerns investigations which include retrospective and prospective surveys and intervention-type investigations. The third section discusses the interaction between malnutrition, development, and environment. This section focuses on studies based on observation of interactions between: (1) malnutrition and development; (2) environment and malnutrition; and (3) mother and child. Research on relationships between poverty, growth, and development in Cali, Colombia, is also discussed. The report concludes with a glossary of the main psychometric tests and a list of books for further reading. (RJC) ED 313 158 PS 018 436 Van Deusen-Henkel, Jenifer Equal Access: School Entrance as an Equity Issue. Pub Date—Nov 89 Note-15p.; Paper presented at the Annual Confer ence of the National Association for the Education of Young Children (Atlanta, GA, November 3-6, 1989) Pub Type Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Educational History Educational Practices, *Equal Education, Futures (of Society), *Kindergarten, Learning, Models, Primary Education, *School Entrance Age, Social Change Identifiers—*Equal Access This discussion of kindergarten education is intended to provide information that educators can use in their efforts to provide equal access to an excellent education for all children. Current and past approaches to kindergarten are delineated in discussions of changes in the nature of schooling, in society, and in the understanding of how children learn. Subsequent discussion envisions an exemplary kindergarten of the future that is both equitable and excellent. (RH) ED 313 159 PS 018 438 Thomas, Patty Ball School-Age Child Care: A Response to Need. Technical Assistance Paper No. 1 (Updated). Florida State Dept. of Education, Tallahassee. Div. of Public Schools. Pub Date-Aug 88 Note-8p. Pub Type Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Elementary Education, Program De scriptions, *School Age Day Care, *State Pro grams Identifiers—*Florida, *Program Characteristics
ED 313 160 PS 018 439 Anderson, Susan D. American Child Care: Lessons from the First 100 Years. Pub Date—Nov 89 Note-21p.; Paper presented at the Annual Confer ence of the National Association for the Education of Young Children (Atlanta, GA, November 3-6, 1989). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Day Care, Early Childhood Educa tion, *Educational History, * Etiology, *Institutional Characteristics, *Institutional Role, Models, *Social Change Child care has been part of American culture for nearly a century. This paper takes a backward glance at the history of child care in the United States. During the industrial revolution, child care was disguised as child labor. As child labor laws were enacted, schooling became the focus of ideas about caring for groups of children. The idea of a child-centered family was at its peak when World War II began to affect daily life in America. A nationwide network of child care centers at major war production facilities was established. American child care then began to ride an ideological pendulum that would swing in wide arcs with each new generation of parents. In the peacetime economy that followed the war, the pendulum swung, knocking group child care into obscurity. In the post-war division of labor, mothers had to raise children in isolation. Child care was reduced to babysitting. Then middle America slowly rediscovered nursery schools. In the late 1960s, organized child care was reborn in an effort to meet the needs of the numerous newly divorced, working mothers. This phenomenon spread through all social classes in the 1970s. Shortcomings of current forms of child care are considered. Also corisidered are the origins of the national appetite for additional child care services. Recommendations for an American model of child care are offered. (RH)
teachers believed that both kindergarten and primary children should spend most of their time in teacher-directed activities; (2) all groups supported the importance of play, choice, and interaction for all children; (3) kindergarten and preservice teachers were more play-oriented, with preservice teachers placing the most emphasis on play for kindergarten and primary children; and (4) all groups differentiated between kindergarten and primary grades by placing more emphasis on teacher-directed instruction in the primary grades. (RH) ED 313 162 PS 018 443 Fuqua, J. Diane How Are We Doing? Why Not Ask the Kids: Measuring Climate in Kindergarten and Primary Classrooms. Pub Date—Apr 89 Note-16p.; Paper presented at the Annual Meet ing of the Southern Association on Children Un der Six (40th, Richmond, VA, April 13-16, 1989). Pub Type- Tests/Questionnaires (160) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Age Differences, Classroom Envi ronment, *Elementary School Students, Guide- lines, Primary Education, *Student Attitudes, Test Format, *Testing Identifiers—Classroom Climate Questionnaire Ways in which elementary and junior high school teachers can use the My Class Inventory (MCI) to assess their students' views of classroom climate are discussed. The climate of a group is defined as the quality of the internal environment that persists over time and is experienced by members of the group. The short form of the MCI, which is considered the most appropriate climate instrument for young children, consists of 25 statements, with five statements each for the dimensions of satisfaction, friction, competition, difficulty, and cohesion. Research indicates that each of these dimensions is related to learning in classrooms. Teachers can use profiles of classroom climate as a basis for thinking about ways to improve the learning environment and increase student achievement. Guidelines for administering the measure to students are offered. (RH) ED 313 163 PS 018 448 Pfannenstiel, Annette E. Honig, Alice Sterling Father Sensitivity and Empathy with Infants after a Prenatal Information Support Program. Pub Date-[88] Note-34p. Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Emotional Response, *Empathy, *Fathers, Infants, Interpersonal Competence, Lower Class, *Parent Child Relationship, Parent Education, *Parenting Skills, Program Effective ness Identifiers-Parent Responsiveness, *Prenatal In tervention Programs A study gauged the effectiveness of prenatal intervention with low socioeconomic, first-time fathers whose partners were experiencing a high- or low-risk pregnancy. Of the 67 men, who were recruited by their partners, half were randomly assigned to participate in an intervention program designed to acquaint fathers-to-be with information, insights, and clinically appropriate techniques in responsive care for infants. Intervention group fathers received two intensive sessions on the nature and capabilities of the preborn and newborn, sensitive responsiveness to preborn and newborn cues and partner cues. After infants' births, fathers were videotaped with infants during two feeding interactions. At time one, intervention fathers were rated from videotapes as significantly more sensitive during feeding interactions. At time two, 1 month later, differences between father groups approached significance. It is concluded that findings demonstrate that an information support program for first-time, low socioeconomic class fathers is feasible, particularly when women in high- or low-risk pregnancies enlist their partners' participation. (Author/RH)
ED 313 161 PS 018 442 Fuqua, J. Diane Ross, Martha K. Saying Is Not Believing: The Gap between Theory and Practice in Early Childhood Classrooms. Spons Agency-James Madison Univ., Harrison burg, Va. Pub Date--Apr 89 Note-14p.; Paper presented at the Annual Meet ing of the Southern Association on Children Un der Six (40th, Richmond, VA, April 13-16, 1989). Pub Type - Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Administrator Attitudes, Compara tive Analysis, Educational Practices, Elementary Education, *Elementary School Teachers, *Preschool Teachers, Principals, *Teacher Guidance, *Teaching Methods Identifiers—* Developmentally Appropriate Pro grams A survey of 27 principals, 45 kindergarten teachers, 86 primary teachers, and 57 preservice teachers was designed to determine whether teachers instruct kindergarten children and elementary school students differently. Subjects were asked about benefits of free exploration of materials, child-selected activities, use of props in play, social interaction, and the need for teacher-directed activities and commercial programs in teaching skills and concepts. Subjects responded to statements concerning the most effective ways to help children develop skills and concepts in speaking, listening, reading, writing, science, mathematics, and social studies. Findings indicated that: (1) principals and primary
ED 313 164 PS 018 450 Indicators of Quality: Guiding the Development and Improvement of Early Childhood Education Programs in Nebraska.
services could be systematically assessed. Random samples were selected from contract centers, broker centers, provider agreement centers, group day homes, provider agreement family day homes, contract family day homes, and broker family day homes. Although the TDHS had purchase arrangements with 1,220 facilities, actual samples included 507 centers, 6 group day homes, and 199 family day homes. Data included about 220 discrete items for family day homes and 500 discrete items for centers and group day homes. Questions asked were: (1) What are the operational characteristics of the facility? (2) How do facilities perform on generally accepted indicators of quality that have been written into service control standards? (3) By specified ages of children, how do centers and group day homes perform on measures of group size, daily activities, and physical environment? and (4) How does performance on measures of quality relate to the facility type, size, and purchase type? The report provides an introduction, background, review of literature, discussion of methodology, findings, summary, discussion, and implications. Over 200 tables of data, measures, and other information are appended. About 100 references are cited. (Author/RH)
children are provided in 33 brief articles on children's feelings concerning self-esteem; fear; adopted children; the birth of a sibling; death; depression; and coping with stress, trauma, and divorce. Children's behavior is discussed in articles on toddlers' eating habits, punishment and preschoolers, whining, making friends, bedtime, good manners, interpersonal conflict, and friendship. Articles on children's learning focus on preparation for preschool, what preschoolers should be learning, first days of preschool, exercising choice, and questions about sex. Parenting is discussed in articles on assessing preschoolers' development, nudity at home, traveling with a preschooler, monitoring television viewing, parental disagreements about child rearing, the only child, chores, sex differences, stress, and children's wish to sleep in their parents' bed. Also included are ERIC digests on involving parents in the education of their children, the escalating kindergarten curriculum, praise in the classroom, the nature of children's play, creativity in young children, infant day care, and language development. Resource lists cite ERIC documents and journal articles on employer-supported child care, at-risk children, and school success. A reprint of a computer search of the ERIC database on family living is included. (RH)
EDRS Price - MF01/PC02 Plus Postage. Descriptors-Check Lists, Community Resources, * Early Childhood Education, Educational Environment, *Educational Quality, *Guidelines, Health, Parent Participation, Program Evaluation, Safety, School Administration, School Per sonnel, *Standards, State Curriculum Guides Identifiers—*Nebraska, *Voluntary Compliance These guidelines, which represent a standard of quality exceeding minimum licensing, approval, and accreditation requirements, were prepared for use by most types of public and private early childhood programs. Child care centers, early childhood special education programs, preschools, nursery schools, Head Start programs, kindergartens, and primary units will find them helpful. Guidelines have been grouped into seven major categories: Administration, Staffing, the Learning Environment, Health and Safety, Parent Involvement and Education, Use of Community Resources, and Evaluation of Program and Staff. In each category, a statement of ideals and a rationale are followed by indicators that identify characteristics of quality programs. Also provided is a checklist that administrators, teachers, parents, and others can use to determine the extent to which their program meets the guidelines. It is emphasized that the guidelines are not requirements; they only describe a model of program quality. (RH) ED 313 165 PS 018 453 Bowers, Susan P. America's Nannies: In-Home Child Care Special ists? Pub Date-Nov 89 Note-167p.; Research paper, University of Wis consin-Stout. Pub Type - Dissertations/Theses - Undetermined (040) Reports - Descriptive (141) Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail.. able from EDRS. Descriptors—. Agencies, *Child Caregivers, Day Care, Early Childhood Education, Educational Background, * Employers, Employment Counsel- ors, *Employment Services, Fees, Individual Characteristics, National Surveys, Relationship, Salaries The purpose of this descriptive study was to ascertain key characteristics of the nanny industry in the United States by surveying a representative sample of nanny agencies across the country. A total of 24 agencies that place in-home care providers, or nannies, with client families were surveyed through a telephone interview method. Data collected concerned descriptive characteristics of agencies, of families for whom they find care, of nannies whom the agencies employ, and of nanny-family-agency relationships. Also collected were data on differences in fees and salaries offered by agencies and the educational background of agency counselors making nanny placements. Results are discussed in the context of quality child care. When applicable, recommendations concerning areas of the nanny industry are offered. Findings suggest that, in America at least, most people do not take elaborate efforts to obtain detailed information when they choose a nanny. The study includes an introduction, literature review, description of methodology, results and discussion, conclusions, a list of references consisting of 83 citations, and the survey instrument. (RH) ED 313 166 PS 018 454 Monroe, Marian Evaluation of Purchased Day Care: Texas Depart ment of Human Services Day Care Service Control Pilot Study, 1985 through 1989. Texas State Dept. of Human Services, Austin. Pub Date—89 Note—446p. Pub Type— Reports - Evaluative (142) EDRS Price - MF01/PC18 Plus Postage. Descriptors-Compliance (Legal), Day Care, *Day Care Centers, *Educational Quality, *Family Day Care, Pilot Projects, *Program Administration, Program Effectiveness, Program Evaluation, Quality Control, *Standards, State Programs, Ta bles (Data) Identifiers—Group Day Care, *Program Character istics, *State Purchased Services, Texas This pilot study of facilities from which the Texas Department of Human Services (TDHS) purchased day care services gathered and analyzed data for use in developing day care service control standards by means of which the quality of purchased day care
ED 313 167 PS 018 456 Niedzielski, Henry The Class Council or Self-Discipline in a Demo cratic Classroom. Pub Date-Aug 87 Note-11p.; Paper presented at the World Congress Meeting of the Association Internationale de Linguistique Appliquee (8th, Sydney, Australia, August 16-21, 1987). Pub Type- Guides - Classroom - Teacher (052) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Class Activities, * Class Organization, Classroom Environment, Classroom Techniques, Educational Practices, Elementary Education, *Participative Decision Making, Problem Solving, Program Implementation, Student Participation, *Student Role, *Teacher Role A class council can collectively decide what components will make up the instructional system in an elementary school class. A class council is a friendly assembly made up of the students and the teacher; it meets to discuss and make decisions about all aspects of the instructional system, including objectives, grading, and materials. Each student may act as discussion leader or secretary, has the right to vote on any issue, and has the duty to do what the class has agreed to do. With varying degrees of help from the classroom teacher, students can choose objectives based on needs, establish sequential examinations, gather and select materials, and share individual learning strategies. Problems may be caused by the time required to plan and organize the council; a shy or unconvinced teacher; shy, rebellious, or slow students; overcrowded classrooms; authoritarian or permissive parents, and an interfering administration. There are intelligent ways to deal with each problem. A student opinion questionnaire is included. (RH) ED 313 168 PS 018 457 Katz, Lilian G. And Others Family Living: Suggestions for Effective Parenting. ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, Ill. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date_89 Contract-RI-88-062012 Note-121p. Available from-ERIC Clearinghouse on Elemen tary and Early Childhood Education, University of Illinois, 805 West Pennsylvania Avenue, Ur bana, IL 61801 (Catalog No. 205, $11.75). Pub Type— Guides - Non-Classroom (055) — Information Analyses - ERIC Information Analysis Products (071) EDRS Price - MF01/PC05 Plus Postage. Descriptors—Academic Achievement, Annotated Bibliographies, *Behavior, Childhood Needs, Creativity, Early Childhood Education, Elementary School Curriculum, *Emotional Experience, Employer Supported Day Care, *Family Life, High Risk Students, Individual Characteristics, Kindergarten, Language Acquisition, Oral Language, Parent Education, *Parenting Skills, Par ent Participation, Play, *Young Children Identifiers—Infant Day Care, Praise Suggestions for effective parenting of preschool
ED 313 169 PS 018 458 Bradwell, John And Others Community Education Parenting Resource Guide. Bulletin 1982, No. 5. Alabama State Dept. of Education, Montgomery. Div. of Instructional Services. Spons Agency-Mott (C.S.) Foundation, Flint, Mich. Pub Date—82 Note—82p. Pub Type-- Guides - Non-Classroom (055) EDRS Price - MF01/PC04 Plus Postage. Descriptors—Community Coordination, Commu nity Education, Elementary Education, Elementary School Students, Guidelines, *Learning Activities, *Parent Education, *Parenting Skills, *Parents as Teachers, Resource Materials, *Young Children Designed for use by community education coordinators, elementary classroom teachers, PTA workers, school volunteers, and parents, this guide offers suggestions about ways to unite the school and the home in efforts to help children learn. The first section discusses the expanded role of the community education coordinator in parenting programs and activities; offers “do's” and “don'ts” for parenting education programs and working with parents and communities; and describes community education parenting classes and meetings. Discussion for parents focuses on how children learn and how parents can help them learn; basic skills children need which parents can help them develop; development of a child's self-concept; and the process of coping with conflict between parent and child. Activities and exercises that parents can use with their kindergarten, primary school, and elementary school-age children are described. Related materials are appended. A Bibliography of Parenting Materials contains about 150 references in the categories of films; books, pamphlets, and articles on parent-teacher relationships; parental activities for improving children's behavior, self-concept, and academic success; questions and evaluations; single parent families; parent involvement programs in Alabama and around the nation; total family living; and the use of volunteers. (RH) ED 313 170 PS 018 460 Reaching the Goal of Readiness for School. Southern Regional Education Board, Atlanta, Ga. Pub Date—89 Note—22p. Available from Southern Regional Education Board, 592 Tenth Street, N.W., Atlanta, GA 30318-5790 ($5.00). Pub Type- Reports - Research (143) — Numeri cal/Quantitative Data (110) EDRS Price - MF01/PCÒ1 Plus Postage. Descriptors—* Definitions, Educational Objectives, *Educational Quality, Kindergarten, *Outcomes of Education, Preschool Education, Primary Education, *Regional Characteristics, *School Readi ness, State Aid, State Programs, Tables (Data) Identifiers—*Program Monitoring, United States (South) This report provides information that pertains to the goal of having all children ready for the first grade. Particular attention is given to state-funded
Support Project MI This document reports findings of research on the placement of family support and education programs in community education. The research was conducted in Minnesota and 12 other sites across the United States. Working definitions of family support and education and the range of services that family support and education programs offer are presented. Family support and education commonly consist of an ecological approach to human development, formal and informal support for parents, opportunities for parents to learn about children's development, and emphasis on prevention and family maintenance. Types of linkages that program staff establish in order to involve a cross section of families in their communities are discussed. The benefits of basing family support and education in the public schools, and specifically, in community education, are summarized. These benefits include program stability, compatibility of philosophy and goals, access to a widely dispersed service delivery network, strengthened local community education programs and school programs, efficient use of school and community resources, and diversity of staffing arrangements. Among several figures included in the report are two that list factors that facilitate and inhibit voluntary cooperation or collaboration. (RH)
educational programs for 3-, 4-, and 5-year-olds in the 15 Southern Regional Education Board (SREB) states. Initial discussion states the goal and defines readiness for school. Discussion then focuses on areas in which state progress is measured: availability and quality of programs, and results for children. Supplementing the discussion are 10 tables providing information concerning SREB states on: (1) percentage of school-age population in poverty, 1980; (2) state definitions of at-risk children, child and district eligibility, state-funded programs, 1989; (3) state policies on kindergarten, 1989; (4) percentage of first-grade students who attended prekindergarten and kindergarten, 1987-88; (5) state-funded educational programs for prekindergartners, 1989; (6) program standards for state-funded kindergarten programs, 1989; (7) prekindergarten and kindergarten teacher certification requirements, 1989; (8) standards for state prekindergarten educational programs, 1989; (9) selected student outcome measures for early grades, 1989; (10) state coordination of programs for preschool children, 1989. Two figures provide graphs of federal and state funding for prekindergarten programs and children served in publicly funded prekindergarten programs. (RH) ED 313 171 PS 018 461 Education in a Changing South: New Policies, Patterns and Programs. Report on the Continu- for the 90s. Note-32p.; For report on 1986 conference, see ED 286 967. Pub Type-- Collected Works - Proceedings (021) – Opinion Papers (120) EDRS Price - MFÒ1/PCO2 Plus Postage. Descriptors—Demonstration Programs, Disadvan taged, Early Childhood Education, Educational Change, Educational Needs, Educational Quality, Education Work Relationship, *Elementary Secondary Education, Equal Education, Federal Legislation, *Government Role, *Policy Formation, Prevention, Research and Development, School Health Services, Special Education, Teacher Edu cation Identifiers—*Proposed Legislation, United States (South) In November 1988, the sixth annual Continuing Conference of the Southern Education Foundation brought together about 140 veteran educators, civil rights advocates, and experts on federal education policymaking in an effort to candidly reexamine the role of the Federal Government in education. Discussion focused on: (1) how to return the Federal Government to its proper role; (2) the need for fundamental changes in education; (3) the obsolescence of traditional schooling; (4) challenges for urban schools; (5) how to move the Federal Government from retrenchment to activism; (6) responses from a panel of former federal education officials; (7) an approach to successful schools that emphasizes the promotion of social development of at-risk children; (8) the struggle for children's health; (9) preventive implementation as the basis of national policy on children and youth; and (10) committee recommendations redefining federal education priorities. Attendees produced a Continuing Conference Omnibus Education Act with six titles: equity and excellence programs for disadvantaged children; investment in recruitment and training of educators; early childhood education; special education and rehabilitation; school-to-work transition; and research and demonstration. Attendees, and their addresses and affiliations, are listed. (RH) ED 313 172 PS 018 469 Seppanen, Patricia S. Interorganizational Relations and the At-Risk Family. Pub Date--Apr 89 Note-27p.; Paper presented at the Community Collaboration for Early Childhood Education (St. Louis, MO, April 20-22, 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price · MF01/PC02 Plus Postage. Descriptors-Community Education, Cooperation, Definitions, *Delivery Systems, Elementary Secondary Education, High Risk Persons, *Outcomes of Education, Outreach Programs, *Parent Education, *Parent Participation, Public Schools, *School Role, Social Networks Identifiers-Facilitative Environments, *Family
ED 313 173 PS 018 470 Jarvis, Carolyn H. Zak, Eleanor Project SAIL, 1987-88. OREA Evaluation Section Report. New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. Pub Date-Jul 89 Note-16p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Achievement, *Atten dance, Elementary School Students, Interpersonal Competence, *Nongraded Instructional Grouping, Nontraditional Education, Primary Education, Program Effectiveness, Program Evaluation, Program Implementation, *Student Im provement, *Teacher Attitudes Identifiers—*New York (Brooklyn), *Project SAIL Findings of the evaluation of New York City's Project SAIL, an ungraded primary unit, located at Brooklyn's Public School 41, District 23, and intended for children 5-8 years of age, this report. Teachers reported that they found the first year of the program to be simultaneously exciting and frustrating. Over 80 percent of the teachers involved in the project believed that student achievement had improved and that they had noticed changes in children's attitudes toward school and learning. Most problems encountered by teachers related to their learning to work cooperatively with other teachers and to schedule the movement of children between classrooms. Although teachers planned a variety of activities to involve parents, relatively few parents attended. Children showed statistically significant improvement in social skills as measured by a teacher-administered Child Behavior Rating Scale. Although there was only a slight improvement in attendance, a larger percentage of children had an over 90 percent attendance rate in 1987-88 than in 1986-87. Kindergarten children scored slightly above grade level in language, and first-graders scored slightly below grade level in reading on the Metropolitan Achievement Test. Only 25 percent of second-graders scored at or above grade level on the second-grade city wide reading test. Recommendations for program improvement are offered. (RH)
*Family Life, Family Structure, *Females, Marriage, *Sex Role Identifiers—*Creek (Tribe), Frontier History, Ma triarchy Women in traditional Creek society, while making few decisions in the public domain, held almost absolute power in the domestic realm. When a Creek couple married, the husband moved into his wife's house and lived among her clan, her matrilineal kin. The house, household goods, fields, and children belonged to her. Boys were educated by their maternal uncles, while girls learned domestic skills from their mothers and female kin. The Creeks' strong conservatism in the 18th and 19th centuries was undoubtedly reinforced by the matrilineal clan and constant interaction among women of different generations. The Indian agent and Jeffersonian reformer, Benjamin Hawkins, considered that women played a crucial role in Creek society and thus had to be targeted as instruments of change. From 1796 until his death in 1816, Hawkins lived among the Creeks and zealously promoted the "civilization program” devised by federal officials to transform the Indians into yeoman farmers and confiscate their hunting grounds. The success of this policy required that the system of matrilineal kinship and communal property give way to one of patrilineal inheritance and private ownership of property. To accomplish these goals, Hawkins and his assistants established a "model" farm, taught Creek women to spin and weave, attempted (unsuccessfully) to create “model” families through marriage with Creek women, and sought to instill the work ethic and attachment to individual property. Although some Creeks and their leaders adopted the white lifestyle, most rejected it and in 1813 went to war to destroy the leaders and instruments of "progress.” This paper contains 26 references. (SV) ED 313 175 RC 017 233 Ray, JoAnn Murty, Susan A. Child Sexual Abuse Prevention and Treatment Service Delivery Problems and Solutions in Rural Areas of Washington State. Spons Agency-Eastern Washington Univ., Cheney. Northwest Inst. for Advanced Studies. Pub Date-Mar 89 Note—34p.; Paper presented to the Annual Na tional Institute of Social Work and Human Ser vices in Rural Areas (13th, July 24-27, 1988). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PĆ02 Plus Postage. Descriptors—*Child Abuse, Financial Problems, Mail Surveys, Mental Health Clinics, Personnel Needs, *Psychological Services, Residential Programs, *Rural Areas, *Sexual Abuse, *Social Ser vices, Youth Agencies Identifiers—Child Protection, Child Protective Ser vices, Service Delivery Assessment, *Washington This study investigates prevention and treatment programs that deal with rural child sexual abuse in the State of Washington. A survey of 61 rural service providers examined agencies, services provided, problems faced in service delivery, and innovative solutions to those problems. The study compares responses from three types of agencies (mental health centers, child protective services, and sexual assault programs). Over 80% of all clinicians surveyed perceived a lack of trained counselors or resources to deal with the problem of child sexual abuse. Only 48% of those providing services thought child sexual abuse victims were receiving good services. The rating of problems by agency staffs showed a pattern of staff shortages, lack of resources, and increasing caseloads among all three types of rural agencies. Other problems included poor interagency coordination, lack of community support, and problems stemming from societal de nial of sexual abuse. Agencies pointed to successes of community education programs on sexual abuse as a means of combatting denial of the problem. Coordination among existing services and agencies also appeared to be a successful approach. The report concludes that rural professionals dealing with child sexual abuse need additional resources and funding. This paper contains 32 references. (TES) ED 313 176 RC 017 254 Frazier, Rosyland Leask, Linda Better or Worse Off? Anchorage Households in 1988. Alaska Univ., Anchorage. Inst. of Social and Eco nomic Research. Pub Date-Apr 89 Note-17p.; For related document, see ED 299
ED 313 174 RC 017 203 Dysart, Jane E. Creek Women and the “Civilizing" of Creek Soci ety, 1790-1820. Pub Date—Apr 89 Note-26p.; Paper presented at the Meeting of the Organization of American Historians (April, 1989) Pub Type- Historical Materials (060) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Acculturation, * American Indian History, American Indians, Child Rearing, Cultural Background, Family (Sociological Unit),
065. Available from-Institute of Social and Economic Research, University of Alaska Anchorage, 3211 Providence Drive, Anchorage, AK 99508. Journal Cit-Alaska Review of Social and Eco nomic Conditions; v26 n1 Apr 1989 Pub Type-- Reports - Research (143) - Collected Works - Serials (022) EDRS Price - MFÒ1/PC01 Plus Postage. Descriptors-Area Studies, Attitude Measures, Community Surveys, *Economic Climate, Economic Research, Economics, Economic Status, *Family Income, Housing, *Public Opinion, Tele phone Surveys Identifiers—* Alaska (Anchorage) This journal issue reports the results of a survey of Anchorage residents' own assessments of how they were doing economically in October 1988. A total of 407 randomly selected households were called and asked about finances, employment, plans to move, interest in buying homes, housing costs, and other economic indicators. Results were compared with those from similar surveys done in June and November 1987. The survey results are placed in the context of the 1980s economic boom and the recession produced by the worldwide oil boom and bust. Respondents reported less unemployment, more households with higher incomes, fewer households with deteriorating finances, and more households willing to spend money on vacations and other nonessentials. However, although the earnings of many Anchorage residents have increased, job benefits and hours worked have not, and many respondents reported improved finances because households with two wage earners increased from 35 to 51%. Lower housing prices reflected the effects of recession but improved the financial situation of many residents now paying reduced rents and mortgages. Owners of residential investment properties and commercial properties were more likely to report worsened financial conditions than other residents. This report contains 10 tables. (DHP)
schools with a vision toward the 21st century, and a projection of what schools might be like in the year 2000. (TES) ED 313 178 RC 017 309 A Resource Guide to Effective HIV Education in America's Rural Schools (and) Update. National Rural and Small Schools Consortium, Bel lingham, wa. Spons Agency-Centers for Disease Control (DHHS/PHS), Atlanta, GA. Pub Date—Jul 89 Note—43p. Pub Type- Reference Materials - Bibliographies (131) — Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Acquired Immune Deficiency Syn drome, Annotated Bibliographies, Elementary Secondary Education, *Health Education, *Health Materials, Instructional Materials, Resource Materials, *Rural Education This 1988 guide on HIV (human immunodeficiency virus) education materials for rural schools and its 1989 supplement include descriptions of curricula, films, videos, articles, fiction, and other materials available to rural educators. The materials are housed in Western Washington University's National Rural and Small Schools Consortium Center in Bellingham. Each curriculum entry contains information about objectives, activities, unique features, age appropriateness, limitations, and ordering information, where applicable. Specifically, the booklet contains listings for: (1) 1 articles; (2) 2 books; (3) 8 brochures; (4) 4 clearinghouses and directories; (5) 13 curricula; (6) 1 curricula evaluation; (7) 4 special projects; and (8) 6 films, audio tapes, or video tapes. Also featured in the booklet is an annotated, six-page bibliography prepared by Full Circle Books in Albuquerque, New Mexico. The supplement includes one additional book, eight more curricula, and a brief paper offering strategies for using HIV education resource materials in rural schools. (TES) ED 313 179 RC 017 310 Walz, William R. Berndt, Kenneth Supplemental Contracts-New Restrictions, New Challenges. Pub Date—25 Sep 88 Note-13p.; Paper presented at the Annual Confer ence of the National Rural Education Association (80th, Bismarck, ND, September 24-28, 1988). Pub Type-Speeches/Meeting Papers (150) — Le gal/Legislative/Regulatory Materials (090) EĎRS Price - MF01/PC01 Plus Postage. Descriptors—* Athletic Coaches, Athletics, *Con tracts, *Court Litigation, Extracurricular Activities, Faculty Workload, Laws, Rural Schools, Secondary Education, *Tenure Identifiers—*Kansas This transcript of an oral presentation reviews a Kansas Supreme Court decision concerning supplemental contracts (the Hachiya decision), which held that coaching is always performed under a supplemental contract no matter when the assignment occurs. Four previous decisions regarding coaching and contracts are discussed: (1) Smith v Board of Education, Illinois 7th Circuit Court, 1983; (2) Slockett v Iowa Valley Community School District, Supreme Court of Iowa, 1984; (3) Swager v Board of Education, Kansas Court of Appeals, 1984; and (4) Unified School District 241 v Swanson, Kansas Court of Appeals, 1984; facts in the Hachiya case were that coaching was performed during the last (seventh) period of the day. When the coaches involved resigned their coaching duties, the board offered them a six-sevenths contract for the ensuing school year. The board decision was upheld by the district and appeals courts, but the Kansas Supreme Court concluded that regardless of when the assignment occurs the person assigned to coach does so under a supplemental contract. The court also held that the teachers had attained full-time tenure status even though one-seventh of their contracts involved supplemental duties. Questions raised by this case regarding supplemental duties tied to curricular activities are considered. (DHP)
ED 313 177 RC 017 255 Nachtigal, Paul M. And Others What's Noteworthy on Rural Schools and Commu nity Development. Mid-Continent Regional Educational Lab., Aurora, CO. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date —[May 89] Contract—400-86-0002 Note-50p.; A product of McREL's Rural Institute. Available from-Mid-Continent Regional Educa tion Laboratory, 4709 Bellview Ave., Kansas City, MO 64112 (1-500 copies, $6.95 ea., over 500, $3.00 ea.). Pub Type- Opinion Papers (120) — Information Analyses (070) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Change Strategies, *Community De velopment, Economic Development, Educational Cooperation, Educational Trends, *Education Work Relationship, Elementary Secondary Education, * Entrepreneurship, *Futures (of Society), Rural Areas, Rural Development, *Rural Schools, School Community Programs, *School Community Relationship, Small Schools This edition of "Noteworthy” stresses the interdependence of rural schools and their communities, and offers ideas for developing both. Americans are becoming more open to school-community cooperation and to expanding the school's mission to include community development. Such cooperation involves communication among community leaders, local business people, the media, the school, and its students. Each of these parties has a defined role to play. Students should be encouraged to study the community to learn about its economy, about research methods, and about themselves as citizens. The results of students' research can then be used to make decisions and chart plans for development. A "blueprint" for studying the community is offered, beginning with simple observation and interviews. Other "blueprints" include strategies for schoolbased entrepreneurship, schools and community development, community input and investment, and integration of community material into school courses. Several examples are offered of schools that improved their programs by using the communities as their focus of study. A sample community survey and a sample business plan are provided. The document concludes with more ideas for developing
EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Administrator Attitudes, Adult Ed ucation, American Indian Education, *Educational Quality, Educational Research, Elementary Secondary Education, Financial Problems, Foreign Countries, Interviews, Mexicans, *Public Education, Questionnaires, *Teacher Attitudes Identifiers—* Mexico This study examines strengths and weaknesses of Mexican public education as perceived by educators within the system. Forty teachers and administrators from various levels in the public school system were interviewed in 1988. Interviewees were primarily located in southern Mexican cities. Mexico's public educational structure is highly centralized. In elementary and secondary schools, the same curricula is used throughout the country. Higher education, indigenous, and adult education systems are described. Separate questionnaires were developed for administrators and classroom teachers. At all levels, respondents indicated that they worked with children from middle to lower-class backgrounds, and educators reported problems related to economic factors. They perceived that the cost of school materials, for example, posed burdens on Mexican families. A common complaint was that private schools were able to offer a better education than public schools. The results also suggested program strengths, including perceived community support at the elementary levels and an apparent increase in educational opportunities for low-income students. Quality of materials was judged to be adequate, although many educators would like to have access to a greater variety of materials. Other questions touched upon job satisfaction, teacher inservice training, and adult and indigenous education programs. Overall strengths include perceived social progress and an effort to reach more people through different teaching approaches, whereas problems included apathy, lack of funding, and structural inflexibility. This document includes English translations of the questionnaires. (TES) ED 313 181 RC 017 312 Caldwell, Corrinne A. Trainer, James F. An Ethnographic Study of Low Participation Rates in Higher Education in Southcentral Pennsylva nia. Spons Agency-Gannett Foundation, Rochester, NY. Pub Date—29 Mar 89 Note-26p.; Paper presented at the American Edu cational Research Association (San Francisco, CA, March 29, 1989). Pub Type- Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Academic Aspiration, Access to Ed ucation, College Bound Students, College Preparation, Community Influence, Educational , Research, Elementary Secondary Education, Ethnography, Family Influence, *Higher Education, Interviews, Rural Areas, *Social Class, Socioeco nomic Influences, *Track System (Education) Identifiers—*Pennsylvania (South Central) This paper examines factors in the very low college participation rate in certain south-central Pennsylvania counties, in order to develop strategies for increasing participation. The paper examines college participation through a series of interviews with elementary school students, recent high school graduates not attending college, school and community leaders, and college students from the area. The dominant socializing influences of family, school, and community formed the basis for analysis of the data. Interviews showed many lower-class parents took a laissez-faire attitude toward education and career choices, leaving responsibility with young teenagers, while middle-class parents insisted that children plan for high educational and career objectives. Schools reinforced this influence, channeling students into vocational or college preparatory courses in ninth grade. Respondents also saw counseling as reinforcing class values in college decisions. For many, obtaining a college education represented a potential threat to remaining in the area, although the possibility of outmigration could provide motivation for some working class students. Ironically, life is just good enough for many lower-class subjects in this study to produce comfort and self-satisfaction, rather than motivation to strive beyond their parents' class and educational status. This paper contains 23 references. (DHP) ED 313 182 RC 017 313 Community-Based Small Business Start-Up
ED 313 180 RC 017 311 Rippberger, Susan Insiders' Perspectives on Strengths and Weak nesses of the Mexican Education System. Pub Date-Aug 88 Note-27p. Pub Type- Information Analyses (070) - Reports - Research (143) — Tests/Questionnaires (160) Page 17
Funds. Western Rural Development Center, Corvallis, Oreg. Spons Agency-Extension Service (DOA), Wash ington, D.C. Report No.-WREP-111 Pub Date-Jun 89 Note-16p. Available from-Western Rural Development Cen ter, Oregon State University, Ballard Extension Hall 307, Corvallis, OR 97331-3607 ($1.00). Pub Type-Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors Business Administration, Community Development, *Community Programs, Economic Development, Financial Services, *Investment, *Program Development, *Rural Development, Rural Economics, *Small Businesses Identifiers—*Loan Programs Many small towns are considering community-based start-up funds (SUF) to foster development and retention of small businesses. But whether a community is large or small, a group must be well-organized before it begins to make decisions concerning the design and purpose of a small-busi а ness SUF. This primer highlights some main points a community should ponder before even starting on the long path to establish, operate, and maintain a local SỦF successfully. It assumes that a community has decided to consider an SUF. The discussion in each section of the primer gives alternatives, possibilities, or advice that will be guideposts for decision makers. The community will ultimately have to decide the goals of its SUF, and how it will be set up, structured, and operated. The first section deals with setting the stage, helping communities answer the questions of whether or not a local SUF is needed and attainable, and how it might best fit in with other programs. Major pitfalls to avoid include: (1) lack of oversight; (2) poor use of investment instruments; and (3) defining too small a service area. Starting with a business plan, communities should then define: (1) what the SUF will do; (2) how large it should be; (3) a SUF business organization form; (4) investment objectives; and (5) the investment instruments it will use. Communities must also find a source of funds, cover their liabilities, and consider other possibilities for fully accomplishing its goals. Ideas are offered for community action. (TES) ED 313 183 RC 017 316 Brock, Barbara J. Therapy on Horseback: Psychomotor and Psycho logical Change in Physically Disabled Adults. Pub Date—Mar 89 Note-18p.; Excerpts from dissertation research; paper presented to the National Conference of the American Camping Association (Seattle, WA, February 27-March 4, 1989). Contains some light type. Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) - Information Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Analysis of Variance, *Horseback Riding, Muscular Strength, *Outcomes of Treatment, *Outdoor Education, Physical Disabilities, *Physical Therapy, Psychomotor Skills, Self Concept, *Therapeutic Recreation This paper describes a study of the effects of horseback riding on physically disabled adults. The first therapeutic riding centers were built during the late 1950s in Great Britain. Today, there are well over 350 accredited therapeutic riding centers in North America. Therapeutic riding is categorized into three areas: sport/recreation, medical, and education/psychology. While evidence of improved coordination, strength, and self-concept appears as a result of therapeutic horseback riding, scientific research and evidence of benefits is lacking. The current study used 15 physically disabled adults who were given tests before and after an 8-week therapeutic horseback riding program. Another group of 24 physically disabled adults, half of whom took part in the riding program, were given posttests only. The most noted disabilities in this study were head trauma, visual impairment, arthritis, cerebral palsy, and epilepsy. Participants were tested in self-concept, and in strength and coordination. Strength and coordination were measured using an electronic Strength and Coordination Instrument (SCI Model #1). Results showed improvement in coordination for subjects who participated in the riding program. No significant differences were found in self-concept or strength scores. The paper
contains 38 references. (TES) ED 313 184 RC 017 318 Carlson, Richard G., Ed. Rooted Like the Ash Trees: New England Indians and the Land. Revised edition. Report No.--ISBN-0-944140-00-9 Pub Date—87 Note—86p.; Originally published as an issue of “Ea gle Wing Press,” v6, n5, May-June 1987. Available from-Eagle Wing Press, Inc., P.O. Box 579MO, Naugatuck, CT 06770. Pub Type - Historical Materials (060) – Creative Works (030) Document Not Available from EDRS. Descriptors—* American Indian Culture, * Ameri can Indian History, American Indian Literature, American Indian Reservations, American Indians, *Land Settlement, Treaties, Tribes, United States History Identifiers-Ethnohistory, Land Claims, *New En gland This collection of writings by and about New England's American Indians focuses on the Indians' relation to the land. Articles examine Indian folklore and spiritualism, the importance of the oral tradition, and advice to young Indians about receiving the oral tradition and passing it forward. Articles describe Indian lifeways; native cooking, food, and hunting; archeological research; ethnohistory; the herbal tradition; traditional painting and pottery motifs; and New England Indian music. One selection is a glossary of New England Indian place names. Several studies examine the extent and locations of lands taken from Indians in New England, the effects of the Land Claims Settlement Act, and the difficulty of establishing the continuous tribal authority required by federal law for tribal land claims. Contemporary Indian lifestyles of the Abenaki and the Micmacs are described. This book also contains a list of names and addresses of other periodicals on the same subjects; Indian reservations; government commissions or agencies; and American Indian organizations, museums, and businesses. An annotated bibliography contains 32 references. (DHP) ED 313 185 RC 017 320 Cisneros, Henry Doing More for More: Hispanic Issues for Texas and the Nation. Texas Univ., Austin. Hogg Foundation for Mental Health. Pub Date-89 Note—24p.; Speech presented at the Independent Sector Annual Meeting (Houston, TX, October 25, 1988). Available from-Hogg Foundation for Mental Health, University of Texas, Austin, TX 78713-7998. Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Futures (of Society), Hispanic Americans, Planning, *Population Trends, Public Policy, *Relevance (Education), *Social Change, Trend Analysis Identifiers-Private Sector This booklet reprints a speech presented by the Mayor of San Antonio, Texas about the immediate American future and the part that education can play in preparing for it. Demographic studies show that America in the year 2000 will be older and more ethnic. The projected increase in single parent families will produce more children in crisis due to poverty, and child abuse and suicide. Rising medical costs, decline of the middle class, decline in relative international economic power, and technological advances all contribute to the increasing disparity between the richest and poorest citizens. Increasing conservatism will cause a decline in federal programs, particularly social services. Inability of local governments to supply such programs will leave the problems, by default, to private agencies. This eventuality could lead to the identification by citizens of cities as the focus for creating a positive quality of life. Decentralization of responsibility for quality of life will be one of the central themes of the coming era; coalitions of businesses, colleges, schools, and community and business organizations can best meet educational needs created by demographic and economic change. Another important theme of the next several decades might be called the “Latinization of America,” as the rapidly growing Hispanic population adds a new dimension to
American culture. (DHP) ED 313 186 RC 017 322 Indians and Native Americans. Research Report No. 89-02. National Commission for Employment Policy (DOL), Washington, D.C. Pub Date—Jan 89 Note-32p. Pub Type-- Information Analyses (070) - Reports - Evaluative (142) EDRS Price - MF01/PC02 Plus Postage. Descriptors-American Indian Culture, American Indian Education, *American Indian Reservations, American Indians, Employment, Employment Opportunities, *Employment Problems, *Federal Indian Relationship, *Job Training, Labor Economics, Labor Market, Labor Supply, Trust Responsibility (Government) This booklet provides an overview of the labor market problems facing Indians and Native Americans, the most economically disadvantaged ethnic group in the United States. It summarizes Indian policy, particularly major policies and laws that relate to early trade restrictions and the exploitation of Indians through trade; their forced removal from their land; establishment of the reservation system, land allotments, and assimilation; termination and relocation policy; and the more recent policies of self-determination. Discussion considers Indian population and labor force estimates and examines barriers to Indian employment. Lack of jobs on or near reservations is the greatest problem, but poor education and training, inadequate English language capability, tribal ties to the reservation, a culture that is not job-oriented, and poor housing and health conditions, and inadequate transportation are also cited. There are many federal programs for Indians, ranging from housing assistance, to health and transportation services, to education and training for jobs. A number of these programs are listed. But the report suggests that a high degree of overlap and fragmentation of federal programs hampers their effectiveness among Indians. Coordination of federal programs and further federal research, especially on effectiveness of JTPA programs, are recommended. This report contains 25 references. (DHP)
ED 313 187 RC 017 323 Copenhagen (Denmark). Pub Date—Apr 89 Note-278p. Pub Type- Collected Works - General (020) Reports - Descriptive (141) – Information Anal- yses (070) EDRS Price - MF01/PC12 Plus Postage. Descriptors—* Activism, *Civil Liberties, *Indige- nous Populations, International Organizations, *Self Determination, *World Problems, Year books Identifiers—*International Work Group for Indige nous Affairs The theme of this yearbook is the work of the International Work Group for Indigenous Affairs (IWGIA) during the 20 years of its existence and the enormous growth of the indigenous movement in that time. Section 1 traces IWGIA's history and includes the annual report for 1988. Section 2 is a global view of the main events in the indigenous world during 1988, presenting a comprehensive panorama with facts, texts, maps, and population figures. In 1988 atrocities against indigenous peoples continued on a huge scale and included mass killings, land alienation, and cultural destruction. Section 3 looks at developments in the International Labour Organization's (ILO) Revision of Convention 107 and the formation of the Declaration of Indigenous Rights at the United Nations. This section includes interviews and statements from five indigenous participants at ILO and UN meetings. Papers in section 4, the "focus" section include “Funding Deforestation: Conservation Woes at the World Bank” by Bruce Rich; “San, Human Rights, and Development in Southern Africa" by Robert Hitchcock and Sam Totten; "Indigenous People in Paraguay: A Brief Report" by Miguel Chase-Sardi; and "Will the Yanomami (of Brazil) Survive the Gold Rush?” by Teresa Aparicio. This yearbook ends with an index, by country, of all articles pubhopes, and aspirations of the multicultural community is recommended as the key to success. This report contains 36 references. (DHP)
lished by IWGIA in the last 20 years. (SV) ED 313 188. RC 017 324 Maltby, Gregory P. And Others The San Elizario Bilingual Learning Community: An Application of Technology to Reading Writing Mathematics/Computer Literacy. Fifth Year Evaluation Report. New Mexico State Univ., Las Cruces. Spons Agency-Department of Education, Wash ington, DC. Pub Date—28 Jul 89 Note—35p.; For fourth year report, see ED 303 286. Contains some light type that may not reproduce clearly. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Academic Achievement, * Achieve ment Gains, Bilingual Education Programs, *Computer Assisted Instruction, Computer Literacy, Elementary Secondary Education, English (Second Language), *Limited English Speaking, *Mexican American Education, Mexican Americans, Parent Participation, Program Evaluation, Scores, Summative Evaluation Identifiers—San Elizario Independent School Dis trict TX, SRA Survey of Basic Skills This report is the fifth year and last evaluation of the Title VII Bilingual Computer Literacy Project for San Elizario Independent School District, Texas. Several points in the fourth year evaluation focused on the need for the computer assisted instruction (CAI) project to obtain and maintain community and parent involvement and to secure and maintain school district staff commitment. A newsletter and survey sent to parents in May 1989 requested parent volunteers for a number of activities; this may be a start toward parent involvement in the CAI project. Although teachers and staff have shown a strong and growing commitment to the project, turnover in project personnel and funding problems threaten project status in the school district after the federal grant ends. A comparison of April 1988 and April 1989 standardized test scores for 159 students in grades 1-6 and 9-12 with national norms showed that reductions in the gap between participant scores and national norms occurred for composite scores, reading, language arts, and mathematics in grades 4, 6, and 12; and for grade 2 reading; grade 5 language arts; grade 9 language arts; grade 10 composite scores, reading, and language arts; and grade 11 composite scores, reading, and mathematics. English language proficiency improved for five grades and worsened for four grades, but gains and losses were minimal. Appendices include a letter explaining district plans for project continuation, an explanation of the gap reduction model, standardized test scores and statistics, and descriptions of oral language proficiency levels. This report contains 17 references. (SV) ED 313 189 RC 017 325 Dougherty, Pat, Ed. And Others A People in Peril. A Special Reprint. Anchorage Daily News, AK. Pub Date—88 Note-80p. Available from-Anchorage Daily News, Box 149001, Anchorage, AK 99514-9001 ($3.50). Pub Type— Information Analyses (070) Document Not Available from EDRS. Descriptors—* Alaska Natives, * Alcohol Abuse, *Antisocial Behavior, Boarding Schools, Culture Conflict, Eskimos, Minority Groups, *Social Problems, Suicide This reprint of a 10 day report, published in the “Anchorage Daily News," January 10 to January 20, 1988, examines Alaskan native alcohol use, and attendant suicide, homicide, and accident. In the village of Alakanuk, a town of 550, for example, there were eight suicides, dozens of suicide attempts, two murders, and four drownings in 16 months. Alcohol related problems extend from the drinkers through their families to all members of the community, causing fear and stress. This series of news stories, reprinted in newspaper format, considers whether alcohol is the cause of this cultural distress or an anesthetic applied to numb a deeper malady. Editorial overview relates problems to the takeover of native culture and destruction of the fabric of their way of life. It describes government removal of children to Indian schools from which they returned with elevated aspirations, diminished prospects for advancement, and little experience in family living. Reprinted stories probe alcohol treat
ment, community efforts to outlaw abuse, Fetal Alcohol Syndrome, alcohol-induced mass murder, bootleggers, and the growing sobriety movement. The reprint includes readers' letters in response to the original printing of these stories. (DHP) ED 313 190 RC 017 326 Funk, Jean And Others Exploring Environmental Change: An Environ mental Education Kit. Glen Bernard Camp, Willowdale (Ontario). Pub Date—87 Note—42p.; Illustrated panels will not reproduce and are not included on the microfiche. Available from-Glen Bernard Camp Inc., 206 Lord Seaton Rd., Willowdale, Ontario, Canada M2P 1K9 ($25.00). Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adult Education, *Camping, *Change, *Ecology, *Environmental Education, Learning Activities, *Outdoor Education, Secondary Education, Teaching Guides This educational resource kit consists of five illustrated panels and the Teacher/Leader Guide. The five illustrations show a camp setting over a time sequence from the 1940s or 1950s through 1986. Each panel illustrates the speed and the causes of change, showing the addition of factories across the camp lake; alteration, razing, and building of camp facilities; addition of camp activity sites; alteration of the natural landscape; and other environmental changes. The Teacher/Leader Guide accompanying the panels identifies major themes and items to look for in each illustration under these headings: activities, ecology, economics, environment, facilities, human intervention, people, and technology. For each heading, the guide identifies major concepts and makes suggestions for learning activities. Learning activities relate the panel illustrations to changing concerns such as sex roles, handicapped campers, land use, community, appropriate clothing, recycling, erosion, safety, and ecological diversity. Activities suggested include making lists; writing essays, poems, letters, and stories; playing games; drawing pictures and postcards; singing songs; and inventing animal stories and conversations. The guide emphasizes the interrelation of all things, humans and the natural environment, culture and physical change. The guide also suggests additional themes for which learning activities could be developed using these panels. (DHP)
ED 313 192 RC 017 328 Mestre, Jose Hispanic and Anglo Students' Misconceptions in Mathematics. ERIC Digest. ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Report No.-EDO-RC-89-9 Pub Date—Mar 89 Contract—RI-88-062016 Note-3p. Available from-Appalachia Educational Labora tory, P.O. Box 1348, Charleston, WV 25325 (free). Pub Type- Information Analyses - ERIC Informa tion Analysis Products (071) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Anglo Americans, Concept Forma tion, Concept Teaching, Elementary Secondary Education, Error Patterns, *Hispanic Americans, *Mathematical Concepts, *Mathematics In struction, *Misconceptions, Student Attitudes Identifiers-ERIC Digests Students come to the classroom with theories that they have actively constructed from their everyday experiences. However, some of these theories are incomplete half-truths. Although such misconceptions interfere with new learning, students are often emotionally and intellectually attached to them. Some common mathematical misconceptions involve: (1) confusion between variables and labels, with failure to understand that variables stand for numerical expressions; (2) mistakes about the way that an original price and a sale price reflect one another; (3) misconceptions about the independent nature of chance events; and (4) reluctance to multiply fractions. Hispanic students display some unique mathematical error patterns resulting from differences in language or culture. In addition, linguistic difficulties increase the frequency with which Hispanic students commit the same errors as Anglo students. Since students will not easily give up their misconceptions, lecturing them on a particular topic has little effect. Instead, teachers must help students to dismantle their own misconceptions. One effective technique induces conflict by drawing out the contradictions in students' misconceptions. In the three steps of this technique, the teacher probes for qualitative, quantitative, and conceptual understanding, asking questions rather than telling students the right answer. In the process of resolving the conflicts that arise, students actively reconstruct the concept in question and truly overcome their misconceptions. This digest contains 10 references. (SV)
ED 313 191 RC 017 327 Jain, Sushil The Education of the Immigrant and Ethnic Child in Canada. Pub Date—Oct 88 Note-17p. Pub Type-- Information Analyses (070) - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Acculturation, *Administrator Role, Cultural Awareness, *Cultural Pluralism, Culture Contact, Elementary Secondary Education, Foreign Countries, *Immigrants, Instructional Leadership, Intercultural Communication, *Multicultural Education, Principals, Social Inte gration Identifiers—*Canada In Canada, the traditional purpose of compulsory, free schooling was to mold ethnic immigrants, enlightening them about the dominant Anglo society. This philosophy continued through the mid-1960s when Canadian immigration was opened to developing nations. At the same time, a change in national perception emphasized the multicultural nature of Canada. This change reflected on expanded view of the world. This paper examines the role of the school principal and schooling in this multicultural society. Principals are in a difficult position that requires multicultural knowledge and an open mind. English as a second language, differences in western and non-western lifestyles, avoidance of ethnic stereotypes, and multicultural curricula are now required subjects for principals. They must not only accept the multicultural philosophy, but guide their staff to this viewpoint. While education is often given high value among immigrants, the various cultural groups do not equally value all components of the curriculum. To the principal falls the task of curricular leadership, particularly through staff development in the multicultural curriculum and through recruitment and retaining of minority teachers. A staff sensitive to the needs,
ED 313 193 RC 017 329 Ellis, Tim Camp's Responsibility to the Future: Beyond Just Being Outdoors. Pub Date—1 Mar 89 Note-17p.; Speech given at the National Conference of the American Camping Association (Seattle, WA, February 27-March 4, 1989). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Camping, *Futures (of Society), *Global Approach, Individual Development, Nonformal Education, Outdoor Education, *Relevance (Education), Values Education This speech paints a picture of the future, looks at the skills that will serve the citizen of that future world, and celebrates the fact that the camp model, at its best, promotes the learning of such skills. These skills include a sense of self and personal integrity, a sense of joy and wonder, an ability to ; gather and evaluate information, an ability to negotiate, an ability to understand and deal with rapid change, a sense of one's power to make a difference, a sense of the world and of peoples'.vastly different backgrounds, individual and collaborative problem-solving skills, holistic thinking, and a sense of empathy and caring. While some schools and homes do a responsible job of educating in the broadest sense, the camp setting may be one of the very best for young people to develop these skills and values. There is relative freedom from legislation, standardization, and competency testing in camp. But acceptance as part of this country's educational movement will require a change in attitude and apmerce. The goal of the partnership is to develop and test a prototype model which can be used or modified by rural and small schools in their efforts to produce improved student learning, provide for teacher and administrator renewal, and consequently develop more effective schools. The description of the model includes: (1) general assumptions; (2) a definition of “school improvement"; (3) identification of five areas on which school improvement efforts should focus; (4) the problem of student learning; (5) characteristics of effective collaboration between LEAs and IHEs; and (6) and steps relating to the school improvement process. The paper specifies each of these bases of the model and gives examples from a program to improve the teaching of thinking skills within this framework. This report contains 18 references. (Author/DHP)
ED 313 196 RC 017 333 Arnow, Pat, Ed. Appalachian Veterans. East Tennessee State Univ., Johnson City. Center for Appalachian Studies and Services. Pub Date-87 Note-53p. Available from-Now and Then, CASS, Box 19180A, East Tennessee State University, John son City, TN 37614-0002 ($2.50). Journal Cit—Now and Then; v4 n3 Fall 1987 Pub Type-Collected Works - Serials (022) — Cre ative Works (030) - Historical Materials (060) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Biographies, Essays, Geographic Re gions, Personal Narratives, Poetry, Short Stories, United States History, *Veterans, Vietnam Veter
proach by many camp programs. Camping will become a stronger force for a peaceful and environmentally sound world as camp directors and outdoor educators attend to the questions of how to encourage a sense of global stewardship, to help children own the responsibility for their learning and entertainment, to encourage bonding with nature, to make the camp experience relevant and affordable to diverse peoples, to overcome fear of "the other," and to develop a broader definition of success than just financial success. This speech contains 13 references. (SV) ED 313 194 RC 017 330 Arnow, Pat, Ed. Sense of Place in Appalachia. East Tennessee State Univ., Johnson City. Center for Appalachian Studies and Services. Pub Date—89 Note-49p.; Photographs will not reproduce well. Available from-Now and Then, CASS, Box 19180A, ETSU, Johnson City, TN 37614-0002 ($3.50 each; subscription $9.00 individual and $12.00 institution). Journal Cit—Now and Then; v6 n2 Sum 1989 Pub Type- Collected Works - Serials (022) Opinion Papers (120) - Creative Works (030) EDŘS Price - MF01/PCO2 Plus Postage. Descriptors-Essays, Interviews, *Novels, Photo graphs, Poetry, *Regional Attitudes, Regional Characteristics, *Rural Areas, Short Stories Identifiers—* Appalachia, Appalachian Literature, Appalachian People, *Place Identity, Regionalism, Rural Culture This journal issue contains interviews, essays, short stories, and poetry focusing on sense of place in Appalachia. In interviews, author Wilma Dykeman discussed past and recent novels set in Appalachia with interviewer Sandra L. Ballard; and novelist Lee Smith spoke with interviewer Pat Arnow about how Appalachia has shaped her writing. Essays include “Eminent Domain" by Amy Tipton Gray, "You Can't Go Home If You Haven't Been Away" by Pauline Binkley Cheek, and "Here and Elsewhere" by Fred Waage (views of regionalism from writers Gurney Norman, Lou Crabtree, Joe Bruchac, Linda Hogan, Penelope Schott and Hugh Nissenson). Short stories include “Letcher" by Sondra Millner, "Baptismal" by Randy Oakes, and "A Country Summer" by Lance Olsen. Poems include "Honey, You Drive” by Jo Carson, "The Widow Riley Tells It Like It Is” by P. J. Laska, “Words on Stone" by Wayne Hogan, “Reeling In” by Jim Clark, "Traveler's Rest" by Walter Haden, "Houses" by Georgeann Eskievich Rettberg, "Seasonal Pig" by J. B. Goodenough, “And This Is The Way To Be Poor" by Barbara Smith, “Polio Summer" by Edward C. Lynskey, and "Direction" by Gretchen McCroskey. This issue also contains book reviews and numerous photographs, including those of Kenneth Murray and William “Pictureman" Mullins. (SV) ED 313 195 RC 017 332 Askins, Billy E. And Others A Partnership Approach in Developing a Model for Improved Student Learning and Teacher Renewal in Rural/Small Schools. Pub Date Oct 87 Note—27p.; Paper presented at the National Rural and Small Schools Consortium Conference (Arlington, VA, October 13-16, 1987). Appendix A on dark red paper may not reproduce well. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Change Strategies, *College School Cooperation, *Educational Improvement, Elementary Secondary Education, Higher Education, *Improvement Programs, Local Government, *Rural Schools, *Small Schools Identifiers-Greenwood Independent School Dis trict TX, Texas Tech University Establishing partnerships between institutions of higher education (IHEs) and local education agencies (LEAs) is a common recommendation in the many state and national reports advocating the reform of education. The rationale for such partnerships is that collaboration can assist LEAs in their efforts for school improvement, while IHEs can more actively participate in addressing problems confronting public education. This paper describes such a partnership among Texas Technological University, Greenwood school district, the Greenwood parent/teacher organization, the Southwest Educational Development Laboratory, an organization of county governments, and a local chamber of com
Identifiers-* Appalachia, *Military History, Viet nam War, World War II This journal issue focuses on Appalachian veterans and on the premise that Appalachians and Americans in general are still fighting the battles and dealing with the psychic aftermath of the Civil War and all wars fought since then. One article notes that Appalachian soldiers were 20 to 25% more likely to be killed in Vietnam than other soldiers. West Virginia had the highest average of battle deaths: 84.1/100,000. Pickens County, South Carolina has the highest number of Congressional Medal of Honor winners in the nation. Articles discuss Sergeant York and profile lesser known veterans of Vietnam and World War II. There are memoirs, fiction, and poetry about experiences of Appalachian natives in Vietnam. A study of Appalachian POWs in World War II reports that problems of former POWs are far more severe than had previously been established. An oral history project records memories of World War II veterans from East Tennessee and includes samples of the veterans' stories. Other selections describe a soldier's wife in the Civil War and volunteer work on the frontlines in World War II. Films and books about Appalachian veterans' experiences are reviewed. (DHP) ED 313 197 RC 017 334 Arnow, Pat, Ed. Insiders/Outsiders. East Tennessee State Univ., Johnson City. Center for Appalachian Studies and Services. Pub Date—88 Note-41p. Available from—Now and Then, CASS, Box 19180A, East Tennessee State University, John son City, TN 37614-0002 ($2.50). Journal Cit-Now and Then; v5 n2 Sum 1988 Pub Type— Collected Works - Serials (022) — Cre ative Works (030) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Cultural Images, *Cultural Pluralism, Cultural Traits, Essays, Geographic Regions, Personal Narratives, Poetry, *Regional Characteris tics, Short Stories, *Stereotypes Identifiers—* Appalachia, Appalachian People This journal issue focuses on insiders and outsiders in Appalachia, the mixing of cultures, and the diversity of the region. The lead article mixes memoir with analysis of the importance of home and homeplace to people from the Appalachians, many of whom are forced to leave permanently in search of work. A second article considers the strange contrast between outsiders' fascination with things Appalachian and some natives' desire to get rid of their country accent and country ways, pointing out the difficulty for some insiders to feel comfortable inside. Contradicting the stereotype of the Appalachian hillbilly, there are profiles of Appalachian
residents of Italian, Jewish, Chinese, and Filipino descent who maintained their native traditions. Other articles include selections from a new novel by Gurney Norman and from the journals of novelist Harriet Simpson Arnow, and memories of a city boy who felt superior to his country cousins. There are also reviews of two novels about Appalachia for children, a collection of essays about urban Appalachians, Appalachian poetry, Baptist worship practices, and reviews of films about migration into and out of Appalachia and a rural North Carolina autobiography. (DHP) ED 313 198 RC 017 335 Arnow, Pat, Ed. Working in Appalachia. East Tennessee State Univ., Johnson City. Center for Appalachian Studies and Services. Pub Date—88 Note—41p. Available from Now and Then, CASS, Box 19180A, East Tennessee State University, John son City, TN 37614-0002 ($2.50). Journal Cit-Now and Then; v5 ni Spr 1988 Pub Type - Collected Works - Serials (022) - Cre ative Works (030) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*Coal, Employment, Essays, Geo graphic Regions, Interviews, *Mining, Occupations, Personal Narratives, Poetry, *Work Experience This journal issue focuses on a variety of Appalachian occupations, particularly but not exclusively, coal mining. The lead article is an interview with John Sayles about his movie, "Matewan." Sayles sees the Matewan massacre as a great movie theme, “like a classic American Western...but with a difference-the violence was collective, and it was political." The afterword to Matewan, the Battle of Blair Mountain, is the subject of Denise Giardina's novel, "Storming Heaven." In an interview Giardina says, “I see coal as a curse.” She envisions Appalachia without coal as Vermont or New Hampshire, clean and prosperous. The magazine also includes profiles of coal miners, a farmer, a rug hooker, and a shoeshine man; poetry about mining and Appalachia; and photos of past and contemporary Appalachian workers. An interview with a traditional farmer explores the place of the worker who resisted modernization because “hillside farming and all didn't suit a tractor." Films about novelist Harriet Simpson Arnow and the Banner Mine disaster, books about making “Matewan" and southern cotton mills, and television shows about the Mud Creek Clinic and the Frontier Nursing Service are reviewed. (DHP) ED 313 199 RC 017 336 Beaulieu, Lionel J. Building Partnerships for People: Addressing the Rural South's Human Capital Needs. A Report of the Task Force on Alternatives for Leadership and Human Resource Development in Rural Communities in the South. Southern Rural Development Center, Mississippi State, Miss. Pub Date—5 Aug 89 Note-40p.; Paper presented at the Annual Meet ing of the Rural Sociological Society (Seattle, WA, August 5-8, 1989). Pub Type - Speeches/Meeting Papers (150) - In formation Analyses (070) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Adult Literacy, Community Role, * Dropouts, Educational Improvement, Elementary Secondary Education, *Family Influence, Family School Relationship, Human Resources, *Illiteracy, *Labor Force Development, *Rural Areas, Rural Development, Rural Education, Ru ral Population, *School Community Relationship Identifiers—*United States (South) Monumental social and economic problems confront the rural communities of the South. Diversification of the rural economy is the key to revitalizing the rural South, but new industries, anticipating the need for a more highly skilled work force, find the region's human capital resources to be deficient. Vibrant economies are not sustainable in a rural South that leads the nation in the rate of high school dropouts and the proportion of adults that are functionally illiterate. In 1988 nearly 39% of all Southern nonmetro adults and 55% of Southern nonmetro blacks lacked a high school education, compared to 24.4% of all metropolitan Southerners. In 1980 an estimated 25% of all rural Southerners and 40% of rural Southern blacks were functionally illiterate. In addition, the better educated young people are leaving rural areas, showing the greatest net outmigration rates from the rural South in 1985-87. It has been suggested that these problems are symptomatic of an educational system gone awry, and that a turnaround must commence with an overhaul of the educational system. Placing the burden on the educational system alone is not, however, satisfactory. Rather, these problems must become the collective concern of the family, the school, and the community. Building partnerships among these important local elements is essential, partnerships that send a clear signal to all residents that academic performance and literacy are highly valued goals of the community. A vital ingredient in this collaboration is progressive community leadership. This paper contains 59 references and 10 graphs and figures. (SV)
Descriptors—* Acculturation, *American Indian Education, American Indian History, American Indians, *Educational History, Elementary Sec ondary Education, *Federal Indian Relationship Identifiers—*Native Americans Traditionally, Native Americans educated their children through the oral transmission of beliefs and values. Christian missions dominated Indian education from the 16th to the 19th century and began the process of erasing Native American identity and culture. After the Civil War, control of 73 Indian agencies was assigned to 13 religious denominations, charged with teaching the “savages a better way of life" in preparation for assuming "the duties and privileges of citizenship." By 1900, the off-reservation boarding school had become the Federal Government's favored means of promoting Indian assimilation. A uniform course of study that ignored Native American cultural heritage was established in federal schools in 1916, and Congress made school attendance mandatory in all reservations and agencies in 1921. In 1928 a Senate investigation produced the Meriam Report, which recommended schooling within Indian communities and allocation of more money. John Collier, Indian Commissioner in the 1930s, encouraged the preservation of American Indian languages and culture, replaced boarding schools with reservation day schools, and hired the first Indian teachers in the federal system. During the 1940s, however, proposed changes in federal policy threatened to terminate the trust relationships that existed between the tribes and the U.S. Government. In 1944 resistance to termination led to the formation of the National Congress of American Indians and a new unity of spirit among Native Americans. The social consciousness of the 1960s provided money for a variety of programs, and several experimental Indian schools were begun. The last 15 years have seen the Indian people gradually changing the educational system, promoting a new emphasis on cultural awareness and sensitivity in the classroom. This paper includes 12 references. (SV)
ED 313 200 RC 017 337 Status of Rural Education in the AEL Region. AEL Interim Report. Appalachia Educational Lab., Charleston, W. Va. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date-14 Jun 88 Contract—400-86-0001 Note-25p. Available from-Appalachia Educational Labora tory, Inc., P.O. Box 1348, Charleston, WV 25325 ($3.50). Pub Type- Reports - Research (143) — Informa tion Analyses (070) EDRS Price - MF01/PC01 Plus Postage. Descriptors Educational Improvement, *Educa tional Needs, Educational Practices, Elementary Secondary Education, *Regional Characteristics, *Rural Education, Rural Schools, Rural Urban Differences, Small Schools, Socioeconomic Influences Identifiers-Appalachia Educational Laboratory WV, Kentucky, Promising Practices, Tennessee, Virginia, West Virginia Examination of demographic, socioeconomic, and cultural factors in Kentucky, Tennessee, Virginia, and West Virginia, the four states served by the Appalachia Educational Laboratory (AEL), shows low student population density, endemic poverty, low educational attainment, and a population reluctant to seek outside help. This report reviews the characteristics, needs, and efforts to improve rural education in this region. Two critical problems involve students' thinking and reasoning skills and academic performance of children from low-income families. Educators also identify lack of community and parent involvement as serious problems. West Virginia data suggest that the teaching force is aging, though becoming somewhat more highly trained. Initial analysis suggests that student achievement is lower in rural than non-rural districts. Lower student achievement, however, appears to be associated with the comparatively greater poverty that characterizes rural areas. Resources to improve education in the AEL region are scarce. Difficulties in the region, however, have provided opportunities for such innovations as distance learning, school-based development, and development of curricular and instructional techniques appropriate to rural schools. Equity in school funding is crucial to adequate support of rural education. AEL is identifying promising practices, and communicating such information through a newsletter. A model of school improvement is presently being demonstrated in four poor, rural sites in the region. This report contains 19 references. (DHP)
This reprint of a 1909 volume portrays the life and history of the Navajo people, based on the personal experiences of an unusually enlightened white observer. The first three chapters cover the Navajo's early history, discovery by Spanish explorers, evidence of a prehistoric and possibly ancestral race, and the beauties of the Navajo's rugged desert homeland. A chapter on wars and treaties discusses the causes of the Indian Wars, hostilities between Navajos and whites from 1849 to 1864, the Navajo's defeat by Kit Carson, their enforced settlement at Bosque Redondo, and the return to their reservation. Other sections cover: (1) manners and customs (pastoral life, the hogan, domestic life, marriage, slavery, discipline, games and sports, burial and the medicine man); (2) religion and morals (pantheism, superstition, general abstinence from alcohol, and low crime rate); (3) mythology; (4) ceremonies (the role of the chanter, the Mountain Chant, the fire play, dances, and sandpaintings); (5) arts and crafts, especially weaving and the work of silversmiths; and (6) civilization (the white man's view of the Navajo's future). An appendix contains official letters and affidavits of civil and military government officials, pertaining to the Navajos and their country, the causes leading to the Navajo war of 1861, and the practice of whites, particularly Mexicans, capturing and holding Navajos in slavery. This book contains many photographs. (SV) ED 313 202 RC 017 339 Link, Emerson A. Mental Health Services to Rural Consumers. Les sons Learned from a Four Year Iowa Farm Crisis Project. Spons Agency-Iowa State Dept. of Human Ser vices, Des Moines. Pub Date—[24 Jul 88] Note-6p.; Paper presented at the Annual National Institute on Social Work and Human Services in Rural Areas (13th, July 24-27, 1988). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adult Education, *Community Health Services, *Delivery Systems, Farmers, Health Education, *Mental Health, Mental Health Programs, Outreach Programs, Postsecondary Education, Psychiatric Services, Rural Areas, *Rural Population Identifiers-Farm Crisis, Iowa, *Service Utilization The Southwest lowa Mental Health Center recently completed a 4-year project to increase use of mental health services by normally reluctant rural populations and to increase coping ability among persons affected by the farm crisis. During the first 2 years, program goals included aggressive outreach to potential patients, mental health education seminars for non-mental health professionals, stress management workshops for at-risk farmers and other distressed persons, mental health treatment, and development of independent support groups. These development activities created a tremendous unfilled demand for psychiatric treatment and consultation services. During the last 2 years, the program sought to meet this demand by obtaining the services of a resident psychiatrist from a nearby university and by opening four satellite offices. The Center's experiences have shown that increasing delivery of effective mental health services to rural residents requires attention to both service delivery issues and treatment issues. Service delivery issues include (1) person-to-person outreach, (2) availability of services at the client's site, (3) extensive public relations to maintain high visibility for services, (4) satellite offices that offer both accessibility and a measure of anonymity to clients, (5) awareness that stress management and depressive symptoms are of prime interest for rural persons, and (6) a system that provides multiple services at one location. Treatment issues include: (1) alleviation of stress as the most important goal, (2) acceptance of emergency services as legitimate treatment, (3) diagnosis and treatment of the situation alone in some cases, (4) economics as the incentive for farmers to use mental health services, and (5) the importance of support groups. (SV) ED 313 203 RC 017 340 Iannucilli, Mary V. Education and the Native American. Pub Date—[Mar 87] Note-14p. Pub Type - Information Analyses (070) — Histori cal Materials (060) EDRS Price - MF01/PC01 Plus Postage.
ED 313 204 RC 017 341 Bread, Jerry C. Oklahoma American Indian Higher Education, 1989. A Position Paper. Pub Date-Mar 89 Note-8p.; Paper presented at the Quarterly Meet ing of the United Indian Tribes of Oklahoma (March 1989). Pub Type - Speeches/Meeting Papers (150) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Access to Education, "American Indian Education, American Indians, *College Admission, *Declining Enrollment, Enrollment, *Enrollment Trends, Higher Education, Leadership Responsibility, *Public Colleges, Undergrad uate Students Identifiers—*Oklahoma, Tribal Government Statistics suggest that American Indian higher education in Oklahoma has made significant progress over the past quarter century. However, a new era of higher education is beginning in which higher admission standards, higher tuition costs, and decreased financial aid will take their toll on American Indian enrollment. An estimated 25-40% of potential American Indian students will not enroll in Oklahoma colleges during 1990-91 due to higher admission standards. Universities maintain that minority enrollments will not be affected by the new standards, but such statements are usually based on the rather demeaning practice of allowing a percentage of minority students to enroll under lesser standards. Due to the political consequences, liabilities, and lack of respect involved in being tagged as a "spokesman,” only a few individuals and organizations have been willing to speak out on Indian affairs. Tribal government, which is in a position to speak for tribal members and which should be the true spokesman on Indian affairs, is rarely heard. It is time for tribal governments to exert themselves and to use their legal, sovereign right regarding the educational representation of their respective tribal members in the State of Oklahoma. This paper contains statistics on American Indian enrollment from 1979-83 in 30 Oklahoma state colleges, junior colleges, and universities. (SV) ED 313 205 RC 017 344 Models for Serving Rural Students in the Least Restrictive Environment.
ED 313 201 RC 017 338 Lipps, Oscar H. A Little History of North American Indians: The Navajos. New Edition. Report No.-ISBN-0-936755-07-5 Pub Date—89 Note—155p. Available from-Avanyu Publishing Inc., P.O. Box 27134, Albuquerque, NM (1-5, $19.95 plus $2.25 shipping each, 6 or more, 40% discount). Pub Type— Historical Materials (060) – Books (010) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* American Indian Culture, * Ameri can Indian History, American Indians, Cultural Background, *Federal Indian Relationship, Tribes, United States History, War Identifiers-Frontier History, *Navajo (Nation), *United States (Southwest)
Note—29p. Pub Type-- Guides - Non-Classroom (055) - Re- ports - Descriptive (141) - Information Analyses (070) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Accessibility (for Disabled), Delivery Systems, *Educational Planning, Elementary Secondary Education, *Mainstreaming, *Mild Disabilities, *Models, Program Development, *Rural Education, Rural Schools, *Special Education Identifiers—*Low Incidence Disabilities Progress has been made in serving rural students with low-incidence handicaps after the implementation of Public Law 94-142, yet research indicates that this category of students is still the most difficult population to serve. Hence, designing least restrictive environment (LRE) services is crucial in further improving this type of program. Traditional models of service delivery to handicapped students are not appropriate for rural school systems because many presumed conditions for those models do not exist in rural settings. The diversity of rural communities requires the planner to consider multiple factors affecting LRE services. These factors are interrelated and their combinations should be stressed in service planning. Factors that cannot be controlled by the model designer are called "givens,” such as population, distance from students to services, ages and disabilities of students, and existing personnel. Factors that can be manipulated by the planner are termed "variables, such as staff development, transportation, and staffing for services. Planners must manipulate “variables” after recognizing the "givens." As no model is directly transportable, various successful models are described: state funded and statewide models, local cooperative administrative models, the "resource room” model, and models that identify scarce resources, incorporate advanced technologies, or use paraprofessionals. (GGH) ED 313 206 RC 017 349 NARF Indian Economic Development Law Project Begins. Native American Rights Fund, Boulder, CO. Spons Agency-John D. and Catherine T. MacArthur Foundation, Chicago, IL. Pub Date—89 Note-9p Journal Cit-NARF Legal Review; v14 n2 Spr 1989 Pub Type- Reports . Descriptive (141) – Col lected Works - Serials (022) EDRS Price - MF01/PC01 Plus Postage. Descriptors-American Indian Reservations, *American Indians, Community Coordination, *Community Development, Economic Develop ment, *Legal Aid, *Tribes Identifiers—*Native American Rights Fund The Native American Rights Fund (NARF) is beginning a project to assist tribes and Indian communities with the legal aspects of economic and business development. Historic monopolistic and oppressive trade restrictions imposed on the tribes created an economic context that has suppressed Indian economic development for over two centuries. Faced with increasing federal reluctance to discharge its trust responsibility, the tribes recognize economic success as an essential component of true self-sufficiency. Against this backdrop, NARF has launched its Indian Economic Development Law Project. To focus its efforts and avoid duplication of services, the project has identified five areas of greatest need: (1) development of tribal governance infrastructure, (2) development of supportive future legislative and policy directions, (3) assistance in the networking of existing resources, (4) provision of a communications link between tribes and business interests, and (5) development of a large pool of legal expertise in the area of Indian economic development. NARF will be directly involved with specific tribal and Indian community efforts; clients will be selected for viability and significance. A major project role will be as facilitator of cooperation among various agencies and community organizations that cover the wide range of skills needed to accomplish economic development goals. This newsletter also contains updates on Indian court cases of interest and NARF organizational news. (SV)
New York State Education Dept., Albany.; State and Life Sciences at Cornell Univ. Pub Date—87 Note-228p.; Poster will not reproduce. Available from-Cornell University, Dept. of Edu- cation, 24 Roberts Hall, Ithaca, NY 14853 ($54.00 postpaid). Pub Type-- Guides - Classroom - Learner (051) — Reference Materials - Bibliographies (131) EDRS Price - MF01/PC10 Plus Postage. Descriptors-Agricultural Machinery, *Agricul ture, Class Activities, Educational Resources, Elementary School Science, *Food, Grade 3, *Horses, Mathematics Materials, Primary Education, Rural Education, Science Activities, Social Studies, Writing Exercises Identifiers—* Birds, Insects, New York, *Plants (Botany) This collection of classroom exercises was designed to maximize teacher time, while creating an awareness of our food and fiber system among New York third graders. The materials are color-coded, falling into four categories: language arts, mathematics, science, and social studies. Each exercise includes background information, concepts, and objectives for the teacher. The language arts series directs students to write descriptive paragraphs, to read, and to create a bulletin-board forest scene while learning about plants and animals. The mathematics section offers puzzles and word problems having to do with food and animals. Activities in the science section focus on plant and animal life studies, helping students to learn plant and animal parts and to understand the life cycle of honeybees. The social studies materials teach children the history of the horse's role in society. Another unit describes food production through history, including the Stone Age, early civilization, ancient Egypt, Europe, and the American colonies. Subjects also include the steam engine and modern farm machinery. The document offers word puzzles and line drawings for students to color. Additional resources include a booklet-"Bud's World"-on American agriculture and wildlife, a wall poster, a small coloring book, a booklet on wheat, and a U.S Department of Agriculture bibliography of 328 educational resources about agriculture. (TES) ED 313 208 RC 217 352 State Dept. of Agriculture and Markets, Albany.; and Life Sciences at Cornell Univ. Pub Date-87 Note-202p.; Posters will not reproduce. Available from—Cornell University, Dept. of Edu- cation, 24 Roberts Hall, Ithaca, NY 14853 ($ 54.00 postpaid). Pub Type— Guides - Classroom - Learner (051) — Reference Materials - Bibliographies (131) EDRS Price - MF01/PC09 Plus Postage. Descriptors-Agricultural Machinery, Agricultural Occupations, * Agricultural Production, * Agriculture, * Animals, Class Activities, Educational Resources, Elementary School Science, *Food, Grade 5, Intermediate Grades, Mathematics Materials, Rural Education, Science Activities, So cial Studies, Writing Exercises Identifiers—New York, *Plants (Botany) These classroom exercises have been designed to maximize teacher time, while creating an awareness of our food and fiber system among New York fifth graders. The materials are color-coded, falling into four categories: language arts, mathematics, science, and social studies. Each exercise includes background information, concepts, and objectives for the teacher. The language arts series encourages students to create haiku, telegrams, advertising, and wall posters to communicate facts and ideas about agriculture. The mathematics section offers word problems having to do with agricultural production. Activities in the science section focus on plant and animal life studies. Students are encouraged to discuss the absence of life on the moon, classify animals, cultivate and observe real plants in the classroom, and monitor various variables of plant growth. The social studies materials help children differentiate between past and present agricultural practices and understand how technology facilitates food production. Students are also encouraged to learn about agricultural regions of the country and agricultural careers and to recognize interrelation
ships among different professions. The activities in this section include crossword puzzles, class discussion, inviting a guest speaker, and creating a timeline. Additional resources include “New York's Big Apple” (a booklet on New York agriculture), two posters, a guide to agricultural professions, and a U.S. Department of Agriculture bibliography of 328 educational resources about agriculture. (TES) ED 313 209 RC 017 353 Wolanyk, Betty New York Agriculture in the Classroom. Grade 6. New York Farm Bureau, Inc., Albany.; New York State Dept. of Agriculture and Markets, Albany.; New York State Education Dept., Albany.; State Univ. of New York, Ithaca. Coll. of Agriculture and Life Sciences at Cornell Univ. Pub Date—87 Note-178p.; Poster will not reproduce. Available from-Cornell University, Dept. of Edu cation, 24 Roberts Hall, Ithaca, NY 14853 ($54.00 postpaid). Pub Type— Guides - Classroom - Learner (051) — Reference Materials - Bibliographies (131) EDRS Price - MF01/PC08 Plus Postage. Descriptors-Agricultural Machinery, Agricultural Production, * Agriculture, Class Activities, Educational Resources, Elementary School Science, *Farm Occupations, *Food, Grade 6, Intermediate Grades, Language Arts, *Livestock, Mathematics Materials, Rural Education, Science Activities, Social Studies Identifiers-Family Farms, New York, *Plants (Botany) These classroom exercises have been designed to maximize teacher time, while creating an awareness of our food and fiber system among New York sixth graders. The materials are color-coded, falling into four categories: language arts, mathematics, science, and social studies. Each exercise includes background information, concepts, and objectives for the teacher. The language arts series encourages students to: create and illustrate brief poems about nature; study agricultural terminology; identify and create advertising slogans; and read "The Life of a Pig,” a narrative about pigs being raised for commercial purposes. The mathematics section teaches students to work with whole numbers and fractions, using word problems about agricultural production. The science unit includes instructions on helping students learn about the life cycles of plants by making a terrarium or growing a new houseplant from a leaf section. Other material helps students learn about growing corn, the food chain, and paper wasps. Materials in the social studies section help students learn about making paper, and about life on different kinds of farms. Additional resources include two Soil Conservation Society cartoon booklets about agriculture and land use, a wall poster illustrating beef byproducts, and a U.S. Department of Agriculture bibliography of 328 educational resources about agriculture. (TES) ED 313 210 RC 017 354 Wolanyk, Betty New York Agriculture in the Classroom. Grade 4. New York Farm Bureau, Inc., Albany.; New York State Dept. of Agriculture and Markets, Albany.; New York State Education Dept., Albany.; State Univ. of New York, Ithaca. Coll. of Agriculture and Life Sciences at Cornell Univ. Pub Date—87 Note—191p.; Poster will not reproduce. Available from—Cornell University, Dept. of Edu cation, 24 Roberts Hall, Ithaca, NY 14853 ($ 54.00 postpaid). Pub Type— Guides - Classroom - Learner (051) – Reference Materials - Bibliographies (131) EDRS Price - MF01/PC08 Plus Postage. Descriptors—* Agriculture, * Animals, Class Activi ties, Educational Resources, Elementary School Science, Farm Occupations, *Food, Grade 4, Intermediate Grades, Mathematics Materials, Rural Education, Science Activities, Social Studies, Writing Exercises These classroom exercises have been designed to maximize teacher time, while creating an awareness of our food and fiber system among New York fourth graders. The materials are color-coded, falling into four categories: language arts, mathematics, science, and social studies. Each exercise includes background information, concepts, and objectives for the teacher. Word puzzles, stories, games, and writing exercises in the language arts series help students learn composition, reading, and agricul
ED 313 207 RC 017 351 Wolanyk, Betty Bud's World. Grade 3. New York Agriculture in the Classroom. New York Farm Bureau, Inc., Albany.; New York State Dept. of Agriculture and Markets, Albany.; Page 18
Pub Date—89 versity Symposium, "The Coming Revolution in Science Education” (Cambridge, MA, May 13, 1989). Pub Type- Opinion Papers (120) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC02 Plus Postage. Descriptors—*College Science, Engineers, Higher Education, *Minority Groups, Science Careers, Science Education, *Science Interests, *Science Teachers, *Scientific Personnel, Scientists, Secondary Education, *Secondary School Science The results of the Second International Science Study and the National Assessment of Educational Progress (NAEP) science assessments are cited and future job openings in natural sciences and engineering areas are projected. Technology is ever increasing in complexity, yet ninth-grade U.S. students scored second from the bottom on international comparisons of science achievement. There is an unprecedented crisis in the United States, and in order to resolve it, there is a need to: (1) place greater emphasis on middle school science education; (2) increase the quality of science teachers; and (3) increase the emphasis on science education and the teaching of science at the university level. Leadership is needed to meet these needs. The paper recommends greater commitment to science programs and teaching by colleges and universities and greater support by the National Science Foundation. (YP)
tural terminology. Word problems in the mathematics section have to do with agricultural production and help students learn addition, subtraction, multiplication, and rounding numbers. Material in the science section teaches students the relationship between agriculture and the life cycles of plants and animals. Activities include observing life cycles of animals and plants in the classroom. The social studies materials help children think about issues of culture and interdependence. Activities include creating a pictorial timeline of agricultural history and encouraging class discussion about farming lifestyles. Another unit studies the use of plants as medicines and food in the early American colonies. The document also offers word puzzles and line drawings for students to color. Additional resources include "New York Is Growing"-a children's workbook on New York agriculture, a wall poster, and a U.S. Department of Agriculture bibliography of 328 educational resources about agriculture. (TES) ED 313 211 RC 017 355 Rural Economic Development in the 1980s: Pre paring for the Future. Economic Research Service (DOA), Washington, DC. Agriculture and Rural Economics Div. Report No.-AGES-87-0724 Pub Date—Jul 87 Note—421p.; For related document, see ED 298 309. Pub Type-Reports - Research (143) - Informa tion Analyses (070) - Collected Works - General (020) EDRS Price - MF01/PC17 Plus Postage. Descriptors—*Economic Change, Employment Patterns, Government Role, *Policy Formation, *Public Policy, Rural Areas, *Rural Development, *Rural Economics, Rural Population, Rural to Urban Migration, Structural Unemployment Seventeen papers review recent changes in the structure and performance of the rural economy and examine alternative policies to facilitate the adjustment of displaced people and their communities. Some point to economic structural change in the 1980s as the cause of financial stress in rural America, in sharp contrast with the 1970s when growth and economic vitality were the dominant rural themes. Results indicate a rural economy that has shifted from dependence on natural resource-based industries to increasing reliance on manufacturing and low-wage, low-skilled service industries. At the same time, the rural economy has apparently become more closely linked to national and global economies, making it more sensitive to changes in macro policy and global competition. Downturns in industries that are important to rural areas indicate a national rural decline accompanied by underdeveloped human resources. Problems associated with rural policy are viewed at the macro, sectoral, territorial, and human resource levels. The analysis of rural conditions and economic forces at work leads to observations about alternatives for future rural policy: (1) future development policies must allow industries to modernize and become more competitive; (2) rural economic policies that depend on the revival of farming, mining, or energy sectors are unlikely to succeed; and (3) states may be key to promoting collaboration among neighboring rural communities. The document concludes that the choice of national rural development policy is ultimately political, a balancing of interests among groups whose futures are being affected. The various papers in this collection include about 275 references and numerous tables, graphs, and maps. (TES) ED 313 212 RC 017 357 Huber, Louis V. Making Camps Work for the Challenging Camper. Pub Date—89 Note-19p.; Paper presented at the Annual Confer ence of the National Camping Association (Seat tle, WA, February 27-March 4, 1989). Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) – Opinion Pa pers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Behavior Change, Experiential Learning, *Outdoor Activities, Outdoor Education, Poverty, Racial Attitudes, Racial Integration, *Racial Relations, Recreational Activities, Summer Programs, Urban Problems, *Urban Youth, Youth Agencies Identifiers—Missouri (Saint Louis), *Residential Camping Programs This paper describes an agency working with chil
dren, teenagers, and families in inner-city St. Louis neighborhoods. Its programs included all the social work specializations-casework, community development, and group work-which interacted in a holistic approach. Poverty was was one common denominator among all the neighborhoods served. Youth clubs organized on the playgrounds helped individuals develop social skills, community knowledge, and an eventual respect for the property and equipment. Trust relationships were developed between staff and youth through day and residential camp programs. In these summer programs, staff labored to counteract the impact of racial prejudice. While negative behavior was present, positive behaviors and relationships were encouraged. Camp participants and staff gathered before the camp session in order to facilitate bonding and anticipate and reduce problems. The camp was portrayed to the students as something they did by choice as an enjoyable learning experience. Campers were encouraged to identify with their cabin groups and were given choices of daytime activities, including crafts, music, and drama. Field games and special evening activities were part of the program. Effort was made to keep rules and consequences logical and fair. Of thousands of campers involved during 40 years of observation, less than 20 had to go home early. Lessons of sharing and cooperation were used to combat social programming that said: "everyone is corrupt,” “there is no justice or opportunity for black people," and "I can do as I please." (TES) ED 313 213 RC 017 358 Barreiro, Jose, Ed. Indian Corn of the Americas: Gift to the World. Cultural Encounter II. Columbus Quincentenary Edition. Cornell Univ., Ithaca, N.Y. Pub Date—89 Note-100p.; Includes papers from the Cornell Uni versity Forum "Corn-Indian Gift to the World” (Ithaca, NY, September 26, 1988). Journal Cit-Northeast Indian Quarterly; v6 n1-2 Spr-Sum 1989 Pub Type— Collected Works - Serials (022) — In formation Analyses (070) — Historical Materials (060) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Agronomy, * American Indian Cul ture, American Indian History, American Indian Studies, Conservation (Environment), Cultural Background, Cultural Education, Cultural Exchange, *Cultural Influences, Grains (Food), Land Use, Rural American Indians Identifiers-American Indian Contributions, Corn, *Corn Culture As the most significant American Indian contribution to world civilization, corn is discussed from historical, socio-cultural, and scientific perspectives. The introduction describes a collaboration between the American Indian Program of Cornell University and the Indigenous Preservation Network Center, which brought students and reservation farmers together for a “cultural encounter” in corn planting. The main body of this document is comprised of the following chapters written by scholars: (1) corn's cosmological importance among the Mayan people; (2) the role of maize as organizing principle of Indian culture; (3) scientific validity of corn agriculture in environmental adaptation; (4) technical contributions made by Indians through their long history of corn growing; (5) cultural practices associated with crop rotation; (6) the history of Indian relocation and the persistent corn culture; (7) economic motivations of Indian corn agriculture; (8) the cultural meaning of corn as mothering and fertility; and (9) a semantic interpretation of history related to corn. The final section contains excerpts from “Keepers of the Earth-a collection of children's stories about Indian corn culture, a partial list of 118 references, and a glossary. Contributors include Nia B. Francisco, Gould Colman, Jose Barreiro, Roderico Teni, Arturo Warman, Jorge Quintana, Jane Mt. Pleasant, Stephen Lewandowski, Milton Barnett, John Mohawk, Alfonso Ortiz, Roy Wright, and Joseph Bruchac. (GGH)
ED 313 215 SE 051 017 Biology II Curriculum Guide. Bulletin 1820. Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs. Pub Date—87 Note-306p. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC13 Plus Postage. Descriptors—*Biology, *Course Objectives, *Labo ratory Experiments, Physiology, Science Curriculum, Science Materials, Scientific Concepts, Secondary Education, *Secondary School Science, State Curriculum Guides Identifiers—*Louisiana In 1986, the Louisiana State Board of Elementary and Secondary Education requested that an advanced course in Biology II be developed. The resulting curriculum guide contains grade appropriate goals, skills, and competencies; suggested activities; suggested materials of instruction; and minimum time allotments for instruction. Biology II is a specialized course designed for the student who has an adequate background in chemistry and general biology. This guide is developed around content cores entitled: (1) "History of Studying Biology"; (2) "Process of Biological Investigation"; (3) "Chemistry"; (4) “Cellular Biology"; (5) "Genetics and Heredity"; and (6) "Evolution.” Following these domains the guide is organized into a two-tailed curriculum. One direction follows an advanced curriculum reviewing in depth the basic areas of cell biology, biochemistry, biological diversity, plant and animal physiology, metabolism and respiration, the response of organisms to the environment, behavior, and ecology. A second approach emphasizes comparative anatomy and physiology. This section places a special emphasis on the vertebrate body and how it functions. Curriculum standards and a skills checklist for 256 objectives are listed. A bibliography and evaluation techniques are provided. A total of 21 sample laboratory exercises are described in the appendix. (YP) ED 313 216 SE 051 021 Bags...Beakers...and Barrels...An Action Curricu lum toward Resolving Hazardous Materials Is sues. For Middle and High School Students. Industrial States Policy Center, Columbus, OH.; Michigan Univ., Ann Arbor. School of Natural Resources. Pub Date—87 Note-130p. Available from Industrial States Policy Center, 691 N. High Street, 2nd Floor, Columbus, OH 43215 ($20.00; quantity price on arrangement). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Hazardous Materials, *Health Education, Public Health, Safety, School Safety, Science Activities, *Science and Society, *Science Curriculum, Science Materials, Secondary Education, *Secondary School Science
ED 313 214 SE 050 872 Bell, Jerry A. Where Have All the Young Men (and Women) Gone?
This curriculum program for grades 7-12 was developed to increase awareness of the hazardous materials problem on local, state, national, and global levels. This curriculum material highlights an important science-technology-society issue and are applicable to the science, health, social studies, and language arts disciplines. Units include: (1) "Connections” (providing the common ground for the curriculum); (2) "Hazardous Materials in the Home"; (3) "Hazardous Materials in the School"'; (4) “Hazardous Materials in the Community”; and (5) "Community Action Project” (providing a framework to guide the action project). Each unit has 3-10 activities containing objectives, teacher preparation, class activity, follow-up, and handout materials. Three skill building activities, resources for teachers and students, and a glossary are appended. (YP)
program for elementary and secondary schools is suggested for solving the future problems. Lists 11 references. (YP) ED 313 219 SE 051 027 Jegede, Olugbemiro J. And Others The Effect of a Metacognitive Strategy on Stu dents' Anxiety and Achievement in Biology, Pub Date-[89] Note-18p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-*Anxiety, *Biology, Foreign Countries, Metacognition, *Science Instruction, Science Tests, Scientific Concepts, Secondary Education, *Secondary School Science, *Sex Differ ences Identifiers—*Concept Maps, Nigeria, *Science An xiety Results of recent studies into the use of concept mapping heuristic seem to demonstrate that meaningful learning results through its use in science classrooms. This study sought to find out if the metacognitive strategy of concept mapping reduces anxiety and thereby enhances achievement in biology. A total of 51 senior secondary one (grade 10) students participated in this experiment. Two instruments-the Zuckerman Affective Adjective Checklist and a Biology Achievement Test-were used in pre- and posttest administrations to measure the treatment effect on anxiety and achievment, respectively. Findings support the stand that concept mapping is significantly more effective than traditional/expository strategy in enhancing learning in biology. It has, in addition, positively affected studentsanxiety towards the learning of biology. A tendency for concept mapping to significantly reduce anxiety towards biology more in males than in females was noticed. There are 29 references. (Author/YP) ED 313 220 SE 051 028 Jegede, Olugbemiro J. Okebukola, Peter Akinsola
ED 313 217 SE 051 025 Vetter, Betty M. Women in Science: Progress and Problems. Occa sional Paper 89-1. Commission on Professionals in Science and Tech nology, Washington, DC. Pub Date-Feb 89 Note-27p.; Adapted from a paper presented at the Annual Meeting of the American Association for the Advancement of Science (San Francisco, CA, January 15, 1989). Available from—Commission on Professionals in Science and Technology, 1500 Massachusetts Avenue, N.W., Suite 831, Washington, DC 20005 ($55.00 per subscription series, calendar year only). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Career Education, College Science, *Employed Women, Engineering Education, *Engineers, Higher Education, *Labor Force, Science Careers, Science Education, *Scientific Personnel, Scientists, Secondary Education, Secondary School Science, *Sex Differences, Sex Discrimination This paper reports the current status of women in science and engineering careers. Statistical data comparing women with men in various subject areas are presented, with graphs at these various levels: (1) precollege; (2) bachelor's degrees; (3) graduate school; (4) master's degrees; (5) doctoral degrees; and (6) labor force. Most of the statistical data show the trend over years. The obstacles on the way to a science career are explored, using the presented data. Encouraging women to participate in science and engineering areas, equal treatment in school and the workplace, shared responsibility for home and family, and a change in societal attitudes towards girls and women are recommended. (YP) ED 313 218 SE 051 026 Vetter, Betty M. Recruiting Doctoral Scientists and Engineers To day and Tomorrow. Occasional Paper 89-2. Commission on Professionals in Science and Tech nology, Washington, DC. Pub Date-Feb 89 Note-24p.; Adapted from a paper presented to General Electric Doctoral Recruiters, General Electric Company (Schenectady, NY, September 19, 1989). For other papers in this series see SE 051 025, SE 051 030-031. Graphs may not repro duce well. Available from—Commission on Professionals in Science and Technology, 1500 Massachusetts Ave., NW, Suite 831, Washington, DC 20005 (Subscription series, calendar year $55.00 non-member, $40.00 member; single paper $20.00 non-member, $15.00 member). Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*College Science, *Engineers, Higher Education, Labor Force, Minority Groups, *Recruitment, Science Careers, Science Education, *Scientific Personnel, *Scientists Several forecasters project significant shortages of doctoral engineers, physical scientists, mathematicians, and computer scientists through much of the next decade. This paper discusses the shortage of doctoral scientists and engineers and the solution to the problem. The possibility of hiring foreign graduates and recruiting minorities and women in science and engineering areas is examined. An intervention
Differences in Socio-Cultural Environment Per ceptions Associated with Gender in Science Classrooms. Pub Date—[89] Note-14p. Pub Type-- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Classroom Environment, Classroom Research, Foreign countries, Science Education, Science Teachers, Secondary Education, *Secondary School Science, *Sex Differences, Social Environment, *Sociocultural Patterns, *Student Attitudes Identifiers—*Nigeria An amount of learning outcome variance has been attributed to the environment in which teaching and learning are conducted. The intent of this study was to examine the influence of five aspects of the socio-cultural environment in science classes with particular reference to how these are perceived by boys and by girls. The 30-item Socio-Cultural Environment Scale (SCES) was used to collect data from 707 Nigerian secondary school students in classes four and five (grades 10 and 11 respectively). Authoritarianism, Goal Structure, African Worldview, Societal Expectation, and Sacredness of Science were the five subscales studied. Sex differences were recorded in the Societal Expectation subscale. Most of the female subjects are of the opinion that society has a negative or low regard for their ability to do science and this has an effect on their motivation to undertake science-based careers. The reverse is true for boys. This perception is in agreement with the literature on sex differences in science education and highlights the social pressure that brings about subject preferences. The implications of these findings for science teaching and further research are highlighted. The SCES items are appended and 36 references are listed. (Author/YP) ED 313 221 SE 051 029 Jegede, Olugbemiro J. Okebukola, Peter Akinsola The Effect of Instruction on Socio-Cultural Beliefs Hindering the Learning of Science by a Sample of Nigerian Students. Pub Date-[89] Note-17p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Attitude Measures, *Beliefs, *Biol ogy, Foreign countries, *Science Instruction,
Secondary Education, *Secondary School Science, Social Environment, *Sociocultural Pat terns, Student Attitudes Identifiers—*Nigeria A learner who is not positively disposed to, or has a socio-cultural background that is indifferent to, learning science would find it hard to learn science effectively with the right attitudes. This study investigated if instruction through the use of the socio-cultural mode has any significant effect on a student's attitude towards the learning of science. The sample consisted of 600 senior secondary year one (grade 10) students from 15 selected secondary schools in Nigeria. The Socio-Cultural Environment Scale (SCES) and the Biology Achievement Test were used to measure the change in attitude and achievement of subjects in a pre-/posttest situation after 6 weeks of treatment. Evidence was found to support the hypothesis that science instruction which deliberately encompasses the discussion of socio-cultural views about science concepts engenders positive attitudes towards the study of science. The findings also indicate that a harmonious coexistence could be generated for both the anthropomorphic and mechanistic views in such a way as to promote positive attitudes towards the study of science in traditional cultures. Lists 27 references. (Author/YP) ED 313 222 SE 051 030 Vetter, Betty M. American Minorities in Science and Engineering. Occasional Paper 89-3. Commission on Professionals in Science and Tech nology, Washington, DC. Pub Date—Sep 89 Note-34p.; Adapted from a paper presented at the Conference on Minority Recruiting (Boston, MA, May 3, 1989). For other papers in this series see SE '051 025-026, SE 051 031. Graphs may not reproduce well. Available from Commission on Professionals in Science and Technology, 1500 Massachusetts Ave., NW, Suite 831, Washington, DC 10005 (Subscription series, calendar year $55.00 non-member, $40.00 member; single paper $20.00 non-member, $15.00 member). Pub Type- Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*College Science, Engineering Edu cation, *Engineers, Higher Education, *Labor Force, * Minority Groups, Recruitment, Science Careers, Science Education, *Scientific Personnel Minorities are a growing proportion of Americans, and the nation can no longer afford to leave any fraction of its population uneducated and unable to participate in a wide variety of professional fields and to function appropriately as taxpaying citizens. This paper examines present minority participation in engineering and science through the whole educational pipeline. Statistical data provide trends for: (1) undergraduates; (2) graduates; (3) master's degrees; (4) doctoral degrees; and (5) faculty. Lists 12 references. (YP) ED 313 223 SE 051 031 Vetter, Betty M. Look Who's Coming to School! Changing Demo graphics: Implications for Science Education. Occasional Paper 89-0. Commission on Professionals in Science and Tech nology, Washington, DC. Pub Date-Dec 88 Note—27p.; Adapted from a paper presented to the Biological Sciences Curriculum Study Group (Colorado Springs, CO, November 12, 1988). For other papers in this series see SE 051 025-026, and SE 051 030. Graphs may not reproduce well. Available from-Commission on Professionals in Science and Technology, 1500 Massachusetts Ave., NW, Suite 831, Washington, DC 20005 (Subscription series, calendar year $55.00 non-member, $40.00 member; single paper $20.00 non-member, $15.00 member). Pub Type - Reports . Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors--*Biology, Career Choice, *Futures (of Society), *School Demography, *Science Careers, Science Education, *Science Instruction, Science Interests, Secondary Education, *Secondary School Science This paper discusses changes related to students
trolled classroom environments. Both in Part 1 and Part 2, all students were given a 69-item pre- and posttest that examined the learning objectives from a basal series math curriculum and the Mastering Fractions program. The use of the videodisc program resulted in gains in fractions skills and concepts. The results of structured interviews with both teachers and students indicated that the program was received very positively. Appendices include: (1) "Introduction to Interactive Videodisc”; (2) "Pre-Posttest"; (3) "Mastery Tests"; (4) “Teacher Logs"; (5) "Teacher Structured Interview Questions"; and (6) "Student Structured Interview Questions." Lists 4 references. (Author/YP)
Pub Date—89 036. Available from-Good Apple, Inc., Box 299, Car thage, IL 62321-0299 (GA1071, $6.95). Pub Type— Guides - Classroom - Learner (051) — Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Computation, Junior High Schools, *Mathematical Applications, Mathematical Concepts, *Mathematical Enrichment, Mathematics Education, *Mathematics Materials, * Mathematics Skills, Secondary Education, *Secondary School Mathematics This material is a supplement to existing mathematics programs for young learners. The activities presented are based on assumptions about the young problem solver which are difficult to address in standard mathematics texts. In these pages it is assumed that each learner brings to the problem-solving effort a very personal experience base and a unique repertoire of approaches, strategies, and evaluative behaviors for solving problems. It is also assumed that true problem solving is not so much a search for the appropriate rule or algorithm, but rather a response to a personal inquiry characterized by exploration and discovery. Units include: (1) "The Corner Store"; (2) “The Track Meet”; (3) "The Construction Site"; and (4) “The Service Station.” Answer keys and objectives for activities presented are provided. (YP)
that will occur during the next two decades and how they will affect science teacher's considerations of what and how to teach biology. Statistical data are presented for racial/ethnic groups. Some variables influencing the choice of a biology career are reviewed. Hands-on activities, inquiry, and appreciation for the values and methods of science are recommended for biology teaching. Lists 13 references. (YP) ED 313 224 SE 051 032 Robitaille, David F. Evaluation and Assessment in Mathematics Educa tion. Science and Technology Education Docu ment Series No. 32. United Nations Educational, Scientific, and Cul tural Organization, Paris (France). Div. of Sci ence, Technical and Environmental Education. Report No.-UNESCO-ED-89/WS/6 Pub Date-89 Note-142p.; Selection of papers presented to Theme Group T4, “Evaluation and Assessment,” at the International Congress on Mathematical Education (6th, Budapest, Hungary, July 27-August 3, 1988). Available from Publications Div., UNESCO, 7 place de Fontenoy, 75700 Paris, France (price not available) Pub Type-Speeches/Meeting Papers (150) - Re ports - General (140) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Achievement Tests, *Cross Cultural Studies, *Educational Assessment, *Elementary School Mathematics, Elementary Secondary Education, *Mathematics Achievement, Mathematics Education, Mathematics Skills, * Mathematics Tests, National Programs, Program Evaluation, *Secondary School Mathematics Identifiers—*Second International Mathematics Study This document contains 15 papers selected from 47 papers presented at a theme group of the Sixth International Congress on Mathematical Education. The papers included have been divided into four groups. The first group consists of a survey paper, which discusses the history of assessment and evaluation. The second section consists of six papers dealing with findings from the Second International Mathematics Study, which was conducted in some 20 countries in the early 1980s. The next group of papers focuses on national initiatives in evaluation in mathematics, and includes such topics as the Verification of Mathematical Ability in Compulsory Schooling project in Italy; the Assessment of Performance Unit (APU) in the United Kingdom; and the National Assessment of Education Progress (NAEP) in the United States. The final set of papers deal with a variety of topics, including evaluation of students' problem-solving activities, diagnostic assessment, and evaluation of students' understanding of selected concepts. (YP) ED 313 225 SE 051 033 Shipe, Ron W. And Others An Evaluation of the Mastering Fractions Lev el-One Instructional Videodisc Program. George Peabody Coll. for Teachers, Nashville, TN. Learning Technology Center.; Tennessee Valley Authority, Knoxville. Pub Date-30 Jun 86 Note-89p. Available from-Mr. Ron Shipe, Tennessee Valley Authority, 601 West Summit Hill Drive, 1B316 Old City Hall Building, Knoxville, TN 37902 (free while supply lasts). A few pages with small print may not reproduce well. Pub Type - Reports - Evaluative (142) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Educational Technology, *Elemen tary School Mathematics, Grade 6, Intermediate Grades, Mathematical Concepts, Mathematics Achievement, Mathematics Education, *Mathematics Instruction, *Mathematics Skills, *Mathematics Tests, *Program Evaluation, *Videodisks The purpose of this project was to evaluate the effectiveness of an interactive Level 1 videodisc program called “Mastering Fractions.” The evaluation was conducted in two parts. Part 1 was a controlled study that compared the Mastering Fractions program to a more traditional fractions curriculum while controlling for any novelty effect of the videodisc medium. Part 2 of the evaluation was a descriptive study that examined the use of “Mastering Fractions" in non-experimentally con
ED 313 226 SE 051 034 Palumbo, Thomas J. Measurement Motivators: From Dinosaurs to Dec imals. Activities To Make Measurement More Meaningful. Grades 3-7. Report No.-ISBN-0-86653-500-4 Pub Date-89 Note-104p.; Drawings may not reproduce well. Available from—Good Apple, Inc., Box 299, Car thage, IL 62321-0299 (GA1095, $8.95). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Educational Games, Elementary Education, *Elementary School Mathematics, Mathematical Concepts, *Mathematical Vocabulary, Mathematics Education, * Mathematics Materials, *Mathematics Skills, *Measurement, Metric System This activity book stresses the integration of measurement with all phases of mathematics and other school curricula. It emphasizes: activities that teach basic measurement skills; techniques for understanding small and large numbers; learning devices that improve measurement understanding; strengthening measurement vocabulary through games/puzzles; cross curriculum, short-term measurement projects; student research in measurement; teaching time-savers; board games for concept reinforcement; creative people in measurement exploration; measurement history; classroom interaction with everyday measures; practical approaches for problem solving critical thinking; challenging multilevel math/measurement drills; and a variety of out-of-classroom experiences. There are 90 activities and an answer key for some of the activities. (YP)
ED 313 229 SE 051 038 Bernstein, Bob Thinking Numbers: Math Games and Activities To Stimulate Creative Thinking. Grades 2-7. Report No.-ISBN 0-86653-511-X Pub Date—89 Note-103p. Available from—Good Apple, Inc., Box 299, Car thage, IL 62321-0299 (GA1094, $8.95). Pub Type-- Guides - Classroom - Teacher (052) – Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Discovery Learning, Educational Games, Elementary Education, *Elementary School Mathematics, *Mathematical Concepts, Mathematical Enrichment, Mathematics Education, *Mathematics Materials, *Mathematics Skills, *Number Concepts, Numbers This activity book was designed especially for the classroom teacher who is constantly on the lookout for unique and interesting ways to challenge the students' learning capacity in the area of elementary mathematics. The material presented here places a strong emphasis on defining the particular skills to be covered in each activity. All the activities may be used in a large or small group instructional setting, and many are reproducible, allowing students to work independently. This is a discovery approach either for remediation or enrichment practice. There are 46 games and activities presented along with an answer key. (YP) ED 313 230 SE 051 039 Iben, Miriam F. Cross-Cultural Investigations into Student Devel opment of Spatial Relations and Abstract Mathematical Thought: Some Preliminary Findings from Australia, Japan and the United States. Pub Date-88 Note-48p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (San Francisco, CA, March 27-31, 1989). Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Ability Grouping, *Cross Cultural Studies, Foreign Countries, * Mathematics Anxiety, Mathematics Education, Predictor Variables, Secondary Education, *Secondary School Mathe matics, *Sex Differences, *Spatial Ability Identifiers-Australia, Japan, Mathematical Apti tude This study investigated the development of abstract mathematical thought and spatial relations of 13- and 14-year-old students who attended public schools in Australia, Japan, and the United States. Dependent variables included age, ability grouping, ethnicity, sex, mathematics attitudes, and mathematics classroom behaviors. Significant differences were found for age in all cases except Japanese spatial relations. Accelerated mathematics ability group membership had the largest significant predictive regression weight for the United States and
ED 313 227 SE 051 036 Duncan, Jim Practical Math Skills: Situations-Strategies-So lutions. Intermediate Level. Grades 4-5-6. Report No.--ISBN-0-86653-465-2 Pub Date—89 Note—68p.; For the Junior High level, see SE 051 037. Available from--Good Apple, Inc., Box 299, Car thage, IL 62321-0299 (GA1070, $6.95). Pub Type-Guides - Classroom - Learner (051) — Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Computation, Elementary Educa tion, * Elementary School Mathematics, Intermediate Grades, *Mathematical Applications, Mathematical Concepts, *Mathematical Enrichment, Mathematics Education, *Mathematics Materials, * Mathematics Skills This material is a supplement to existing mathematics programs for young learners. The activities presented are based on assumptions about the young problem solver which are difficult to address in standard mathematics texts. In these pages it is assumed that each learner brings to the problem-solving effort a very personal experience base and a unique repertoire of approaches, strategies, and evaluative behaviors for solving problems. It is also assumed that true problem solving is not so much a search for the appropriate rule or algorithm, but rather a response to a personal inquiry characterized by exploration and discovery. Units include: (1) “The Corner Store”; (2) “The Track Meet”; (3) "The Construction Site”; and (4) “The Service Station." Answer keys and objectives for activities are provided. (YP) ED 313 228 SE 051 037 Duncan, Jim Practical Math Skills: Situations-Strategies-So lutions. Junior High Level. Grades 7-8-9. Report No.-ISBN-0-86653-466-0
Society, *Science Curriculum, Science Education, *Science Instruction, Science Teachers, *Scientific Literacy, Scientific Methodology, Secondary Education, *Secondary School Science, Skills Identifiers—Alberta, *Nature of Science This teacher resource manual has been developed to assist classroom teachers in implementing the Integrated Occupational Science program for grades 8 and 9. The first chapter of this manual gives an introduction including resources, scope and sequence, facilities and equipment, and safety in the science classroom. The next two chapters describe the overviews and instructional strategies of the grade 8 and 9 themes. The themes developed for each grade level are classified as understanding our environment, using materials and products, technology at work, and life forms and changes. The last chapter discusses: (1) the nature of science; (2) the relationship between science and technology; (3) the role of science and technology in society; (4) communication skills; and (5) evaluation. For each topic the model, suggestions, and resources are provided. Lists 14 references. (YP)
Australia. Lowest mathematics ability group membership had a significant, negative regression weight for U.S. students and a non-significant regression weight for the Australian sample. Sex differences favored Australian females. Intrinsic motivation to study mathematics was the most universal significant regression weight. Mathematics confidence and lack of anxiety were significant predictors for Australian and U.S. Caucasian males and Japanese males, but not for females in any regression. Mathematics usefulness was a significant predictor for Japanese and Australian Asian students. Mathematics as a gender neutral subject was a significant negative predictor for Australian Caucasian males and a positive predictor for all other groups. Tables of correlations, means, and standard deviations in each group are appended. Lists 40 references. (Author/YP) ED 313 231 SE 051 040 Ratliff, Michael I. Williams, Raymond E. The Undergraduate Statistics Major-A Prelude to Actuarial Science Training. Pub Date—89 Note-11p.; Paper presented at the Annual Confer ence of the American Statistical Association (1989). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors Career Planning, *College Mathe matics, Course Content, Courses, Higher Education, *Mathematical Applications, Mathematicians, Mathematics, Mathematics Curriculum, Mathematics Education, Statistics, *Undergraduate Study Identifiers—*Actuarial Science Recently there has been increased interest related to the Actuarial Science field. An actuary is a business professional who uses mathematical skills to define, analyze, and solve financial and social problems. This paper examines: (1) the interface between Statistical and Actuarial Science training; (2) statistical courses corresponding to particular Actuarial examinations; (3) advantages of supporting Actuarial Science courses; (4) impact on the major; (5) how to promote statistics through actuarial training; and (6) how to obtain information and test preparation materials. Lists 3 references. (Author/YP) ED 313 232 SE 051 041 Carter, Constance, Comp. Space Science Projects. LC Science Tracer Bullet No. TB-89-3. Library of Congress, Washington, D.C. National Referral Center for Science and Technology. Pub Date-Mar 89 Note-17p.; For another Library of Congress bibli ography on space science projects, see ED 288 716. Pub Type- Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Bibliographies, *Elementary School Science, Elementary Secondary Education, Literature Reviews, Reference Materials, *Science Materials, *Science Projects, Science Teachers, *Secondary School Science, *Space Sciences This publication aims to assist elementary and secondary school students and teachers in planning, preparing and executing projects in the space sciences. Sources in other areas of science and on science fairs themselves are listed in “Science Fair Projects” (LC Science Tracer Bullet 88-4). This compilation is not intended to be a comprehensive bibliography, but is designed to put the reader "on target." Categories include: subject headings; basic texts; specialized texts; classroom experiments and activities; background reading; related titles; handbooks and encyclopedias; bibliographies; book/film reviews; abstracting and indexing services; journals; representative journal articles; selected pamphlet materials; and additional sources of information. Each entry has the name of the author, title, publisher, year, call number, and a brief summary. (YP) ED 313 233 SE 051 042 Bedenbaugh, John H., Ed. Bedenbaugh, Angela O., , Ed. Handbook for High School Chemistry Teachers. Louisiana State Dept. of Education, Baton Rouge. Spons Agency-National Science Foundation, Washington, D.C. Pub Date—Sep 88 Grant—NSF-DPE-84-70138 Note-286p.; Developed by the Education Com mittee Mississippi Section, American Chemical Society.
Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC12 Plus Postage. Descriptors—*Chemistry, Guides, High Schools, Laboratory Equipment, *Laboratory Experiments, Laboratory Procedures, *Laboratory Safety, Safety, Science Curriculum, *Science Laboratories, *Science Teachers, Science Tests, *Secondary School Science This handbook is based on a list of essential topics that should be mastered by the student who subsequently plans to pursue college chemistry. Chapters include: (1) “Introduction” (describing a position paper and the background of the handbook); (2) "Essential General Topics and Objectives"; (3) "Testing Students" (providing sample tests and answers); (4) "The Laboratory” (including a list of laboratory skills, sample tests on laboratory learning, procedures for preparing reagent solutions, and price lists of chemicals and supplies); (5) "Chemical Safety" (describing safety guidelines and checklists with resource materials); (6) "Chemistry Teachers and the Law" (relating accidents in the laboratory); (7) "Demonstrations” (describing the materials, procedures, waste disposal, and questions for 20 demonstrations); (8) “Experiments" (describing the objectives, preparations, sample data, waste disposal and questions for 17 experiments); and (9) “Reference Materials.” (YP) ED 313 234 SE 051 043 Grade 12 Diploma Examination: Biology 30. June 1989 = Examen en vue du diplome douzieme annee: Biologie 30. Juin 1989. Alberta Dept. of Education, Edmonton. Pub Date-Jun 89 Note-87p.; For January 1989 examination, see ED 306 105. Language-English; French Pub Type- Tests/Questionnaires (160) - Multi lingual/Bilingual Materials (171) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Academic Achievement, * Achievement Tests, *Biology, Foreign countries, *Grade 12, High Schools, Objective Tests, Science Tests, Secondary Education, *Secondary School Science, Test Items Identifiers—*Alberta Biology 30 is a 12th-grade science course for students in Alberta, Canada. Intended for administration during June 1989, 1989, it contains 70 multiple-choice questions and 7 written-response questions. Two-and-one-half hours are allowed for completing the test. No answer key is included since scoring is done by the provincial education department. The test is provided in both English and French. (YP) ED 313 235 SE 051 044 Grade 12 Diploma Examination: Chemistry 30. June 1989 = Examen en vue du diplome dou zieme annee: Chimie 30. Juin 1989. Alberta Dept. of Education, Edmonton. Pub Date-Jun 89 Note51p.; For January 1989 examination, see ED 306 109. Language-English; French Pub Type- Tests/Questionnaires (160) — Multi lingual/Bilingual Materials (171) EDRS Price - MF01/PCO3 Plus Postage. Descriptors-Academic Achievement, * Achieve ment Tests, *Chemistry, Foreign countries, *Grade 12, High Schools, Objective Tests, Science Tests, Secondary Education, *Secondary School Science, Test Items Identifiers—* Alberta Chemistry 30 is a 12th-grade science course for students in Alberta, Canada. This document is the final test for the course. Intended for administration during June 1989, it contains 56 multiple-choice questions and 3 written-response questions. Two-and-one-half hours are allowed for completing the test. No answer key is included since scoring is done by the provincial education department. The test is provided in both English and French. (YP) ED 313 236 SE 051 045 McCardle, Elizabeth, Ed. Science 8 and 9: Teacher Resource Manual. Curric ulum, Interim 1989. Alberta Dept. of Education, Edmonton. Pub Date—89 Note-288p.; Drawings may not reproduce well. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC12 Plus Postage. Descriptors—Communication Skills, Inquiry, Labo ratory Safety, *Science Activities, *Science and
ED 313 237 SE 051 046 Dawson, Jon, Ed. Mathematics 8 and 9: Teacher Resource Manual. Curriculum, Interim 1989. Alberta Dept. of Education, Edmonton. Report No.-ISBN-0-7732-0088-6 Pub Date—89 Note-272p.; Drawings may not reproduce well. Pub Type-- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC11 Plus Postage. Descriptors—Calculators, *Computation, Com puter Assisted Instruction, * Mathematical Applications, Mathematical Concepts, *Mathematics Curriculum, Mathematics Education, *Mathematics Instruction, Mathematics Skills, Mathematics Teachers, *Problem Solving, Secondary Education, *Secondary School Mathematics Identifiers-Alberta This teacher resource manuai has been developed to assist classroom teachers in implementing the Integrated Occupational Mathematics program for grades 8 and 9. The first chapter of this manual gives an introduction including resources and scope/sequence. The next two chapters describe the overviews and instructional strategies of the grade 8 and 9 themes. The themes developed at each grade level are classified as: managing your money; world of work; using math at home; and travel and recreation. The last chapter discusses generic strategies: (1) problem solving; (2) use of technology (including calculators and computers); (3) computational facility and estimation (dealing with the development of computational process, mental arithmetic skills, and estimation strategies); (4) using a math lab; and (5) evaluation. Resource materials are listed for each of the five topics. Lists 13 references. (YP) ED 313 238 SE 051 048 Embry, Lynn Scientific Encounters of the Mysterious Sea. Read ing Activities That Explore the Mysterious Crea tures of the Deep Blue Sea. Grades 4-7. Report No.-ISBN-0-86653-407-5 Pub Date—87 Note—68p.; For other publications in this series, see ED 280 740-741, ED 299 118. Available from--Good Apple, Inc., Box 299, Car thage, IL 62321-0299 (GA1013, $6.95). Pub Type— Guides - Classroom - Teacher (052) — Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors--Biology, Elementary Education, *El ementary School Science, Fisheries, Intermediate Grades, *Marine Biology, *Oceanography, *Science Activities, *Science Materials, Science Tests Identifiers—* Deep Sea, *Fishes This activity book presents reading activities for grades 4-7 exploring the mysterious creatures of the deep sea. The creatures include: angel sharks; argonauts; barberfish; comb jelly; croakers; electric rays; flying fish; giganturid; lantern fish; narwhals; northern basket starfish; ocean sunfish; Portuguese man-of-war; sea cucumbers; sea snakes; stonefish; trunkfish; and viperfish. Each of the 37 selections has a brief description, a skills-check to determine reading comprehension, and an activity sheet. An answer key for the skills tests is included. (YP) ED 313 239 SE 051 049 DeBruin, Jerry School Yard-Backyard Cycles of Science: A Guide
Spons Agency-National Science Foundation, Washington, D.C. Report No.-SRRI-235
to Science Concepts, Strategies and Hands-On Activities. Grades 3-9+. Report No.-ISBN-0-86653-489-X Pub Date—89 Note-164p. Available from-Good Apple, Inc., Box 299, Car thage, IL 62321-0299 (GA1084, $10.95).
Guides - Classroom - Learner (051) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Elementary Education, Elementary School Science, *Family Involvement, Family School Relationship, *Glossaries, *Science Activities, Science Education, *Science Materials, Science Tests, *Scientific Concepts, Scientific Methodology This book focuses on the use of common, everyday materials, some of which can be obtained easily for use in hands-on-science activities. Major emphasis is placed on starter activities designed to prompt children to ask "why” or “what would happen if” type questions about science events. This guide aims to meet the need for actively involving problem solving in science with its contents and school/ home format. Part one lists basic beliefs about youngsters and their learning, and describes the cycle of teaching. Part two provides 105 activities related to earth, space, and biological and physical science cycles. Part three presents some materials for special projects. Part four provides answers for the quizzes in part two. The last part lists a glossary of 197 key science cycle concepts. (YP) ED 313 240 SE 051 050 Melear, Claudia Tarver Cognitive Processes in the Curry Learning Style Framework as Measured by the Learning Style Profile and the Myers-Briggs Type Indicator among Non-Majors in College Biology. Pub Date-89 Note-282p.; Ph.D. Dissertation, The Ohio State University Pub Type - Dissertations/Theses - Doctoral Dis sertations (041) EDRS Price - MF01/PC12 Plus Postage. Descriptors—*Biology, Cognitive Processes, *Cog nitive Style, *Cognitive Tests, *College Science, Computer Assisted Testing, *Educational Technology, Higher Education, Nonmajors, *Science Curriculum, Sex Differences Curry's model of learning style framework with Claxton and Murrell's adaptations was used to study the profile of non-majors in a college biology course. The purpose of the study was to provide empirically derived data in both a qualitative and quantitative format of the non-major to improve the course. Over 600 students were administered the Learning Style Profile (LSP) and the Myers-Briggs Type Indicator (MBTI) to determine the students' learning styles as a predictor for success in the course. The differences between the MBTI profile and other profiles published were examined among sample groups. Selection Ratio Type Table (SRTT) analysis was done between sample and comparison groups. The only LSP subscale which showed a difference between students who were successful and those who were not was spatial ability. Canonical correlation showed that the SLP and the MBTI were related at a level of 0.5 for the first canonical variate. Recommendations for course improvement are suggested. The materials of Biology 110, instruments administration, the MBTI scoring program, and statistical results are appended. (Author/YP) ED 313 241 SE 051 051 Arbanas, Rose J. Girls + Math + Science = Choices. A Conference for Young Women Interested in Exploring Ca reer Options. A Handbook for Planners. Calhoun Intermediate School District, Marshall, Mich. Spons Agency-Michigan State Board of Educa tion, Lansing. Pub Date—88 Note-73p.; For related documents, see SE 051 052 and SE 051 055. Available from-Calhoun Intermediate School Dis trict, 17111 G Drive North, Marshall, MI 49068 ($5.00 plus $1.50 postage. For more than one, additional postage will be charged). Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Career Education, *Career Guid ance, *Females, Grade 7, Grade 8, Junior High
Schools, Mathematics Education, Program Guides, *Science Careers, Science Materials, Scientific Personnel, Secondary School Mathematics, Secondary School Science, *Sex Bias, Sex Stereotypes This is a handbook intended for use at a 1-day conference for 170 seventh and eighth grade girls, their parents, counselors, and math/science teachers. It is meant to stimulate interest in exploring career options in mathematics and science related areas. Sections included are: (1) “Introduction”; (2) “Conference Objectives”; (3) “Promotion/Recruitment"; (4) "Conference Day Format" (presenting the procedures and handout materials of the 1-day program); (5) “Recommendations-Do's and Don'ts"; (6) "Follow-up Activities" (providing materials for the activities); and (7) “Resources" (listing media and organizations). (YP) ED 313 242 SE 051 052 Arbanas, Rose J. Lindquist, Gayla R., Ed. Girls + Math + Science = Choices. A Handbook for Educators. Calhoun Intermediate School District, Marshall, Mich. Spons Agency-Michigan State Board of Educa tion, Lansing. Pub Date—89 Note—41p.; For related documents, see SE 051 051 and SE 051 055. Available from—Calhoun Intermediate School Dis trict, 17111 G Drive North, Marshall, MI 49068 ($2.50 plus $1.50 postage. For more than one, additional postage will be charged). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Career Education, *Career Guid ance, *Females, Mathematics Education, Program Guides, *Science Careers, Science Materials, Scientific Personnel, Secondary Education, Secondary School Mathematics, Secondary School Science, *Sex Bias, Sex Stereotypes This is a handbook for educators. It is intended to stimulate interest in career choices for young women in mathematics and science related areas. Main topics included are: (1) problems, i.e., the dearth of women in science professions; (2) solutions; (3) survey questions for measuring sex bias; (4) instructions for improving attitudes toward mathematics; (5) worksheets; (6) factors predicting college science major choice; (7) organizations; (8) resource media and material; (9) strategies for the future; and (10) selected bibliography (containing eight references). Some practical advice for teachers is included. (YP)
Grant-NSF-MDR 8751398 Note-25p. Pub Type- Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Concept Formation, *Force, *Me- chanics (Physics), *Misconceptions, Physics, *Science History, Scientific Concepts, Scientific Methodology, Scientific Research, Scientists Identifiers—*Newton (Isaac) Recent research has shown that serious misconceptions frequently survive high school and university instruction in mechanics. It is interesting to inquire whether Newton himself encountered conceptual difficulties before he wrote the “Principia.” This paper compares Newton's pre-"Principia” beliefs, based upon his writings, with those of contemporary students in the areas of impetus force and centrifugal force. The paper emphasizes the retarding effect on Newton's development of inappropriate but deep-rooted models at a qualitative level, and the extent to which his experience suggests the necessity for students to struggle conceptually in order to construct the models employed by physicists. Lists 9 references. (YP) ED 313 245 SE 051 055 Arbanas, Rose J. Lindquist, Gayla R., Ed. Girls + Math +Science = Choices. A Handbook for Parents. Calhoun Intermediate School District, Marshall, Mich. Spons Agency-Michigan State Board of Educa tion, Lansing. Pub Date—89 Note—33p.; For related documents, see SE 051 051-052. Available from—Calhoun Intermediate School Dis trict, 17111 G Drive North, Marshall, MI 49068 ($2.50 plus $1.50 postage. For more than one, additional postage will be charged). Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Career Education, *Career Guid ance, Elementary Secondary Education, *Females, *Mathematics Education, Parent Attitudes, *Parent Influence, Parent Materials, Parent Role, *Parent Student Relationship, *Science Careers, Science Materials, Scientific Personnel This handbook for parents is intended to help them to stimulate their daughters' interest in career paths for young women in mathematics and science-related areas. Main topics included are: (1) problems, i.e., the dearth of women in the sciences (includes a fact sheet); (2) practical advice and guidelines; (3) activities; (4) reading materials; (5) resource information, including books, periodicals, and organizations; and (6) a selected bibliography, listing seven references. (YP) ED 313 246 SE 051 056 Evaluation. A Retrospective Account of the Pro- Project. Curriculum Development Centre, Canberra (Aus- tralia). Report No.—ISBN-0642532-32-X Pub Date-87 Note-112p. Pub Type- Reports - Descriptive (141) EDRS Price - NF01/PC05 Plus Postage. Descriptors—*Curriculum Development, *Curricu lum Evaluation, Curriculum Study Centers, Foreign Countries, Guidelines, *Science Curriculum, Science Education, Science Education History, Secondary Education, *Secondary School Sci ence Identifiers—* Australia, Australian Science Educa tion' Project This book provides a retrospective account of the processes of curriculum development and evaluation of the Australian Science Education Project (ASEP), a venture which pioneered large-scale State-Commonwealth cooperation in education in Australia. The processes are described to identify practices for future curriculum initiatives. Important implications are drawn for policy-makers and those interested in curriculum at the classroom, school, system, and national levels. Chapters include: (1) "Curriculum Responsibilities in Austra
ED 313 243 SE 051 053 Jones, Aline And Others Polymer Chemistry. An Activity-Oriented Instruc tional Module. Volume 1. Bulletin 1840. Louisiana State Dept. of Education, Baton Rouge. Spons Agency–National Science Foundation, Washington, D.C. Pub Date-Sep 88 Note-60p. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Chemistry, Laboratory Experi ments, *Laboratory Procedures, *Polymers, *Science Activities, Science Curriculum, Science Materials, Secondary Education, *Secondary School Science This teaching module was developed by the project “Recent Developments in Science and Technology with Applications for Secondary Science Teaching." Premises about students and their learning and generalizations about content are described. Chapters included are: (1) "Introduction"; (2) “Monomers into Polymers”; (3) “Natural Polymers”; (4) “Thermosets and Thermoplastics”; (5) "Synthesis of Polymers”; (6) “Polymer Structure”; (7) "Common Polymers-Their Use and Properties"; (8) “Polymers-Their Impact on Modern Life”; and (9) “References” (including teacher resources, student resources, multimedia materials, and useful materials to order). Many activities, demonstrations, experiments, and transparencies are provided in each chapter. (YP)
ED 313 244 SE 051 054 Steinberg, Melvin S. And Others Genius Is Not Immune to Persistent Misconcep tions: Conceptual Difficulties Impeding Isaac Newton and Contemporary Physics Students. Massachusetts Univ., Amherst. Scientific Reason ing Research Inst. Page 19
lia"; (2) “A History of the Development of ASEP”; (3) "Curriculum Processes and Products"; (4) "ASEP's Curriculum Development Processes: The 38 Steps"; (5) “Evaluation of ASEP Materials”; and (6) “Summary, Implications and Guidelines for Future Curriculum Activities.” Extracts from five selected ASEP position documents are appended including the aims of ASEP, main ideas in ASEP materials, criteria for choosing topics for classroom study, stages of child development, and inquiry approach. Lists 44 references. (YP) ED 313 247 SE 051 057 Dekkers, John And Others Upper Secondary School Science and Mathemat ics Enrolment Patterns in Australia, 1970-1985. Western Australian Inst. of Technology, Bentley. Science and Mathematics Education Centre. Report No.-ISBN-0-908155-69-7 Pub Date-86 Note-73p. Pub Type Numerical/Quantitative Data (110) EDRS Price - MF01/PC03 Plus Postage. Descriptors Educational Trends, Enrollment, En rollment Rate, *Enrollment Trends, Foreign Countries, Mathematics Curriculum, *Mathematics Education, Science Curriculum, *Science Education, Secondary Education, *Secondary School Mathematics, *Secondary School Science, *Sta tistical Data Identifiers—* Australia Any consideration of the status of science and mathematics education at the upper secondary school level in Australia must take into account the range of courses offered and the number of students enrolled in the different courses. This monograph describes science and mathematics curricula at national and state levels, and provides full enrollment information from 1970-1985 for upper secondary biology, chemistry, geology, physics, physical science, general science, environmental studies, agriculture, mathematics, and computing studies. Interesting features of the enrollment patterns are highlighted and discussed, while the final chapter is devoted to an analysis of the implications of the trends in Australian science and mathematics education. A bibliography contains journal articles and books categorized as general, science, and mathematics. Data sources from seven states, and their documents, are provided. (YP) ED 313 248 SE 051 059 Undergraduate Science, Mathematics and Engi neering Education. Volume II: Source Materials. National Science Foundation, Washington, D.C. National Science Board. Report No.-NSB-86-100 Pub Date-Nov 87 Note-188p.; Prepared by the National Science Board Task Committee on Undergraduate Science and Engineering Education. For Volume I see ED 272 398. Pub Type- Reports - Evaluative (142) Refer ence Materials - Bibliographies (131) EDRS Price - MF01/PC08 Plus Postage. Descriptors—*College Mathematics, *College Sci ence, *College Students, *Engineering Education, *Government Role, Higher Education, Mathematics Education, Research and Development, Science Education, Technology, *Undergraduate Study The purpose of this volume is to provide or identify the major sources of information used by the National Science Board Committee in preparing its report: Four public hearings were conducted and testimony received from knowledgeable leaders in higher education, the scientific community, industry, and government. This volume is principally a compendium of the materials received. Sections include: (1) “Executive Summary"; (2) “Testimony Presented to the Committee at Public Hearings”; (3) “Additional Testimony Submitted to the Committee"; (4) “Correspondence from Federal Agencies”; and (5) “Bibliography and Sources of Information.” (YP)
Available from-National Academy Press, 2101 Constitution Avenue, N.W., Washington, DC 20418 ($5.00; 2-9 copies, $4.00; 10 or more cop ies, $2.50 each). Pub Type-Reports - Descriptive (141) Informa tion Analyses (070) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*College Science, Higher Education, *Science and Society, Science Education, *Science History, Science Materials, Scientific Enterprise, *Scientific Methodology, Scientific Personnel, *Scientific Research, *Scientists This booklet was written for students and describes some of the basic features of a life in contemporary research and some of the personal and professional issues that researchers will encounter in their work. This booklet divides the decisions that scientists make into two overlapping categories. Much of the first half of the booklet looks at several examples of the choices that scientists make in their work as individuals: the treatment of data; techniques used to minimize bias; and the application of values in judging hypotheses. The second half deals largely with questions that arise during the interactions among scientists: the need to report research results honestly and accurately; the proper distribution of credit for scientific work; and the difficult problem of reporting misconduct. A final section touches upon the social context in which personal and professional decisions are made and details a few of the special obligations that scientists have as members of society at large. There are 25 references listed, each with a brief summary. (YP) ED 313 250 SE 051 061 Harris, Bruce R. Harrison, Grant An Evaluation of an Innovative Use of Computers and Volunteers in 7th Grade Math Instruction. Pub Date—Nov 87 Note-34p.; Paper presented at the Annual Meet ing of the California Educational Research Asso ciation (San Jose, CA, November 1987). Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Attitude Measures, *Computer As sisted Instruction, *Computer Uses in Education, Grade 7, Junior High Schools, *Mathematics Achievement, Mathematics Anxiety, Mathematics Education, *Mathematics Instruction, Mathematics Teachers, *Secondary School Mathematics, Teacher Aides, *Volunteers Identifiers—*Productivity Math Project, Utah This paper summarizes a formative evaluation of a developmental project designed to maximize the potential use of computers in mathematics instruction through the use of volunteers. The project was conducted using a 7th-grade class at an intermediate school in Utah. Data were analyzed for 12 students in a special class for students not having the necessary basic mathematics skills to enroll in a regular class. Students used math computer lab twice a week. The volunteers determined what mathematics skills each student needed to practice by referring to the student files, determined what software program would be appropriate for the student, and managed all the necessary student data. Both quantitative and qualitative data were analyzed for: (1) achievement; (2) attitude about mathematics; (3) mathematics anxiety; (4) study habits; (5) positive reinforcement; and (6) individual help from an adult. Qualitative data collected through personal interviews, volunteer tutor activity sheets, and field notes were analyzed to identify participants' perceptions of the strengths and weaknesses of the project. (Author/YP) ED 313 251 SE 051 062 Lambert, Carroll Pearson, Thel Math Related Language-Concepts: Effectiveness of Direct Instruction in Raising the Level of Mastery of Beginning First Graders in Rural Western Idaho. Spons Agency-Boise State Univ., Idaho. Pub Date—May 86 Note—9p. Pub Type— Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Elementary School Mathematics, Fundamental Concepts, *Grade 1, * Mathematical Concepts, * Mathematical Vocabulary, Mathematics Education, *Mathematics Instruction, Mathematics Teachers, Primary Education Identifiers—*Idaho Every child who enters a school system brings a
different level of language mastery with which to recognize and express a different background of experience. This study examined the development of mathematical understanding and tested the efficacy of direct teaching to the target concepts. Two very similar districts in rural Idaho were selected. Three intact classes in each district, chosen at random, were given the Boehm Test of Basic Concepts. From the result of the pretest, the least known concepts were selected as target concepts. The concepts were discussed at inservice sessions for the experimental teachers twice a week for 10 weeks. After each session each teacher developed plans and taught each concept. The percentage gains between pretest and posttest indicated that the experimental group did better that the control group on 7 out of 13 concepts. Four concepts for which the experimental group did not make marked gains are discussed. The three most important elements of the experiment were considered to be: (1) questioning about what the children already know; (2) raising the teacher's consciousness regarding the target concepts; and (3) providing materials and pooling teachers' ideas suggested by the materials. (YP) ED 313 252 SE 051 063 Mendel, Helen Ann Daily Tutoring and/or Homework Assistance in Mathematics by Peers during the Regular School Day. Pub Date-Jun 83 Note-42p., Ed.D. Practicum, Nova University. Pub Type- Reports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Cross Age Teaching, Economically Disadvantaged, *Elementary School Mathematics, Grade 2, *Homework, *Mathematical Enrichment, Mathematics Achievement, Mathematics Education, Mathematics Instruction, *Minority Group Children, Primary Education, *Tutoring The effect of a tutorial and/or homework assistance program conducted by peers during the regular school day was investigated. Subjects were minority students from low socio-economic families. Student-tutors were assigned to provide 35 minutes of daily individualized assistance in mathematics, help that was not available in the home environment. Two groups of second-grade children who had failed to complete their homework assignments were selected. Four days per week the student-tutor helped five children in the experimental group with their homework assignments, and reviewed skills previously taught by the classroom teacher. Five children in the control group remained in their own classroom and studied independently. It was found that the children in the experimental group completed their homework every day, and they showed an overall growth in mathematics of 22 percent, whereas the children in the control group had an overall average growth of only nine percent after a 2-week period. Recommendations for student-tutoring programs are suggested. Appendices include an informal interview with the teacher; placement tests; module tests; individual pupil surveys regarding homework and attitudes; and a progress chart for growth. Lists 9 references. (YP)
ED 313 253 SE 051 064 Amuah, Isaac Western Scientific Thought and African Tradi tional Beliefs and Thought. Pub Date—Oct 89 Note-20p. Pub Type- Reports - Evaluative (142) – Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* African Culture, *Beliefs, *Cross Cultural Studies, *Cultural Background, *Science and Society, *Scientific Methodology, Scientific Principles, Western Civilization Identifiers—*Philosophy of Science, Scientific The ories This paper explores features that are common to both modern Western scientific thought and traditional African thought. The differences between the two are enumerated. In the Western scheme of knowledge, there is a continuous quest for explanatory theory for every phenomenon investigated. The paper notes that atoms, molecules, gods, and spirits have an intellectual function in the generation of knowledge in both Western and African ideas. If one of the essential functions of theory is to help the mind transcend human limitations, it will be fair to say that both the diviner and the physicist are making the same use of theory to transcend the
ED 313 249 SE 051 060 On Being a Scientist. National Academy of Sciences - National Research Council, Washington, DC. Committee on the Conduct of Science. Report No.-ISBN-0-309-04091-4 Pub Date—89 Note-31p.; Photographs and colored pages may not reproduce well.
limited vision of natural causes provided by common sense. Most traditional African cultures have adopted a personal idiom as the basis of their attempts to understand the world. The paper notes the difference between Western and African ideas in terms of non-personal and personalized theory. (YP)
ED 313 254 SE 051 065 Johnson, David K. A Pickwickian Tale: Maturana's Ontology of the Observer. Pub Date-20 Oct 89 Note-57p. Pub Type Reports - Evaluative (142) – Opinion Papers (120) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Epistemology, Linguistics, *Philoso phy, *Realism, *Scientific Methodology, *Theo ries Identifiers—Maturana (Humberto), *Ontology, *Philosophy of Science This essay defends a critical realist perspective on the ontological and epistemological theories of Humberto Maturana. In the process, the paper presents an extended example of what has come to be known in contemporary realist circles as the epistemic fallacy, and underlines the negative results which inevitably plague philosophical theories that contain such mistakes. A major concern of the essay is to demonstrate the inadequate nature of Maturana's particular conception of ontology. Sections include: (1) “Introduction”; (2) “Contradiction”; (3) “Maturana's Ontology of the Observer”; (4) "Cognitive Distinctions and Existence"; (5) "Skepticism and the Argument from Illusion"; (6) "On Worldmaking"; (7) "The Role of the Observer"; and (8) "The Linguistic Consensus.” Lists 142 references. (YP)
*Science Curriculum, Science Education, *Science Materials, *Scientific Concepts, Secondary Education, *Secondary School Science, Televi sion, Television Research, Videotape Cassettes Identifiers-Concepts in Science (Television Se ries), *Ontario "Concepts in Science" is the title given to a group of 17 related miniseries produced for senior science students. This report presents the results of the summative evaluation of this series. The series explored important concepts in three areas of study: biology; physics; and chemistry. Each series consists of six 10-minute animated programs. The evaluation was based on three different sources of information, including a survey of teacher opinion, case studies of classroom use, and a survey of student opinion. The first chapter of this report provides background information on the series; the second chapter presents the results of a survey conducted among members of the Science Teachers' Association of Ontario. The third chapter reports case studies and examines the impact of the programs on students. The final chapter summarizes the main conclusions of the evaluation and discusses the implications for future science programming. Appendices include: (1) series titles; (2) videotape sales; (3) respondent characteristics; (4) objectionable elements; and (5) comments. (YP)
Spons Agency–United Nations Fund for Popula tion Activities, New York, N.Y. Report No.-ISBN-0-916468-93-3 Pub Date—Nov 89 Note-91p. Available from—Worldwatch Institute, 1776 Mas sachusetts Avenue, N.W., Washington, DC 20036 ($4.00) Pub Type— Reports - Evaluative (142) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Conservation (Environment), *De veloping Nations, *Economic Factors, *Environment, Environmental Education, Foreign Countries, *International Trade, *Poverty, * Poverty Programs, World Problems This publication discusses world problems related to poverty and possible ways to escape those problems. Sections include: (1) “Introduction”; (2) “And the Poor Get Poorer” (reporting data on income distribution in many countries); (3) “The Global Poverty Trap” (describing various hindrances to improving conditions at the local, national, and global levels); (4) “Poverty and the Environment” (including cases of ecological deterioration in many poor countries); (5) “Reversing the Downward Spiral” (providing a success story for each of the poverty traps). Lists 128 references. (YP) ED 313 260 SE 051 072 McFadden, Charles P. Canadian University Science Educators-A Profile of the Profession and Recommendations for the Future. Pub Date—Oct 88 Note-8p. Pub Type- Opinion Papers (120) - Reports Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Faculty, *Faculty Development, *Faculty Organizations, *Faculty Recruitment, *Faculty Workload, Foreign Countries, *Graduate Study, Higher Education, Professional Train ing, Science Education, *Science Teachers Identifiers—*Canada This paper provides three recommendations for the development of Canadian university science educators, based on the results of a survey of 125 faculty members identified as science educators. The first recommendation is to conduct a survey to ascertain the number of doctoral level graduates and current enrollments in the doctoral programs in science or science education. The second recommendation is to recruit qualified female science teachers into doctoral programs. The last recommendation is to make science educators a subgroup of the Canadian Association for Curriculum Studies (CACS). (YP)
ED 313 257 SE 051 068 Peterson, Patricia R. The Know It All Resource Book for Kids. And Grown-Ups, Too! Report No.-ISBN-0-913757-45-4 Pub Date—89 Note-146p. Available from—Zephyr Press, P.O. Box 13448, 3865 East 34th Street, #101, Tucson, AZ 85732-3448 ($12.95, ZB14). Pub Type- Reference Materials - Vocabular ies/Classifications (134) EDRS Price - MF01/PCÓ6 Plus Postage. Descriptors—Definitions, *Dictionaries, Elemen tary Education, Elementary School Curriculum, * Elementary School Mathematics, *Elementary School Science, *Geography, *Grammar, History, Reference Materials, Vocabulary This resource book aims to help students find their own answers to questions about grammar, punctuation, measurement, mathematics, time, geometry, science, writing, geography, vocabulary, history, and money. The definition and, often, examples and an illustration are described for more than 200 concepts from the various subject matters. All items are arranged alphabetically. (YP)
ED 313 255 SE 051 066 Higher Education for Science and Engineering. A Background Paper. Congress of the U.S., Washington, D.C. Office of Technology Assessment. Report No.-OTA-BP-SET-52 Pub Date-Mar 89 Note-288p.; Tables of contents, printed on gray paper, may not reproduce well. Available from—Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-9325 ($12.00, stock no. 052-003 01148-4). Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC12 Plus Postage. Descriptors—*College Science, Employment Pat terns, *Engineering Education, Engineers, Foreign Students, *Government Role, *Graduate Study, Higher Education, *Science Careers, Science Education, Undergraduate Study This background paper focuses on the end point of educational preparation for science and engineering careers-undergraduate and graduate study. It places the issue of the supply of scientists and engineers in the broad cultural context of changing demographics, labor market adjustments, intervention policies. The first chapter discusses the diversity of students and institutions. The second chapter focuses on undergraduate education, including its importance, students' characteristics, federal roles, and institutional settings. Graduate education is discussed in the next chapter. The nature of graduate study, markets for doctorates, finance, federal support trends, and the future of graduate education are described. The final chapter focuses on engineering education, including the areas of supply and demand, quality issues, use and upgrade of the work force, and roles of the Federal Government. Appendices include: (1) a mathematics intervention project; (2) productivity ratios for 100 undergraduate institutions; (3) graduate education in foreign countries; (4) reports on engineering education; and (5) contractor reports. (YP) ED 313 256 SE 051 067 Gillis, Lynette A Summative Evaluation of “Concepts in Science.” TVOntario, Evaluation and Project Research Report No. 2-1989-90. TV Ontario, Toronto. Pub Date—May 89 Note47p. Pub Type - Reports - Evaluative (142) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Biology, Chemistry, Foreign Countries, Physics, *Programing (Broadcast),
ED 313 258 SE 051 069 Wolfe, Connie Search: A Research Guide for Science Fairs and Independent Study. Report No.-ISBN-0-913705-30-6 Pub Date—87 Note-103p. Available from—Zephyr Press, 3865 East 34th Street, #101, Tucson, AZ 85732-3448 ($12.95, ZBO5-A). Pub Type— Guides - Classroom - Teacher (052) — Guides - Classroom - Learner (051) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Elementary School Science, Ele mentary Secondary Education, *Independent Study, Intermediate Grades, Science Activities, Science Education, *Science Fairs, Science Materials, Science Projects, Science Teachers, *Scientific Methodology, Secondary School Science, Worksheets This guide is for the gifted, talented, or creative student in grades 4-9, who wants to do a science project, enter a competitive fair, or who is interested in pursuing an independent study in any subject area. The first part of the book is a teacher's guide. It gives directions, guidelines, suggestions, and tips for assisting students in the research process. The second half is the student's section; it contains information on developing research skills, solving problems, using higher-level thinking, and using creativity skills. The appendices include: (1) “Creative Thinking Strategies”; (2) “Components of Quality Research"; (3) “Glossary”; and (4) “Bibliography and Resources.” (YP)
ED 313 261 SE 051 080 Historical Topics for the Mathematics Classroom. National Council of Teachers of Mathematics, Inc., Reston, Va. Report No.-ISBN-0-87353-281-3 Pub Date-89 Note-542p. Available from-National Council of Teachers of Mathematics, Inc., 1906 Association Drive, Res ton, VA 22091 ($28.00 less 20% for 10 or more). Pub Type— Historical Materials (060) — Guides Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—College Mathematics, Higher Educa tion, *History, *Mathematical Concepts, Mathematical Logic, *Mathematicians, Mathematics Education, *Mathematics Materials, *Science History, Secondary Education, Secondary , * School Mathematics Identifiers—*Mathematics History The National Council of Teachers of Mathematics (NCTM) has published this updated edition in response to a continuing demand for historical materials to be used in teaching mathematics. This publication was originally issued in 1969 as the “Thirty-first Yearbook.” Its primary objective is to make available to mathematics classes important material from the history and development of mathematics, with the hope that the knowledge will increase students' interest in mathematics and its cultural aspects. Additional bibliographic listings cover the proliferation of historical material in the 20 years between 1969 and 1989. Chapters include: (1) “The History of Mathematics as a Teaching Tool”; (2) “The History of Numbers and Numerals"; (3) "The History of Computation"; (4) "The
ED 313 259 SE 051 071 Durning, Alan B. Poverty and the Environment: Reversing the Downward Spiral. Worldwatch Paper 92. Worldwatch Inst., Washington, D.C.
History of Geometry"; (5) “The History of Algebra"; (6) "The History of Trigonometry"; (7) "The History of the Calculus”; (8) “Development of Modern Mathematics"; and (9) “The Science of Patterns." An appendix, listing “Resources beyond this Yearbook," is appended. (YP) ED 313 262 SE 051 081 Water Watchers: Water Conservation Curriculum for Junior High School Science and Social Studies Classes. Massachusetts State Water Resources Authority, Boston. Pub Date-[89] Note-43p. For a related document, see SE 051 082. Available from-Massachusetts Water Resources Authority, Charlestown Navy Yard, 100 First Av enue, Boston, MA 02129 (free while supply lasts). Pub Type- Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Conservation (Environment), Cur riculum Guides, Drinking Water, Environmental Education, *Junior High Schools, Middle Schools, Natural Resources, Science Activities, Science Curriculum, Science Education, *Secondary School Science, *Social Studies, *Water Water is precious. It is also easy to take for granted. Many people recognize that water is scarce in desert areas, but it is harder to realize that places like Massachusetts could face a shortage of pure drinking water. This guide is designed for seventh and eighth grade science and social studies teacher. The lessons require 5 to 10 class periods. The materials call for active students involvement in classroom and home assignments. Suggestions for involving parents and the community are also included. The guide contains: (1) key concepts and learning objectives for five core lessons; (2) instructions for conducting the five core lessons with copy masters; (3) science and social studies supplements to specific lessons, to expand the core learning experiences in either discipline; (4) lesson extension questions for further investigation; (5) an optional activities section, which includes more ideas for science and social studies and suggestions for special projects; (6) a resource section, which lists the names, addresses, and phone numbers of water related agencies in both public and private sectors, and appropriate films; and (7) a bibliography. (CW)
national Headquarters. Pub Date—Apr 88 Note75p. Available from-Young Entomologists' Society, Inc., 1915 Peggy Place, Lansing, MI 48910 ($4.50, 10% discount for 10 or more copies). Pub Type- Reference Materials - Directories/Cat alogs (132) Document Not Available from EDRS. Descriptors-Biology, Elementary Education, *En tomology, *International Organizations, International Programs, *Resource Materials, Science Clubs, *Science Equipment, *Science Materials, Secondary Education This resource guide is designed to provide Young Entomologists' Society (Y.E.S.) members and other interested entomologists with information on people and companies that sell entomological equipment, supplies, services, preserved and dried specimens, livestock, books, publications, slides and other visuals, gift or novelty items, and tours/expeditions. There are six separate resource lists within this guide, on: (1) equipment, supplies and services; (2) preserved arthropod specimens; (3) live insects and related arthropods; (4) books,publications, audio-visuals, software, and educational materials; (5) entomological organizations; and (6) insect zoos, butterfly houses, and displays. Complete names and addresses for all companies and individuals from the first four resource lists are given in the “Master List of Names and Addresses" section. Addresses for entomological organizations and insect zoos are given within their respective sections. (YP) ED 313 265 SE 051 085 Adopt-A-Stream Teacher's Handbook. Delta Labs, Inc., Rochester, NY. Pub Date-87 Note—241p. Available from-Delta Laboratories, Inc., Atten tion Director, Adopt-A-Stream Program, 34 Elton Street, Rochester, NY 14607 (contact for price). Pub Type- Reports - Descriptive (141) — Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors-Biology, Chemistry, *Community — Programs, *Environmental Education, Natural Resources, *Science Activities, Science Curriculum, Science Education, Science Programs, Secondary Education, *Secondary School Science, Water, *Water Pollution Identifiers-Adopt a Stream Program Water pollution is not a recently discovered problem. Humankind's ability to generate pollutants continues to exceed its ability to control them. The Adopt-A-Stream program invites people who care for waterways to take an active role in assuring their well-being. High school groups supported by local co-sponsors agree to evaluate their adopted waterways, report their results, and take any action they feel necessary to improve their lakes, streams, ponds, or wetlands. Discussed in this teachers' guide are: (1) the Adopt-A-Stream program; (2) background information on water pollution in general; (3) safety; (4) sampling techniques; (5) physical parameters to be considered; (6) chemical, biological, and microbiological aspects of stream analysis; and (7) evaluation and reporting guidelines and tips. A bibliography of 24 works on water pollution is included. (CW) ED 313 266 SE 051 086 Nolting, Paul D. Winning at Math: Your Guide to Learning Mathe matics the Quick & Easy Way. Report No.-ISBN-0-940287-08-0 Pub Date—88 Note-208p.; Award winning math book for excel lence, Florida Publishers Group. Available from-Academic Success Press, Inc., 1620 S. Federal Highway, Suite 900, Pompano Beach, FL 33062 ($12.95, contact for quantity prices). Pub Type— Guides - Classroom - Learner (051) Document Not Available from EDRS. Descriptors—*College Mathematics, Higher Edu cation, *Learning Strategies, *Mathematics Anxiety, Mathematics Education, Mathematics Instruction, *Mathematics_Materials, *Mathematics Skills, Mathematics Tests, *Skill Development, Study Skills College students having a poor high school mathematics background or returning to school after many years may want concrete tips and procedures to help them improve their grades in mathematics.
This book provides those tips and procedures proven effective in improving a student's ability to learn mathematics and take tests. Pre-test study skills evaluation is provided. Chapters include: (1) “Understanding the Special Study Requirements for Mathematics"; (2) “Identifying Your Positive and Negative Mathematics Achievement Characteristics"; (3) "Learning How to Reduce Mathematics Test Anxiety"; (4) “Developing Effective Study Management Skills"; (5) “Improving Listening and Note-Taking Skills”; (6) “Improving Reading and Homework Techniques"; (7) "Creating a Positive Study Environment"; (8) “Learning Critical Memory Techniques"; (9) "Improving Mathematics Test-Taking Skills”; and (10) "Taking Control Over Mathematics." The appendices include some practical suggestions for studying mathematics and taking examinations. (YP) ED 313 267 SE 051 103 Hessler, Edward W. Stubbs, Harriett S. Acid Rain: Science Projects. Acid Rain Foundation, Raleigh, NC. Report No.-ISBN-0-935577-09-2 Pub Date-87 Note-22p. Available from—The Acid Rain Foundation, 1410 Varsity Drive, Raleigh, NC 27606 ($9.95). Pub Type- Guides - Classroom - Learner (051) Document Not Available from EDRS. Descriptors—* Acid Rain, Air Pollution, Chemis try, Environmental Education, Laboratory Procedures, Middle Schools, *Science Activities, Science Education, *Science Fairs, *Secondary School Science, Water Pollution Too often science seems to be a matter of studying from books and responding to questions raised by teachers about the information either in the classroom or on examinations. Such a view of science misses its importance as a way of thinking, doing, and preparing for citizenship roles. The problems and activities included in this volume are designed to emphasize the basic ingredients of science and to relate procedures and activities to the real world. Topics discussed or investigated in this guide include: (1) researching information; (2) acids and bases; (3) monitoring precipitation; (4) plant responses to acids; (5) effects of acid rain on microorganisms; (6) effects on physical materials; (7) taking action; and (8) evaluation. Projects dealing with acid rain problems are suggested for both younger and older students. A list of 13 information sources and a content outline on acid deposition are included. (CW)
ED 313 263 SE 051 082 Water Wizards: School Program on Water Conser vation for Third and fourth Grade Levels. Massachusetts State Water Resources Authority, Boston. Pub Date-87 Note—30p.; For a related document, see SE 051 081. Available from-Massachusetts Water Resources Authority, Charlestown Navy Yard, 100 First Av enue, Boston, MA 02129 (free while supply lasts). Pub Type- Guides - Classroom - Teacher (052) Document Not Available from EDRS. Descriptors—*Conservation (Environment), Cur riculum Guides, *Drinking Water, Elementary Education, *Elementary School Science, Environmental Education, Intermediate Grades, Natural Resources, Science Activities, *Science Curriculum, Science Education, *Social Studies, *Water Water is precious. It is also easy to take for granted. Many people recognize that water is scarce in desert areas. but it is harder to realize that places like Massachusetts could face a shortage of pure drinking water. This manual provides teachers with curriculum resources to introduce concepts of water supply and water conservation to third and fourth grade students. The lesson units are designed to provide a background in basic environmental principles necessary for students' understanding of where safe drinking water comes from and why it is important to conserve water. This guide contains five lessons, each of which introduces a water concept. Each lesson includes: (1) background information; (2) key concepts; (3) lesson plan objectives, procedures, vocabulary, and tips for teaching; and (4) several hands-on activities. Reproducible student worksheets are included. Additional resources are listed in the back of the guide. (CW)
ED 313 268 SO 018 637 Gagnon, Paul Democracy's Untold Story: What World History Textbooks Neglect. American Federation of Teachers, Washington, D.C.; Columbia Univ., New York, N.Y. Teachers College.; Freedom House, Inc., New York, N.Y. Spons Agency-California State Dept. of Education, Sacramento. Bureau of Adult Education.; Department of Education, Washington, DC. Pub Date—87 Note-133p.; For related documents, see So 019 821, So 020 352, and EJ 357 591. Prepared in conjunction with the Education for Democracy Project. Available from-Education for Democracy Project, American Federation of Teachers, 555 New Jersey Ave., NW, Washington, DC 20001 ($4.98). Pub Type— Books (010) – Opinion Papers (120) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Content Analysis, *Democracy, * Democratic Values, High Schools, Instructional Materials, Social Studies, *Textbook Content, Textbook Evaluation, *World History Content weakness in textbooks is a major obstacle to effective social studies teaching. Chapters 1-3 of this book provide the Education for Democracy Project's Statement of Principles, a consideration of history's role as the core of social studies education, and the role of textbooks in teaching world history. Chapters 4-14 examine five selected world history textbooks in terms of included information about and treatment of: (1) the purpose of history instruction; (2) the Greek legacy; (3) Rome's fall and legacy; (4) Judaism's and Christianity's basic ideas; (5) the Middle Ages as a source of representative gov
ED 313 264 SE 051 084 Dunn, Gary A., Comp. Y.E.S. International Entomology Resource Guide. Second Edition. Special Publication No. 2. Young Entomologists Society, Lansing, MI. Inter
ernment; (6) the 17th century English Parliament; (7) ideas from the Enlightenment; (8) the American and French Revolutions; (9) major ideas of the 19th century; (10) nation-states, nationalism, and imperialism; (11) World War I; (12) totalitarianism; (13) U.S. foreign policy; and (14) democracy in the world since 1945. This book concludes that these world history textbooks tend to neglect democracy's ideas, principles, origins, needs, and significance and that, when included, these concepts are not systematically presented. Teachers may not be able to rely on world history textbooks to convey and teach the concepts of struggles for freedom, self-government, and justice. (JHP) ED 313 269 SO 019 139 Carrier, James G. Education and Society in a Manus Village. ERU Report No. 47. Papua New Guinea Univ., Port Moresby. Educa tional Research Unit. Pub Date—May 84 Note-119p. Available from-Educational Research Unit, Box 320 University P.O., University of Papua New Guinea, Papua New Guinea. Pub Type- Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail- able from EDRS. Descriptors—Case Studies, *Cultural Context, Eco nomic Factors, Educational Anthropology, *Educational Environment, *Educational Sociology, Elementary Secondary Education, Foreign Countries, *School Community Relationship, Schools, Social Influences, Socioeconomic Back ground, *Socioeconomic Influences Identifiers—*Papua New Guinea This report uses the case of Ponam Island to show the sorts of social and economic factors that have influenced one village's response to schooling. These factors appear to have been important in affecting the relative success of educational programs in Ponam. Findings suggest that researchers and policy makers concerned with education need to pay attention to the ways villagers respond to formal education. The first section constitutes a discussion of the changes in the economic position of Ponam Island, and Manus more generally, brought about by colonization and the current economic position of Ponam itself. It is shown that important influences on Ponam's relationship to schooling are broad social and economic forces. In the second section, the author looks at the beliefs, practices, and values of Ponam society and the ways these shape and reflect islanders' response to education. Islanders see no conflict of importance between the reasons for success in school and the reasons for success in village life. Ponam's use of the sorts of practical knowledge and skills which might be taught in a more vocationally oriented curriculum shows that in attempts at viilage improvement or development through education, consideration needs to be given not just to the sorts of skills that villagers would have to acquire to improve their lives, but also to the social factors affecting the use of those skills. A 69-item bibliography is included. (JB)
Youth Identifiers—Society In this paper, the questions of whether or not the transmission of common civic values and commitments to society should be a major goal of U.S. schools is considered. The effects of classroom, school, and society on civic values and attitudes are addressed in terms of: (1) the curriculum and classroom instruction; (2) school structures and climates; and (3) teaching and learning. The paper concludes that: (1) civic education in schools should emphasize constitutional democracy's core values; (2) U.S. citizens tend to be disappointed in the lack of responsible citizenship exemplified by the nation's youth; (3) interested persons tend to debate how the schools, in concert with other social agencies, can affect U.S. youths' character and citizenship education; and (4) U.S. citizens agree that education for responsible citizenship can be improved through an increased focus on school and societal agents. Thirty-four footnotes and a selective bibliography of ERIC resources is included. (JHP) ED 313 271 SO 019 821 Education for Democracy: A Statement of Princi ples. Guidelines for Strengthening the Teaching of Democratic Values. American Federation of Teachers, Washington, D.C.; Columbia Univ., New York, N.Y. Teachers College.; Freedom House, Inc., New York, N.Y. Spons Agency-California State Dept. of Educa tion, Sacramento.; Department of Education, Washington, DC. Pub Date-87 Note—24p.; For related document, see SO 018 637. Prepared in conjunction with the Education for Democracy Project. Available from-Education for Democracy Project, American Federation of Teachers, 555 New Jersey Ave., Washington, DC 20001 (first copy free; additional copies, $2.50 each). Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Citizenship Education, Democratic Values, Elementary Secondary Education, *Guidelines, History Instruction, Humanities Instruction, Instructional Development, *Instructional Improvement, Social Studies, Values Education Based on the premise that democracy's values will not survive if they are not purposefully transmitted to successive generations, this booklet proposes that U.S. schools increase efforts to improve citizenship education. The featured issues are: (1) the reasons improvements are needed; (2) what citizens need to know; and (3) the role of humanities and history instruction as the core of democratic education. The booklet concludes that there is a need for: (1) the teaching of a more demanding social studies curriculum; (2) a reordering of curricula around history and geography; (3) the using of enhanced imagination in history instruction; (4) increasing global studies; and (5) offering more humanities instruction, especially in literature, ideas, and biography. A major curriculum reform effort will require more effective textbooks and resource materials, collaboration between schools and universities, and new approaches to teacher education. (JHP) ED 313 272 SO 020 031 Carlson, Helen L. Otwell, Maureen Using Primary Source Materials: A Curriculum Development Process. Pub Date—20 Nov 88 Note—33p.; Paper presented at the Annual Meet ing of the National Council for the Social Studies (68th, Orlando, FL, November 18-21, 1988). Pub Type-Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors Cognitive Structures, Curriculum De velopment, Elementary Secondary Education, Historiography, History, *History Instruction, Models, *Primary Sources, Social Studies, *Use Studies Identifiers—Minnesota, Minnesota Historical Soci ety This paper on the curiculum development process describes how primary sources may be used to teach history. Three frameworks related to historical understanding are presented: (1) the thinking skills/information processing framework; (2) the cognitive structure framework; and (3) the response theory framework. A curriculum development model is outlined using four stages: (1) the research stage in
which the general historical theme is identified and developed, primary and secondary sources are reviewed, a context is specified, and questions and hypotheses are formulated; (2) the sorting stage in which primary source materials are reviewed, a grade level is chosen, and historical investigation skills are described; (3) the activity development stage in which primary source materials are adopted and evidence gathering worksheets are developed; and (4) the lesson writing stage in which pupil motivation, lesson objectives, and monitoring and evaluative techniques are reviewed. Three studies describing the curriculum process are provided. Using the theme of lives of children and families at the turn of the century, the studies include: "Family Life in Cloquet, Minnesota, 1900-1910"; "Urban Fringe Farm Families, 1860-1900"; and "The Messages in Women's Magazine Ads, 1897-1910.” A 40-item bibliography is included. (CT) ED 313 273 SO 020 104 Bausum, Henry S., Ed. Teaching History Today. American Historical Association, Washington, D.C. Report No.-ISBN-0-87229-034-4 Pub Date—85 Note-129p.; A selection of articles from the col umn "Teaching History Today,” published in the Newsletter of the American Historical Associa tion, 1974-1984. Available from American Historical Association, 400 A Street, SE, Washington, DC 20003 ($6.00). Pub Type- Collected Works - General (020) — Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors--Elementary Secondary Education, Environmental Education, Film Study, Historiography, *History, *History Instruction, Library Role, Oral History, Postsecondary Education, Primary Sources, Social Studies, Womens Studies Identifiers-American Historical Association The 14 articles included in this collection touch on several aspects of the teaching of history. The articles are: (1) “Observations on University Teaching and Research” (N. Graebner); (2) “Teaching History: A Changing Clientele and an Affirmation of Goals” (E. Burns); (3) “History for Citizens” (W. McNeill); (4) "Reflections on the History of Western Civilization: An Unblushing Apology, or Perhaps a Love Letter” (E. Edson); (5) “The Social Function of History” (H. Bausum); (6) “From History to Social Studies: (L. Stephens); (7) “Film Study and the History Classroom" (J. O'Connor); (8) "Using Primary Sources in Teaching Social History" (P. Ebrey); (9) “To Begin With... Exercises in Historiography” (J. Klein); (10) “Doing Oral History: The Yountville Project” (J. Barnhart); (11) "New Perspectives on Using the Library in History Teaching" (E. Reitan); (12) “Teaching Women's History" (G. Lerner); (13) “Problems of Definition in Environmental History” (T. Tate); and (14) “Illusions” (M. Marty). The selections are followed by notes on the contributors and an appendix that lists all of the "Teaching History Today" columns published between September 1974 and May 1984. (CT)
ED 313 270 SO 019 746 Patrick, John J. Schools and Civic Values. ERIC Trends/Issues Paper No. 2. ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN.; Social Studies Development Center, Bloomington, Ind. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Dec 88 Contract-R188062009 Note-21p.; Also presented to the international conference on "The Development of Civic Responsibility Among Youth” (Urbino, Italy, October 8-15, 1988) under the title “The Effects of School and Society on Civic Values and Behavior of American Youth." Available from Publications Manager, Social Studies Development Center, Indiana University, 2805 East Tenth St., Bloomington, IN 47408 ($3.50). Pub Type— Information Analyses - ERIC Informa tion Analysis Products (071) — Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Attitudes, *Citizenship Education, *Citizenship Responsibility, Community Responsibility, Elementary Secondary Education, *Schools, Social Agencies, *Values Education,
ED 313 274 SO 020 105 Reilly, Kevin, Ed. The Introductory History Course: Six Models. Proceedings of the AHA Anapolis Conference on the Introductory History Course (Annapolis, Maryland, September 28-30, 1980). American Historical Association, Washington, D.C. Spons Agency-Lilly Endowment, Inc., Indianap olis, Ind. Pub Date-84 Note-169p. Available from-American Historical Association, 400 A Street, SE, Washington, DC 20003 ($6.00). Pub Type-Collected Works - Proceedings (021) Guides - Classroom - Teacher (052) — Historical Materials (060) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Core Curriculum, *Course Content, Course Descriptions, *Course Organization, European History, Higher Education, *History Instruction, *Introductory Courses, United States History, World History This book contains portions of six model higher education introductory history courses designed and presented by experienced classroom instructors to the 1980 conference of the American Historical Association (AHA). After the presentations, the models were reviewed and critiqued. The models presented were: (1) "Toward Two-Sex History: A Model for the European Survey Course from the Renaissance to the French Revolution" (presented by C. Lougee and critiqued by S. Cooper); (2) "Restructuring the American Survey: A Focus Group Model” (presented by J. Lorence and critiqued by C. Hollister); (3) "Presenting History as a Policy Tool: An Introductory Variant for Preprofessional Students" (P. Stearns); (4) “Reading History: An Historical Classic as the Basis for an Introductory Course" (presented by J. Halsted and critiqued by M. Levitch); (5) “Introductory History as Topical Inquiry: The West and the World” (presented by K. Reilly and critiqued by D. Warshaw); and (6) “Introduction to Modern Urban Civilization through a Cultural History of New York City" (W. Taylor). The book ends with a discussion by participants summarizing the major themes and issues, and a conclusion by the AHA's former Teaching Division Vice-President, Warren Susman. (CT) ED 313 275
SO 020 171 Social Studies Grades 1-3: Teacher Resource Man ual. Alberta Dept. of Education, Edmonton. Curriculum Support Branch. Report No.-ISBN-0-7732-0103-3 Pub Date-89 Note—319p.; Some photographs may not repro duce well. The majority of this document is printed on colored paper. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01/PC13 Plus Postage. Descriptors—*Citizenship Education, *Critical Thinking, Curriculum Design, Decision Making, Elementary School Curriculum, Foreign Countries, Grade 1, Grade 2, Grade 3, Instructional Materials, Lesson Plans, Primary Education, Problem Solving, Resource Materials, Resource Units, *Social Studies Identifiers—* Alberta This teacher resource manual focuses on the Alberta, Canada social studies curriculum for grades one through three. The manual has five main sections. (1) "Introduction to the Program" discusses the program goals and objectives. The importance of problem solving and decision making skills are stressed, and strategies are discussed for teaching these skills with in the social studies context. Content of the social studies curriculum is also covered in this section. (2) “Planning for Instruction” provides a developmental framework, discusses learning styles, and includes many charts to assist the teacher in yearly and unit planning. (3) "Strategies and Activities” offers ideas that might be utilized by teachers for planning and teaching. Examples of the activities covered are group work, learning centers, role playing, interviews and field studies. (4) “Evaluation" discusses various ways to evaluate how well the teaching objectives are being met. Sample checklists, student self-evaluation forms, questionnaires, and tests are provided. (5) "Sample Units" contains a sequential series of lessons, exemplifying one way to teach a topic. A sample unit is provided for each of three topics in grades one through three. Grade one topics are my school, my family, and other Canadian families. Grade two topics are people nearby, people in Canada, and people in the world. Grade three topics are Alberta's geography and people, Alberta's people in history, and a comparative study between Alberta and Quebec. An appendix provides the policy of the Alberta Department of Education on controversial issues in the classroom. (CT)
Pub Type-Speeches/Meeting Papers (150) -- Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Adjustment (to Environment), *De veloping Nations, Foreign Countries, Health Education, *Health Promotion, Health Services, *High Risk Persons, Illiteracy, *Mental Health, Prevention, Psychological Needs, Psychological Services, *Psychology, Public Health, *Stress Management, 'Well Being Primary prevention refers to activities directed to high-risk groups, within a community not yet labeled as psychiatrically ill. These activities have the purpose of preventing the onset of emotional disturbance and enhancing the level of mental health. In general, whatever contributes to human stress in a community so that the individual or group is unable to cope can lead to poor psychological health and physical disorders and must be eliminated or reduced if health is to be promoted. The strategies for achieving the goals of primary prevention are two-fold: (1) strengthening individual competencies and/or descreasing individual vulnerabilities; and (2) promoting and strengthening community competencies and resources to modify or eliminate environmental and social stress. Groups frequently at risk in developing nations are women, migrants, and urban dwellers in a society undergoing industrialization. Their problems include illiteracy, lack of occupational skills, isolation, and inexperience with city life, problems which can cause a host of health problems. Prevention programs should be primarily educational and based on assessed needs of the targeted group. Planners need to seek the interest and cooperation of various community agencies for collaboration on formulating objectives, designing health promotion activities, and funding and implementing programs. Prevention programs are more likely to be successful when practitioners pool their resources with public as well as nongovernment organizations. (JB)
tional History, Curriculum Enrichment, *Democratic Values, Educational Principles, Secondary Education, *Social Studies, *Textbook Content, United States Government (Course), United States History Identifiers—*Federalist Papers, Founding Fathers of the United States, *Madison (James), United States Constitution “The Federalist Papers,” a collection of 85 essays on the principles of republican government written to support the ratification of the Constitution of 1787, has been praised as an outstanding work by individuals ranging from such founding fathers as Thomas Jefferson and George Washington to contemporary scholars in history and government. Some basic constitutional concepts treated in “The Federalist” include: (1) majority rule with minority rights; (2) public order with private rights; and (3) national sovereignty with states' rights. Yet this classic work is only mentioned briefly, if at all, in high school textbooks. While it is possible that teachers may feel the central ideas of “The Federalist" are no longer applicable in contemporary classrooms or curricula or that the rhetoric is too difficult for the average student to comprehend, a credible case for the inclusion of these essays can be made. The reasons for making such a case are: (1) the essays are the keys to knowledge of constitutional government and citizenship in the United States; (2) "The Federalist Papers” reflect core values in the civic culture; and (3) these papers are directly connected to the curriculum of history, government, and civics. Strategies that could be used to introduce these materials into the curriculum are: (1) document based teaching and learning; (2) issue based teaching and learning; and (3) course-wide infusion of content. Education for constitutional democracy should not be viewed as an ideological exercise, but as an extension to each new generation of citizens of the challenge confronted by James Madison and others of the founding period. (PPB) ED 313 277 SO 020 249 Cook, Stuart W. Extending the Equality Principle to Victims of Social Injustice. Pub Date-16 Aug 88 Note-16p.; Paper presented at the Annual Meet ing of the American Psychological Association (96th, Atlanta, GA, August 12-16, 1988). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Attitude Change, Behavior Change, Change Strategies, Civil Liberties, Ethnic Bias, Ethnic Relations, *Justice, Psychology, Racial Bias, Racial Relations, *Social Attitudes, Values Research on justice has taken many directions. What people see as just and unjust, how they react to perceived injustice, and what principles of justice are preferred in different contexts are some of the questions that have been posed in the literature. Less time has been spent on the related questions of whether people change over time in these respects and, if they do, whether researchers can discover the nature of the experiences that bring such changes to pass. When considering social justice, the beliefs that participants have about one another's group attributes often modify what otherwise might be seen as fair or unfair. This study summarizes the findings of studies that examined the effects of personal association among members of dominant and subordinate groups on beliefs about discriminatory social policies. Two studies focused on the attitudes of white tenants who shared federally funded apartment buildings with blacks. Two laboratory experiments examined the attitudes of whites thrown together with blacks in a working situation in which they shared equal responsibility. It appears that the more one is identified with others in an ingroup sense, the more one is likely to behave toward others in ways consistent with the equality principle of distributive justice. Changing negative stereotypes toward subordinate groups could also have a positive effect in terms of modifying the justification of biased applications of justice. A 13-item bibliography is included. (JB)
ED 313 279 SO 020 253 Stephens, Lester And Others Social Science Review: Consultants' Report and Recommendations. State Univ. System of Florida, Tallahassee. Pub Date-Jun 88 Note-242p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC10 Plus Postage. Descriptors—*Anthropology, Curriculum Evaluation, *Demography, Educational Assessment, Higher Education, *History, Institutional Research, Program Descriptions, *Program Evalua tion, *Social Sciences, *Sociology Identifiers-*State University System of Florida A group of consultants conducted a program review to evaluate the quality of social science programs in the state university system of Florida and made recommendations for improvements within the existing resource base and about program needs should new resources become available. An overview of social sciences in the system is followed by sections on anthropology, history, and sociology. In these sections, an overview of the statewide system is followed by an examination of individual programs in the specific disciplines at each of the state's universities. The program assessment is followed by a section on general and interdisciplinary social science programs at some of the universities and a discussion of a master's degree program in demography at Florida State and a proposed doctorate in applied social science at Florida A & M. An examination is made of the undergraduate and graduate experience and the faculty, and concerns are noted in each area. Recommendations are made for the statewide system and for each individual program. Seven appendices contain information on the consultants, a list of five statewide issues, an academic degree program inventory, and a staff analysis that highlights the central issues in the social sciences in the state university system of Florida and includes recommendations to the state board of regents and each university. (JB) ED 313 280 SO 020 254 Lineberry, Robert L. Consultants' Report of Political Science Programs in the State University System of Florida. State Univ. System of Florida, Tallahassee. Pub Date-Aug 88 Note-127p. Pub Type-Reports - Evaluative (142) EDRS Price - NF01/PC06 Plus Postage. Descriptors—Curriculum Evaluation, Educational
ED 313 276 SO 020 195 Patrick, John J. "The Federalist" in the Curriculum. National Trust for Historic Preservation, Washing ton, D.C. Spons Agency-Department of Education, Wash ington, DC. Pub Date-29 Jun 89 Note-27p.; Paper presented at the Master Class for Teachers Program on James Madison and “The Federalist Papers” (Orange, VA, June 20-30, 1989). For related documents, see ED 280 764, ED 292 740, ED 258 891, and SO 020 547. Pub Type-Speeches/Meeting Papers (150) - Re ports - Evaluative (142) EDRS Price - MF01/PCÓ2 Plus Postage. Descriptors-Citizenship Education, "Constitu
ED 313 278 SO 020 251 Hiew, Chok C. Developing Innovative Strategies for Primary Pre vention in the Third World. Pub Date-25 Aug 88 Note-9p.; Paper presented at the Annual Meeting of the International Council of Psychologists (46th, Singapore, August 21-25, 1988). Page 20
of strategies employed in data collection, techniques of data analysis, and the value of this approach is expressed as the researchers' reasons for choosing this investigative method. The theoretical roots of the approach are oriented toward the perspective within social theory known as symbolic interactionism. Part II focuses on actual life history research techniques. Guidelines are provided followed by an actual example of research conducted by the author. An appendix lists some practical notes intended to aid anyone wishing to carry out life history research. Part III contains a 188-item annotated and cross-referenced bibliography, divided by subject, of social and educational research studies that have made use of the life history method. (JB)
inevitable for the 21st century. The demographic transition will require adjustment from social institutions. Four countries that exemplified the four stages of aging in 1985 are discussed (Nigeria, Brazil, Korea, and West Germany). Fifteen charts, graphs, and tables are provided to illustrate various aspects of this population aging process. A 9-item bibliography is included. (JB)
Assessment, Higher Education, Institutional Research, *Political Science, Program Descriptions, * Program Evaluation Identifiers—*State University System of Florida A group of external consultants conducted a review of the political science programs at the institutions within the state university system of Florida and made recommendations based on their findings. Their research focused on three questions: (1) How well does the department integrate itself into the university's mission? (2) How well does the department's research mission both reflect and lead research within the discipline? (3) How effective is the department's teaching program, including the graduate and undergraduate curriculum, the student advising procedures, student morale, student success rate, and cooperation with other teaching activities of the university? Systemwide overviews are provided in the areas of graduate education, undergraduate education, faculties, facilities, and support services. Recommendations are made concerning staffing, departmental organization, curriculum, faculty development, and mission. An examination of individual schools is also presented with specific recommendations for each. Six appendices contain information on the consultants and coordinators, tables detailing degrees offered and degree productivity, and site visit schedules. (JB) ED 313 281 SO 020 255 Sosa, Ernest And Others Philosophy and Religious Studies Program Re view. State Univ. System of Florida, Tallahassee. Pub Date—May 89 Note—128p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Curriculum Evaluation, Educational Assessment, Higher Education, Institutional Research, *Philosophy, Program Descriptions, * Pro gram Evaluation, *Religion Identifiers—*State University System of Florida An initial review of philosophy and religious studies programs in the state university system of Florida was conducted in 1983-84. This is a report of the five year follow-up review conducted to assess the progress made in response to the original recommendations and to report on current program status. A systemwide overview with recommendations is followed by an examination of the philosophy and religious studies programs at individual institutions within the system. Recommendations are made for each institution regarding faculty size and development, curriculum, facilities, graduate student stipends, and program and curriculum development. Six appendices contain information on the consultants, participants, and coordinators, recommendations for the state board of regents action, a description of the discipline from the 1983-84 program review, and a statement on the role of philosophy and religion in the university system. (JB) ED 313 282 SO 020 256 Armstrong, Paul F. Qualitative Strategies in Social and Educational Research: The Life History Method in Theory and Practice. Newland Papers, Number Four teen. Hull Univ. (England). School of Adult and Continu ing Education. Report No.--ISBN-0-85959-096-2 Pub Date—87 Note-172p.; Revised and enlarged version of Newland Paper No. 7. Pub Type- Reports - Research (143) Books (010) EDRS Price - MF01/PC07 Plus Postage. Descriptors—* Biographies, Case Studies, Data Col lection, *Educational Research, Ethnography, Foreign countries, Interviews, Oral History, *Qualitative Research, *Research Methodology, Research Problems, Resource Materials, *Social Science Research Identifiers—*Life History Method Already a standard technique in anthropology, the life history method is widely used in the development of oral and local history, and within educational and social science research the method is growing in popularity. This is in large part due to the growing respectability of qualitative research in general. Part I of this paper explains the life history method and points out its practical value as well as some of its pitfalls and difficulties. In order to demonstrate its diverse applications, four examples of research using this method are presented. The range
ED 313 283 SO 020 258 Bartlett, Leo A Question of Good Judgment; Interpretation Theory and Qualitative Enquiry. Pub Date-31 Mar 89 Note—31p.; Paper presented at the Annual Meet ing of the American Educational Research Association (70th, San Francisco, CA, March 27-31, 1989). Pub Type- Reports Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Case Records, *Case Studies, Data Interpretation, *Educational Research, Interviews, *Qualitative Research, *Research Method ology Identifiers-Ricoeur (Paul), Stenhouse (Lawrence) The rush to do qualitative enquiry in education in the past decade has spawned a variety of methodologies and non-methodologies. The desire for absolute rules and lawlike procedures lingers and the current search is for certain rather than good judgments about educational phenomena. A methodology described as "quasi-historical" is selected as one that is most likely to result in "good judgments" in educational enquiry. Lawrence Stenhouse's approach to the quasi-historical method scrutinizes critical educational phenomena (evidence derived principally from interview) using a process of intersubjective judgment of the evidence. Interpretations are refined and the “truth” found in case records is made explicit. The methodology makes no pretension to comprehensiveness but aims to connect the understanding of action to distinctively social levels of explanation. The three phases of the interpretive process are: (1) understanding as guessing; (2) explanation as reconstruction of "knowledgeability" in institutions; and (3) comprehension (depth interpretation) as reconstruction of structural elements. A reference list of 45 sources is included. (PPB) ED 313 284 SO 020 262 Grigsby, Jill S. Paths for Future Population Aging. Pub Date-22 Nov 88 Note-28p.; Revision of paper presented at the An nual Meeting of the Gerontological Society of America (41st, San Francisco, CA, November 18-22, 1988). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Age, * Age Groups, *Birth Rate, For eign Countries, Futures (of Society), *Migration, *Mortality Rate, Population Growth, *Population Trends, Prediction Identifiers-Brazil, Korea, Nigeria, *Population Aging, West Germany Population aging refers to an entire age structure becoming older. The age structure of a population is the result of three basic processes: fertility, mortality, and migration. Age structures reflect both past effects and current patterns of these processes. At the town, city, or regional level, migration becomes an important factor in raising the age level of the population, but in general the age structure of countries is more dependent on fertility and mortality. High fertility and high mortality ultimately produce a young population, while low fertility and low mortality in the long run produce an older population. A shift from high fertility and mortality to low fertility and mortality has accompanied industrialization in the developed world. Typically, mortality among the youngest age group declines first, resulting in a younger population. The population aging process begins when fertility declines. As mortality declines among the older age groups, the population ages further. It takes some time for the population to reach a stable age structure reflecting low fertility and mortality. Population aging around the world is
ED 313 285 SO 020 274 Religion. Handbook on the Legal Rights and dents. Available from Bureau of Publications Sales, Cali- fornia State Department of Education, P.O. Box 271, Sacramento, CA 95802-0271 ($3.25). Pub Type— Books (010) – Guides - Non-Class room (055) - Legal/Legislative/Regulatory Ma terials (090) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Citizenship, *Citizenship Education, Civics, Codes of Ethics, Elementary Secondary Education, English Instruction, * Ethical Instruction, Ethics, History Instruction, Language Arts, Moral Development, Moral values, Religion, *Religious Education, *School Responsibility, School Role, Social Sciences, Student Behavior, Teacher Responsibility Adopted by the California State Board of Education on June 10, 1988, this handbook outlines the legal rights and responsibilities that school personnel have and their educational responsibilities in such areas as morality, democratic values, and religion in the schools. Section I, “Moral Values and Public Education," addresses the issues of morality, truth, justice, patriotism, self-esteem, and values. Section II, "Instruction on the Rights and Responsibilities of Citizenship,” includes the code of ethics for the teaching profession, a discussion of democratic values and principles, the rules for student conduct, and the important elements of a constitutional democracy. Section III, "Teaching about Religion in the Public Schools," cites the legal rights and responsibilities that school personnel have for teaching about religion and offers suggestions for subject matter content and guidelines. Section IV, "Morals, Values, and Teaching about Religion in Recently Adopted Curriculum Frameworks,” opens with suggested guidelines for including ethical issues in the curriculum. It includes a description about how the “California History-Social Science Framework" and the "English-Language Arts Framework” address moral and civic education and teaching about religion. A list of 59 publications from the California State Department of Education concludes the document. (JB)
ED 313 286 SO 020 278 English, John C. World History and the Humanities. Pub Date-21 Apr 89 Note-21p.; Paper presented at the Biannual Con ference of the National Association for Humanities Education (Kansas City, MO, April 20-22, 1989). Pub Type-Speeches/Meeting Papers (150) -- Re ports - Descriptive (141) EDRS Price - MF01/ocos Plus Postage. Descriptors-College Instruction, Comparative Analysis, *Course Content, *Course Evaluation, Cultural Context, Higher Education, *Humanities, Instruction, Postsecondary Education, Social History, Sociocultural Patterns, *Western Civilization, *World History Courses in western or world civilization are sometimes required of college undergraduates in the United States. Many teachers depend on a standard textbook to teach these courses. If these texts are examined, certain patterns begin to emerge. The typical world civilization text and course devote the greater part of their space to the western experience; this may create false impressions. Many texts use the metaphor of growth or development, but doing so may obscure more than it clarifies. The emphasis on politics and government, especially elite politics, distorts an understanding of the ways in which people actually live and how their social institutions operate. World civilization courses and texts should
truly represent “world” history, with more attention given to non-western societies. Consideration must be given to the underclasses as well as the elite, and to the castes or ethnic communities within any given society. There should also be a focus on universal human problems such as how people make a living, how they nurture and educate their young, how they regulate sexual relationships, how they maintain order, and how they worship. Finally, world civilization should be a course in comparative history in which societies from various times and places are compared and contrasted in relation to universal human problems. A list of the 20 western and world civilization texts examined is included. (JB)
citizens of the world. Canadians should know the fallacies behind popular misconceptions and they should be prepared to make intelligent decisions about the global problems for which they soon will assume responsibility. This resource package was developed toward that end. Seven independent, nonsequential units involving popular misconceptions, are presented. Some of the unit titles are: (1) “Why don't they stop having babies?"'; (2) “They're poor because they're lazy"; and (3) “Why don't they find a better place to live?" Each unit has a theme poster for discussion. The right hand pages of the package were designed for student use and can be duplicated while the left-hand pages provide additional information for teachers. The units were designed for teachers to extract selected portions for independent use. A preliminary survey is included that should reveal which misconceptions are most popular in a given classroom. Four world maps and a list of 12 films dealing with world problems are included, and three additional sources of resource material (a world data chart and a chart of food nutrient values) are appended. (JB)
ED 313 287 SO 020 279 National Collegiate Software Clearinghouse Soft ware for the Humanities and Social Sciences. Summer 1989 Catalog. National Collegiate Software Clearinghouse, Dur ham, NC Pub Date-89 Note-55p. Available from National Collegiate Software Clearinghouse, Duke University Press, 6697 Col lege Station, Durham, NC 27708 (Free). Pub Type- Reference Materials - Directories/Cat alogs (132) EDRŠ Price - MF01/PC03 Plus Postage. Descriptors-Anthropology, Art, Business, Cartog raphy, Computer Assisted Instruction, Computer Graphics, Computer Simulation, *Computer Software, Economics, English, Geography, History, *Humanities, Instructional Materials, Philosophy, Political Science, Postsecondary Education, Psychology, Religion, Research Tools, Resource Materials, Second Language Learning, *Social Sciences, Sociology Over 250 microcomputer software packages, intended for use on MS-DOS machines by scholars and teachers in the humanities and social sciences, are included in this catalog. The clearinghouse's first Macintosh listing is included, with many more Macintosh programs and data sets being planned and tested for future inclusion. Most programs were written by scholars and instructors with the special needs of academic research or computer-assisted instruction in mind. The software listings are divided as to subject: anthropology, Apple II Humanities Library, Apple II Social Science Library, Apple II Statistics Library, art and graphics, data sets, economics and business, education and authoring systems, English, foreign language, geography and mapping, general interest, history, management programs, philosophy and religion, political science, psychology, research methodology and surveys, sociology, and statistical packages and expert systems. Short annotations are given for each product and a price list is included. Sample screens are illustrated for some programs. Appendices have sample peer review boards interest, literature distribution, and order forms; and a product index. (JB)
ED 313 289 SO 020 287 Grove, Cornelius Orientation Handbook for Youth Exchange Pro grams. AFS International/Intercultural Programs, Inc., New York, N.Y. Report No.-ISBN-0-933662-76-9 Pub Date-89 Note-285p. Available from—Intercultural Press, P.O. Box 768, Yarmouth, ME 04096 ($19.95 plus shipping). Pub Type— Books (010) — Guides - General (050) EDRS Price - MF01/PC12 Plus Postage. Descriptors—*Adjustment (to Environment), Cop ing, Cultural Exchange, Culture, Culture Contact, *Family (Sociological Unit), Foreign Students, *Intercultural Communication, Intercultural Programs, *International Educational Exchange, *Orientation, Orientation Materials, Resource Materials, *Student Exchange Programs Identifiers—*American Field Service, Host Fami lies Designed for the large corps of professionals and volunteers who work in the growing number of organizations and programs involved in international educational exchange, this book provides two important resources: (1) a comprehensive analysis of the dynamics of the youth exchange experience and the factors that come into play when providing the participants with effective orientation; and (2) a set of carefully selected materials that may be applied to the orientation of each of the principal groups involved (the participants, their natural families, and their host families) at each stage of the exchange process (predeparture, during sojourn, and post-return). The 26 resources found in this handbook are drawn from a series of orientation handbooks that have been compiled and published by the American Field Service (AFS) International/Intercultural Programs between 1981 and 1987, and represent the best ideas and orientation exercises generated by that organization. An annotated bibliography concludes the document. It is divided into five sections: (1) trainers' materials (10 items), (2) sojourners' and hosts' materials (6 items), (3) focused background readings (21 items), (4) general background readings (35 items), and (5) other bibliographies (7 items). (JB) ED 313 290 SO 020 292 Patrick, John J. Human Rights in Education for Citizenship. Spons Agency–Center for Civic Education, Calabasas, CA.; Ministry of Public Instruction, Florence (Italy). Pub Date-17 Sep 89 Note—30p.; Paper presented at the International Conference on Constitutional Government and the Development of an Enlightened Citizenry (Los Angeles, CA, September 16-22, 1989). Pub Type - Opinion Papers (120) — Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Citizen Role, *Citizenship Educa tion, *Civics, *Civil Liberties, Constitutional Law, Critical Thinking, Elementary Secondary Education, *Futures (of Society), International Education, Values Education Just as human rights belong equally to all human beings and the role of government is to secure those rights, education in regard to human rights belongs in the core of civic education and the role of that
education is to develop within the student a reasoned commitment to human rights. The writers of human rights documents throughout history have realized that the surest sanctuary for human rights is not in public documents, but in the minds of the people. There are three challenges for civic education about human rights. (1) A challenge of conceptualization exists, i.e., defining human rights, examining and appraising alternative positions about their meaning. As societies evolve, what citizens perceive as “new” rights and interpretations evolve from “old” rights and interpretations. (2) There is the challenge of analyzing the value conflicts in human rights documents. The paradoxical problem of human rights and freedom, or how to conjoin majority rule and minority rights to create a workable synthesis in an orderly society challenges all citizens to search for acceptable limits on contending forces. (3) The challenge of connecting national and international perspectives in the education of citizens must be faced. Citizens around the globe are more likely today than in the past to challenge violations of human rights both within and outside of their national political systems. Lessons on human rights that include international perspectives should balance human diversity with the fundamental unity of mankind. (PPB) ED 313 291 SO 020 293 Kelly, Alison Getting the GIST: A Quantitative Study of the Effects of the Girls Into Science and Technology Project. Manchester Sociology Occasional Pa pers Number 22. Manchester Univ. (England). Dept. of Sociology. Spons Agency-Equal Opportunities Commission, Manchester (England). Report No.-ISBN-0-946180-21-0 Pub Date—Sep 88 Note-108p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors Career Choice, Elementary Second ary Education, *Enrollment, *Females, Foreign Countries, Intervention, *Science Curriculum, *Science Interests, Sciences, Sex Stereotypes, *Student Attitudes, Technology Identifiers—*England (Manchester), *Girls Into Science and Technology Project Girls Into Science and Technology (GIST), an action research project that ran from 1979 to 1983, aimed to study the reasons for girls' under-achievement in science and technology and to take action to remedy the situation. A cohort of 1,700 young people in ten co-educational comprehensive schools in the Greater Manchester area were followed from the ages of 11 to 17. Interventions were implemented during their first 3 years in eight of the schools (the action schools). This paper presents a detailed statistical analysis of the quantitative data from the GIST project, which explores the differences between pupils from action and control schools. It confirms preliminary results which showed that GIST was most effective in reducing sex stereotypes. The project also had some impact on attitudes to science, but subject choices did not vary substantially between action and control schools. When subgroups were examined, it emerged that GIST was most effective in changing the subject choices and attitudes of middle class and/or academically able girls. The project seemed to have had much less effect on boys. Some of the effects of being in an action school persisted to age 17. Numerous statistical tables and graphs are included. A 62-item annotated bibliography of publications from the GIST Project concludes the document. (JB) ED 313 292 SO 020 297 Lee, Chong-jae Social Constructions of Schooling. Research Re port No. 142. Korean Educational Development Inst., Seoul. Pub Date-84 Note-163p. Pub Type- Reports - Research (143) — Books (010) — Information Analyses (070) EDRS Price - MF01/PC07 Plus Postage. Descriptors—*Educational Attitudes, Educational Environment, Educational Objectives, Educational Research, Elementary Secondary Education, Foreign countries, Literature Reviews, Models, * Moral Values, Postsecondary Education, Questionnaires, Research Methodology, *Social Values, Surveys Identifiers—*South Korea
ED 313 288 SO 020 283 Ormston, Randy, Ed. One Earth: Why Care? Red Cross Youth Interna tional Development Resource Package. Canadian Red Cross Society, Toronto (Ontario). Spons Agency-British Columbia Dept. of Education, Victoria.; British Columbia Ministry of Agriculture, Vancouver.; Canadian International Development Agency, Ottawa (Ontario). Report No.-ISBN-0-920854-00-1 Pub Date—79 Note—132p.; Revision of 1977 edition. 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, Developing Nations, Ecology, Elementary Secondary Education, Foreign Countries, *Global Approach, *Hunger, International Cooperation, Learning Activities, Nutrition, Overpopulation, *Poverty, Social Sciences, World Affairs, *World Problems Identifiers—British Columbia To examine the cultural characteristics of a society without exploring the human condition of that society and how it relates to all as citizens on this planet is to ignore the realities of today. Most Canadians see global problems as massive and overwhelming. Some are uninformed and others are misinformed. As a result, gross misconceptions have developed that are popular and are used by many as a reason for not meeting their responsibilities as
The major driving force for educational development in Korea is educational behavior and the educational perspectives that underlie it. Chapter 1 of this book looks at the Korean educational system and identifies the patterns of thought concerning education, the values underlying these patterns, and their defining implications for educational development. Chapter 2 provides the theoretical background through an extensive review of the literature. Chapter 3 builds the conceptual model which highlights different patterns of viewing educational characteristics of Korean society using Singleton's conceptual classification and Berger's social construction model. Chapter 4 describes the procedure of constructing a questionnaire according to the model and administering the survey. The findings of the survey are described in chapter 5 and include a profile of the sample population of 850 teachers, 5,040 parents, and 5,560 students, their value orientations, the desired value orientations of education, and an evaluation of school educational systems. Findings indicate that 76 percent of the sample believes that humanism should be more respected than materialism in social development and change. Additionally, 89 percent of parents want their sons to have a university education, while only 70 percent want the same for their daughters. The findings also reveal that the typical public conception of schooling is associated with the humanistic model, rather than the gate-keeper or Confucian models. (PPB)
ED 313 293 SO 020 301 Bergeron, Maida, Ed. Fait A La Main: A Source Book of Louisiana Crafts. Louisiana State Dept. of Culture, Recreation and Tourism, Baton Rouge. Pub Date—88 Note—224p.; Supported by the Louisiana Crafts Council. Available from-Louisiana Heritage Foundation, P.O. Box 44247, Baton Rouge, LA 70804 ($5.00). Pub Type— Books (010) — Reference Materials Directories/Catalogs (132) EDRS Price - MF01/PC09 Plus Postage. Descriptors—Ceramics, *Craft Workers, Design Crafts, Folk Culture, Furniture, Glass, *Handicrafts, Hand Tools, Metal Working, Musical Instruments, Woodworking Identifiers-Basket Weaving, Boats, Louisiana, Quilts, Stained Glass The Louisiana Crafts Program is an economic development program that strives to stimulate several markets for Louisiana craftsmen. This publication is a directory of juried Louisiana craftsmen of various types; it is intended as a source book for anyone interested in handmade crafts. It is divided into two sections: “Folk Craftsmen” and “Contemporary Revivalist Craftsmen.” The folk craftsmen are divided into genres which help the reader understand the craft's significance in the craftsman's culture: (1) domestic crafts, (2) ritual and festive crafts, (3) Indian crafts, (4) folk instruments, (5) rural occupational crafts, (6) traditional boats, and (7) wildfowl carving. Contemporary and revivalist craftsmen are arranged according to materials used: (1) ceramics, (2) fiber, (3) glass, (4) metal, (5) wood, and (6) assorted and mixed media. Each subdivision includes a short introduction that discusses the particular type of craft contained in that subdivision. A photographic sample of each craftsman's work is followed by the craftsman's name and address, a description of his/her work, the size and retail price of the pictured piece, the retail price range of their work in general, and an indication of whether commissions are welcome and if slides or brochures are available. A list of resources (including publications, craft organizations, and arts and humanities councils), a glossary, and a list of the major craft festivals held in Louisiana are included. Several indexes are provided. (JB) ED 313 294 SO 020 304 Cutting, Jennifer Fleischhauer, Carl American Folk Music and Folklore Recordings 1987: A Selected List. Library of Congress, Washington, D.C. American Folklife Center. Pub Date—88 Note—18p.; For related document, see ED 288 787. Photographs may not reproduce clearly. Available from-American Folklife Center, Library of Congress, Washington, DC 20540 (free). Pub Type- Reference Materials - Bibliographies (131)
EDRS Price - MF01/PC01 Plus Postage. Descriptors—Annotated Bibliographies, Discogra phies, Ethnic Groups, *Folk Culture, *Music Identifiers—* Black Folk Music, *Folk Music Small companies and organizations produce the greatest number of traditional music recordings, many of which result from field research projects. Although these folk music and folklore recordings elude mainstream distribution networks and seldom appear in record shops and catalogs, they have been instrumental in preserving U.S. heritage and encouraging performers in local communities. The recordings are also valuable resources for students, teachers, and libraries. The 37 recordings in this list, selected by a panel of specialists in U.S. traditional music, were all released in 1987 and are conveniently available to U.S. purchasers. In addition, they all feature cultural traditions found within the United States, emphasize “root traditions” over popular adaptations of traditional material, and include well annotated liner notes or accompanying booklets. The recordings are arranged under four broad headings: (1) Afro-American, (2) AngloAmerican, (3) Anthology, and (4) Ethnic and Regional. Annotations are provided for each recording. The document concludes with names and addresses of the publishers of listed recordings, the major mail order distributors of folk recordings, and the names of publications that review this type of recording. (JB) ED 313 295 SO 020 324 Torney-Purta, Judith A Research Agenda for the Study of Global/Inter national Education in the United States. Pub Date-Mar 89 Note—28p.; Paper delivered at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, March 27-31, 1989). Pub Type- Reports Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Cognitive Processes, Cognitive Struc tures, *Educational Development, Elementary Secondary Education, *Global Approach, *International Education, *Research and Development, *Research Projects Course offerings with an international focus have expanded rapidly in secondary schools in the United States in the last decade, and research is needed to explore how global and international education goals may be achieved. Four models for organizing the research agenda are presented: (1) organization around a study of influences upon global and international education and the contexts in which it takes place; (2) centering around three ideas that are central in the Alliance for Education in Global and International Education (AEGIS) statement of goals-perspective taking, conflict resolution, and perceptions of multiple influences; (3) organization around a model to examine the AEGIS goals related to generalized cognitive abilities; and (4) organization around conceptualizations from cognitive psychology to focus on the cognitive structures specific to the domain of international studies. High quality graduate dissertations have a role to play in carrying forward research agendas such as these. Those who conduct research in this field might consider how to disseminate their findings more widely both to the general public and to those decision makers who have an impact on research policy and funding. The charter and statement of goals and values for AEGIS, two schematic figures, and 28 references are included. (PPB) ED 313 296 SO 020 325 Elgin, Catherine Z. The Relativity of Fact and the Objectivity of Value. Pub Date—80 Note-15p. Pub Type - Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Beliefs, Classification, Ethics, Logic, Philosophy, Stereotypes, *Validity, *Values, *Values Education The popular stereotypical view of facts as absolute entities and values as relative entities needs to be rejected, for it stifles understanding of both fact and value. The two are inextricably intertwined: the demarcation of facts rests squarely on considerations of values; evaluations are infused with considerations of fact. A category scheme provides the resources for stating various truths and falsehoods and for demarcating conceptual boundaries. But the values that the schemes realize are not always, or only,
the ones people intend to produce. In building a system of thought, people begin with a provisional scaffolding made of the relevant beliefs already held, the aims of the projects already embarked on, and the values they seek to uphold. System building is dialectical. Specific judgments are molded to accepted generalizations, and generalizations to specific judgments. Justification is holistic. Support for a conclusion comes not from a single line of argument, but from a host of considerations of varying degrees of relevance and strength. That which is right relative to one acceptable system may be wrong relative to another. (PPB) ED 313 297 SO 020 326 McGaw, Barry And Others Literacy and Numeracy in Victorian Schools: 1988. Report of a Study Commissioned by the Victorian Ministry of Education. ACER Research Monograph No. 34. Australian Council for Educational Research, Haw thorn. Report No.-ISBN-0-86431-055-2 Pub Date-89 Note—241p. Available from-Australian Council for Educa tional Research, Frederick St., Hawrhorn, Vic toria 3122, Australia ($24.95). Pub Type-Books (010) – Reports - Research (143) – Tests/Questionnaires (160) Document Not Available from EDRS. Descriptors—Educational Assessment, Educa tional Research, *Educational Testing, Elementary Secondary Education, Foreign countries, Language Tests, *Mathematics Achievement, Mathematics Tests, *Reading Achievement, Reading Skills, Reading Tests, *Student Evaluation, Writing (Composition), *Writing Evalua tion, Writing Skills Identifiers—*Australia (Victoria), *Numeracy Most of the criticism of Australian schools focuses on students' skills in literacy and numeracy. This study assessed levels of student achievement in Victoria's primary and secondary schools in 1988 in some key areas of literacy and numeracy. This report maps the performances of students in Years 5 and 9 on scales of development in mathematics, reading, and writing. It identifies the proportions of students in these years achieving at or above defined levels of minimum competence and it also provides details of the extent to which higher level skills are developed. In terms of minimum competence, it provides comparisons with levels of achievement of similar students in 1975 and 1980. The study thus provides an assessment of the extent to which Victoria's schools are meeting some of their goals. The data on performance levels in 1988 came from samples of 1,536 Year 5 students from 75 schools and 1,112 Year 9 from 52 schools. By also sampling from Years 4 and 6 and Years 8 and 10 in these schools, saples, of 1,421 10-year-olds and 1,028 14-year-olds were obtained to allow estimates of achievements by age as well as by year level in school. The document includes many tables, charts, a 22-item bibliography, and the tests and questionnaires used in the study. (JB) ED 313 298 SO 020 327 Some Books about Alaska Received in 1988. Alaska State Dept. of Education, Juneau. Div. of State Libraries. Pub Date—Apr 89 Note-21p. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Annotated Bibliographies, * Area Studies, Bibliographic Records, Childrens Literature, Fiction, Nonfiction, Reading Materials, Reference Materials, Resource Materials, *State History Identifiers—* Alaska, * Arctic This annual bibliography of Alaska- and Arctic-related publications received by the Alaska division of State Libraries is divided into four sections. Twelve items are in the “Juvenile” section, 115 are in the “Adult Nonfiction” section, 17 are in the “Adult Fiction" section, and 8 are in the “Reference” section. Short annotations are given for each item, including publishing information, price, and brief indication of subject matter. (JB) ED 313 299 SO 020 331 Instructional Strategies Guide: Grade 11, Social Studies. Louisiana Educational Assessment Program (LEAP).
Kamehameha Schools/Bernice Pauahi Bishop Es tate, Honolulu, HI. Center for Development in Early Education.; Louisiana State Dept. of Education, Baton Rouge. Pub Date-89 Note-93p. Pub Type- Guides - Classroom - Teacher (052) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Educational Objectives, Educational Strategies, *Grade 11, High Schools, Instructional Design, Instructional Development, Secondary School Curriculum, *Social Studies, Teaching Methods, *Test Format Identifiers—*Vygotsky (Lev S) This guide has been developed by experienced educators and curriculum specialists to provide Louisiana educators with information regarding assessment strategies used on the Louisiana Educational Assessment Program (LEAP) Grade 11 test (successful completion of which is required for graduation), as well as suggested instructional approaches for enhancing student proficiency in the skill areas covered on the examination. The materials in this guide will be useful in a variety of settings, including regular classes and LEAP-focused review/remedial classes. The guide is organized in a manner that permits flexible use, each section being self-contained to facilitate use by educators who choose to focus on a specific content area. Four skill areas are covered: history of the United States, civics, free enterprise, and social studies. For each skill area a sample item is presented that is representative of the LEAP test area. A description of test questions follows, including format and content, along with the basic characteristics of an item's answer choices. Descriptive information is also provided for the categories of incorrect answer choices. Then the correct and incorrect answer choices for the sample item are identified. Finally, instructional considerations relevant to preparing students for the various skill areas tested on the LEAP examination are described. A list of social studies terms that may be included on the examination is provided. (JB)
American Academy of Arts and Sciences, Boston, Mass. Pub Date—89 Note—229p.; Issued as volume 118, number 2 of the Proceedings of the American Academy of Arts and Sciences. Journal Cit—Daedalus; v118 n2 Spr 1989 Pub Type-Collected Works - Proceedings (021) Collected Works - Serials (022) EDRS Price - MF01/PC10 Plus Postage. Descriptors-*Acquired Immune Deficiency Syn drome, Epidemiology, Foreign countries, *Medi cal Research, *Social Problems Identifiers-Great Britain, Sweden Because events move swiftly in the contemporary world, it is easy to forget that acquired immune deficiency syndrome (AIDS) is a phenomenon of the 1980s. It is generally agreed that this is only the very beginning of a scientific investigation that will go on well into the 21st century. This issue attempts to provide some of the basic information and understanding needed for an intelligent public discussion of the AIDS problem. Nine articles are included: (1) “What Is an Epidemic? AIDS in Historical Perspective” (C. Rosenberg); (2) “AIDS: The Challenge to Biomedical Research” (M. Hamburg; A. Fauci); (3) “AIDS in the United States: Patient Care and Politics" (A Ron; D. Rogers); (4) “Clinical Care in the AIDS Epidemic" (G. Friedland); (5) "Alive with AIDS” (P. Phoenix); (6) “The Power of Professionalism: Policies for AIDS in Britain, Sweden, and the United States” (D. Fox; And Others); (7) “Responding to a Pandemic: International Interest in AIDS Control” (N. Christakis); (8) “AIDS as Human Suffering" (P. Farmer; A. Kleinman); (9) “The Epidemiology and Transmission Dynamics of HIV-AIDS” (R. May; And Others). (PPB) ED 313 302 SO 020 344 Winch, Julie "To Reunite the Great Family”: Free Blacks and Haitian Emigration. Pub Date—6 Apr 89 Note-15p.; Paper presented at the Annual Meet ing of the Organization of American Historians (St. Louis, MO, April 6-9, 1989). Pub Type - Speeches/Meeting Papers (150) - In formation Analyses (070) — Historical Materials (060) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Black History, Blacks, Black Stud ies, Foreign Countries, *Immigrants, Migration, *Relocation, *United States History Identifiers-*Emigration, *Haiti When historians of the U.S. antebellum free black community examine attitudes toward emigration, they invariably focus on hostility to the American Colonization Society (ACS). However, while many free people were deeply disturbed by the efforts of the ACS to send them to Liberia, they were ready to consider settling on Haiti. In 1818, Prince Saunders, of Boston, praised Haiti to his fellow blacks and planned to work with Haiti's King Henry Christophe to encourage their emigration to that country. However, a rebellion and the king's death interfered. The country's new president, Jean Pierre Boyer, saw immigration of blacks from the United States as a solution to all his problems. Haiti was desperately short of manpower, and Boyer, who feared a French invasion, needed allies. He thought that in return for taking in thousands of unwanted free blacks, a grateful U.S. Government would grant him diplomatic recognition. He offered to subsidize their relocation and envisioned the arrival of 6,000 settlers in the first year. Emigration societies sprang up in the United States all along the Atlantic seaboard and as far west as Cincinnati. The relocation process was not always successful, and some disenchanted blacks returned to the United States. However, many others stayed and sent back glowing reports of their newly adopted country. (JB) ED 313 303 SO 020 347 Baccus, R. Eileen The Emerging Minority Majority. Pub Date-Mar 89 Note-13p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cultural Pluralism, *Majority Atti tudes, *Minority Group Influences, * Minority Groups, Multicultural Education, *Population Trends, *Social Change, *Social Integration, Social Science Research, Sociocultural Patterns The United States is experiencing a major demographic transformation. Some studies have pro
ED 313 300 SO 020 337 Drummond, Dorothy W. The Geography Gap in Teacher Training Programs: A Stumbling Block to Internationalizing Indi ana. Pub Date-5 Oct 89 Note-15p.; Paper delivered at the Indiana Acad emy of the Social Sciences (Evansville, IN, Octo ber 5, 1986). Pub Type - Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Elementary Secondary Education, *Geography, *Geography Instruction, Map Skills, *Teacher Education, *Teacher Education Curriculum, Teacher Education Programs, *Teacher Qualifications Identifiers—*Geographic Literacy, *Indiana Geographic illiteracy is widespread in Indiana. In seeking a solution, it is necessary first to isolate the problem. It seems that the problem has come about in spite of rather than because of state curriculum guidelines. Geography has a strong role in the social studies curriculum of Indiana at every grade level from first through seventh. The systematic study of geography is weak at the high school level, but there are many courses offered in which geographic concepts can or should be integrated. It is likely that teacher training requirements in Indiana may be encouraging weakness in geography. Under the present licensing requirements, the state does not set down rigid specifications for certification, but instead offers guidelines to be worked out in programs offered by individual teacher training institutions. A survey of teacher training programs at 32 Indiana institutions of higher learning in 1985 indicated the probability that a majority of teachers in Indiana had little or no formal training in geography. It is clear that many teachers today face a curriculum with a heavy emphasis in geography without the foundation skills and understandings needed to maintain a comfort level in the classroom. Since teachers facing time constraints tend to emphasize subject matter in which they feel competent, it is understandable if geography is neglected. If geographic illiteracy is to be remedied in Indiana, a start must be made with teacher training. Study findings are presented in two tables and a chart. (JB) ED 313 301 SO 020 342 Graubard, Stephen R., Ed. Living with AIDs.
jected that by the year 2020, whites will be in the minority as their number is surpassed by those of Indian, Asian, African, and Spanish descent, to name a few. Educators must make a major commitment to see that all students have the opportunity to perform academically at a high level. There will be barriers of color, language, culture, and attitude that will be greater than any faced before as white and minority students are joined by those from Thailand, Vietnam, and other countries. The task will be not to lower the standards but to increase the effort. To make this effort will be to the direct benefit of all, as a new generation of people become a part of the fabric of U.S. life, adding the high level of energy and creativity characteristic of groups making their way in the United States. Their numbers are now so large that if they do not succeed, all in the United States will have diminished futures. Few businesses are prepared to face this increasing cultural diversity. Managers must learn to value workforce diversity and manage in a way designed to seize the benefits that differences bring. (JB) ED 313 304 SO 020 349 Hufford, Mary One Space, Many Places: Folklife and Land Use in New Jersey's Pinelands National Reserve. Report and Recommendations to the New Jersey Pinelands Commission for Cultural Conservation in the Pinelands National Reserve. Library of Congress, Washington, D.C. American Folklife Center. Pub Date—86 Note-152p. Available from American Folklife Center, Library of Congress, Washington, D.C. 20540 ($10.00) Pub Type - Books (010) - Reports - Research (143) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Community Change, Community Characteristics, Community Development, *Conservation (Environment), *Cultural Context, Cultural Differences, Cultural Traits, Environment, *Folk Culture, Geographic Regions, *Regional Characteristics, *Regional Planning Identifiers-Culture Preservation, *New Jersey, *Pinelands National Reserve In 1978, the U.S. Congress established the Pinelands National Reserve on a million-acre landscape of New Jersey woodlands, farms, marshes, suburbs, towns, rivers, and bays. The reserve was to protect not only the region's great natural beauty and scientific value, but also the cultural life of its people, which is largely undocumented. In 1983, the American Folklife Center of the Library of Congress inaugurated the Pinelands Folklife Project, a field survey that documented on audio tape and film hundreds of residents of the area, capturing images of their lives in songs, stories, recipes, poems, crafts, festivals, recreation, tools, and technologies. Like natural resources, such expressions warrant consideration from planners, but their intangible aspects pose a special challenge. This document refutes the popular image of the region as a wilderness sparsely populated with quaint, backwoods people, presenting instead a place rich in cultural and environmental diversity and describing how residents convey their sense of place through myriad cultural expressions, which planners can factor into their land-use decisions. The concluding chapter on cultural conservation makes specific recommendations for protecting the region's cultural heritage. Dozens of illustrations, including black and white photographs, line drawings, and charts and maps from the Pinelands Folklife Project Archive complement the description and analysis. Appendices provide information on the logistics of the survey and a checklist for development review for municipal planning boards. (JB) ED 313 305 SO 020 352 Gagnon, Paul Democracy's Half-Told Story. What American History Textbooks Should Add. American Federation of Teachers, Washington, D.C. Spons Agency–National Endowment for the Humanities (NFAH), Washington, D.C.; Pew Me morial Trust, Philadelphia, Pa. Pub Date—89 Note—180p.; For related documents, see EJ 357 591, EJ 366 773, EJ 379 293 and SO 018 637. Available from Democracy's Half-Told Story, American Federation of Teachers, 555 New Jersey Avenue, NW, Washington, DC 20001 (1-10, $7.00, additional copies $5.00).
Pub Type— Books (010) – Opinion Papers (120) EDRS Price - MF01/PĆ08 Plus Postage. Descriptors-Educational Objectives, *History In struction, *History Textbooks, Secondary Education, Social Studies, *Textbook Content, Textbook Evaluation, Textbook Research, *United States History The first purpose of a high school course in U.S. history must be to help students understand the essence of democracy and those events, institutions, and forces that have either promoted or obstructed it. This review examines five textbooks and analyzes how useful they are in aiding that process, and how they might be made more helpful. The five texts are: (1) "A History of the United States" (D. Boorstin; B. Kelley); (2) “History of a Free People” (H. Bragdon; S. McCutchen); (3) "The United States: A History of the Republic" (J. Davidson; M. Lytle); (4) “People and Our Country” (N. Risjord; T. Haywoode); (5) “Triumph of the American Nation” (L. Todd; M. Ćurti). The texts are reviewed using topic divisions such as: "History's Role in Civic Education"; "Old World Backgrounds"; "Civil War and Emancipation"; "Change and Reform Before World War I”; and “Depression, New Deal, and War Again.” The textbooks under review are at one and the same time over-detailed and under-detailed: the first, because they try to mention something about everything; the second, because they fail to develop major themes in depth. They labor too hard to balance affirmation and negation of U.S. history, and the result is a detached neutrality, passionless about both the ugly and the beautiful moments in that history. The texts should convey the complication, drama, suspense, and the paradox of comedy and tragedy found in history. The Education for Democracy Project's Statement of Principles and its signatories are given in the appendix. (PPB)
ED 313 306 SO 020 384 Lewis, Jeremy R. T. Political Science Courseware: A Comparative Analysis. Pub Date—31 Aug 89 Note-34p.; Paper presented at the Annual Meet ing of the American Political Science Association (85th, Atlanta, GA, August 31-September 3, 1989). Pub Type— Book/Product Reviews (072) — Re ports - Evaluative (142) — Speeches/Meeting Pa pers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Computer Assisted Instruction, *Computer Simulation, *Computer Software Reviews, *Courseware, *Political Science, Postsecondary Education, Secondary Education, Teaching Methods This critical review of 13 political science software simulations and tutorials rates the programs both by quality of presentation and by educational content. Courseware does have a truly interactive nature yet allows the student to be in an active mode of control. The software programs reviewed feature a variety of graphic, textual, and interactive qualities. The difficulty with comparing simulations (and the less complex interactive tutorials) lies in determining whether to do so according to the educational or substantive content, or according to the sophistication of the programming and presentation. The computer can be best used to add value to professorial time by permitting students to learn on their own time in a manner that is more motivational that conventional homework. Some of the software titles reviewed are: “On the Campaign Trail”; “Balance of Power”; “President Elect"; and "Congress and the Presidency.” Prices and publishers of 19 software items are given, along with 37 references. (PPB) ED 313 307 SO 020 385 Ketcham, Allen F. Rossman, Joseph E., Jr. Texas High School Free Enterprise Textbooks. Pub Date—26 Mar 88 Note-13p.; Paper presented at the Annual Meet ing of the Southwestern Social Science Associa tion (66th, Houston, TX, March 22-26, 1988). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Comparative Analysis, *Content Analysis, * Economics Education, *Free Enterprise System, Government Role, High Schools, State Action, State Legislation, *Textbook Evaluation, Textbook Research Identifiers—*Texas The 66th and 67th Texas legislatures mandated
that an economics course with an emphasis on the free enterprise system and its benefits be a required course for all students graduating from Texas high schools. This paper presents an analysis of the 1982-1988 textbooks adopted for that course. The key concepts evaluated were: definition of economics, definition of economic problems, economic resources, economic goals, economic systems definitions, gains from capitalism, gains from socialism/communism, generic gains, weaknesses of economic systems, personalities of capitalism, and personalities of communism. The texts examined were: (1) “Economics of Our Free Enterprise System” (K. Brown and others); (2) “Essentials of Economics and Free Enterprise” (R. Hodgetts, T. Smart); (3) “Fundamentals of the American Free Enterprise System" (R. Hodgetts, T. Smart); (4) “Hard Choices: The Economics of the American Free Enterprise System" (W. Luker, G. Luker); (5) "Free Enterprise-The American Economic System” (R. Smith and others); (6) “Consumer Economic Problems” (R. Warmke, E. Wyllie); (7) "Invitation to Economics” (L. Wolken, J. Glocker). The findings are presented in three tables and one graph. (PPB) ED 313 308 SO 020 389 Jain, Sushil A Bibliography of English Language Publications on Japanese Education, 1970-1988. Pub Date—Apr 89 Note—36p Available from-Eskay Publications, S.K. Jain, 3280 Everts Ave., Windsor, Ontario, N9E 2V8, Canada ($5.00). Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Comparative Education, * Early Childhood Education, *Educational Change, *Educational Development, Educational Environment, Educational Experience, Educational Improvement, Educational Innovation, *Educational Practices, *Educational Principles, *Elementary Secondary Education, Foreign countries Identifiers—*Japan When Japan was occupied by the Allied Occupation Forces after the conclusion of World War II, the country was told to adopt a new democratic educational system styled after the U.S. system of education. The Japanese fitted the new system to suit their requirements and environment. In the following years the system was so perfected that it became an extremely successful operation which, some say, led to the economic recovery of a fallen nation. Like many other scientific and technical innovations that the Japanese obtained from foreigners, they seem to have perfected the borrowed educational technology in such an ingenious way that it has become genuinely indigenous Japanese. Just as U.S. and Canadian business people are now learning from Japanese technological and administrative techniques, North American educators are going to Japan to learn how the Japanese educational system works. This bibliography lists 365 English language materials published between 1970 and 1988 that deal with Japanese schooling. It is not comprehensive. Numerous publications of the Japanese Ministry of Education and of many national and international agencies based in Japan, unpublished papers, and material dealing with Japanese higher education are excluded. Reference is made to earlier bibliographies on this specific topic and to 23 bibliographical references that might be useful when looking for additional material. (JB) ED 313 309 SO 020 443 Smith, Ben Drill V. Varied Activity Methods of Teaching Geographic Place Vocabulary. Pub Date—12 Apr 86 Note-41p.; Paper presented at the Southeast Re gional Conference for the Social Studies (Charleston, SC, April 10-12, 1986). Pub Type-Speeches/Meeting Papers (150) — Re ports - Research (143) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Comparative Analysis, *Geography Instruction, Grade 8, *Instructional Effectiveness, Junior High Schools, *Locational Skills (Social Studies), Map Skills, Physical Geography, Pretests Posttests, Social Studies, *Teaching Methods, World Geography Many students in the United States do not possess a sound geographic vocabulary. This study compared two instructional methods, drill and varied
activities, that might be used to develop that vocabulary. Eighth-grade social studies classes at three sites (one urban, one rural, and one transitional) were used to assess learning of the 50 United States and 50 prominent world places over a period of four weeks. The students were divided into three experimental groups: those who received drill instruction, those who received varied activity instruction, and a control group who received no instruction. All groups were given a pretest and a posttest consisting of outline maps of the United States and the world with numbered locations to be identified. The drill and activity groups received the same amount of instructional time, only the methods varied. Both methods of instruction were proven effective, but drill was apparently the better method. Tables and graphs present the statistical findings. The pretests and posttests are also included. The document concludes with a 37-item bibliography. (JB) ED 313 310 SO 020 447 Your Legal Guide to Marriage and Other Relation ships. You and the Law Series. American Bar Association, Chicago, IL. Public Ed ucation Div. Report No.-ISBN-0-89707-436-X Pub Date-89 Note—78p.; For related documents, see so 020 448-450. Available from—Order Fulfillment, American Bar Association, 750 N. Lake Shore Drive, Chicago, IL 60611 (1-9 copies, $2.00 each, 10-99 copies, $1.50 each, over 99 copies, $1.00 each). Pub Type- Legal/Legislative/Regulatory Materi als (090) — Reference Materials (130) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Adoption, Child Custody, Children, *Cohabitation, Death, Divorce, *Economic Factors, *Family (Sociological Unit), Family Relationship, Family Violence, Financial Support, Laws, *Legal Responsibility, * Marriage With marriage laws in a state of flux, it is difficult to give unqualified answers to many of the serious and important questions people ask about law and marriage. To a great extent, each state is sovereign in the laws affecting marriage. Courts are playing an active role in defining and changing the legal consequences of marriage and other relationships. The important issues and considerations that cut across the laws and court decisions of all states are the focus of this booklet. The information is presented in question/answer format. The six chapters and some of the topics they cover are as follows: (1) "Defining Marriage Legally"-getting married, common-law marriage, name changes, premarital contracts, invalid marriages, living together outside of marriage; (2) “The Financial Side”-property, debts, equal credit legislation, estate planning; (3) “Children”-abortion, reproduction and childbirth, paternity and support, adoption, abuse and neglect laws; (4) “Your Conduct Toward Each Other”-sexual relations, domestic violence; (5) “Breaking Apart" -separation, annulment, divorce, spousal support, custody, visitation, and (6) “When a Spouse Dies” -wills, if there is no will, and children and inheritance. The booklet concludes with a section on where to obtain for more help. (JB) ED 313 311 SO 020 448 Law and the Courts: A Handbook about United States Law and Court Procedures, with a Glos sary of Legal Terms. You and the Law Series. American Bar Association, Chicago, IL. Public Ed ucation Div. Report No.-ISBN-0-89707-331-2 Pub Date—87 Note—83p.; For related documents, see SO 020 447-450. Available from Order Fulfillment, American Bar Association, 750 N. Lake Shore Drive, Chicago, IL 60611 (1-9 copies, $2.00 each, 10-99 copies, $1.50 each, over 99 copies, $1.00 each). Pub Type- Legal/Legislative/Regulatory Materi als (090) Reference Materials (130) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Court Judges, Court Litigation, *Criminal Law, * Federal Courts, *Hearings, Law yers, *State Courts Identifiers-Appeals (Hearings), *Civil Law, *Courtroom Procedures For most people, law and the courts are veiled in mystery. Even though the law is made by legislators elected by the public and interpreted by judges chosen directly or indirectly by the public, and even Page 21
though great strides have been made in making the law and its special language more understandable to people, the general public is still often confused about law and the courts. This booklet attempts to unravel some of these mysteries. It provides an introduction to the U.S. legal system, discusses briefly the roles of key actors in the system, and outlines and explains the steps involved in most civil and criminal cases. While it does not include all kinds of lawsuits, it does attempt to explain the procedures common to most of them. The booklet also discusses some of the special courts in the U.S. system, provides a chart on courts in the federal system and in a representative state, and explores various methods of alternative dispute resolution. The focus of the booklet is on helping readers understand the system as a whole. Practical problems of everyday law are not examined. A glossary of frequently used legal terms is included as a ready reference. (JB) ED 313 312 SO 020 449 Your Legal Guide to Consumer Credit, with a Special Section on Bankruptcy. You and the Law Series. American Bar Association, Chicago, IL. Public Ed ucation Div. Report No.-ISBN-0-89707-356-8 Pub Date-88 Note—51p.; For related documents, see SO 020 447-450. Available from-Order Fulfillment, American Bar Association, 750 N. Lake Shore Drive, Chicago, IL 60611 (1-9 copies, $2.00 each, 10-99 copies, $1.50 each, over 99 copies, $1.00 each). Pub Type- Legal/Legislative/Regulatory Materi als (090) — Reference Materials (130) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Consumer Education, Consumer Protection, *Credit (Finance), Eligibility, Financial Problems, *Laws, Legal Responsibility, Loan Repayment, * Money Management, Purchasing Identifiers—*Bankruptcy, *Credit Cards This booklet was published to help people better understand how to use it, how to determine if they are reaching or have reached their credit-debt limit, and what to do if they have exceeded that limit. It also explains federal rules, regulations, and laws pertaining to consumer installment credit that are designed to protect the consumer. “An Introduction to Credit : What Is It? What Does It Cost?” uses a few simple examples to answer these questions. “Choosing a Credit Card” explains how to compare the true costs of using various credit cards. “How the Law Protects You-and How You Can Protect Yourself” discusses the basics of the Truth in Lending Act. "How to Apply for Credit” discusses what factors lenders look at in evaluating credit-worthiness and what factors cannot be used to refuse credit to someone, and offers suggestions as to what to do if a credit application is denied. "How to Establish a Credit Record and Check Your Credit Record” and "How to Correct Credit Mistakes” offer clear explanations of those topics. “How Much Credit Can You Handle?” provides a worksheet to determine one's credit ceiling. “Debt Collection and the Law” answers some key questions concerning this topic. “Deep in Debt: Bankruptcy and Other Alternatives" explains the options for people in serious financial trouble. The booklet concludes with a section on where one can get help and more information. (JB) ED 313 313 SO 020 450 Law in the Workplace. You and the Law Series. American Bar Association, Chicago, IL. Public Ed ucation Div. Report No.-ISBN-0-89707-312-6 Pub Date—87 Note—81p.; For related documents, see So 020 447-449. Available from-Order Fulfillment, American Bar Association, 750 N. Lake Shore Drive, Chicago, IL 60611 (1-9 copies, $2.00 each, 10-99 copies, $1.50 each, over 99 copies, $1.00 each). Pub Type- Legal/Legislative/Regulatory Materi als (090) — Reference Materials (130) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Age Discrimination, Civil Rights, Disabilities, *Employer Employee Relationship, *Employment Problems, *Laws, Occupational Safety and Health, Racial Discrimination, *Retirement, Sex Discrimination, *Unemployment, Workers Compensation Meant to help both employees and employers
avoid problems by generally explaining the law of the workplace and suggesting places to turn for further information concerning particular situations, this booklet is presented in a question/answer format. The areas covered and their subtopics are as follows: (1) recruiting and hiring; (2) employees' rights and responsibilities on the job-wages and hours, job safety, employee privacy, unions and collective bargaining, discrimination, unique rights of government employees, and performance reviews and discipline; (3) out of work-job security, unemployment benefits, social security disability, workers' compensation, special disability plans; and (4) planning for retirement-social security, pension plans. The booklet concludes with a section on where to get more information. (JB) ED 313 314 SO 020 451 Law As a Career. American Bar Association, Chicago, IL. Public Ed ucation Div. Pub Date-89 Note-18p. Available from-Information Services, American Bar Association, 750 N. Lake Shore Drive, Chicago, IL 60611 (1-25 copies, $1.00 each, 26-100 copies, $.80 each, over 100 copies, $.60 each). Pub Type— Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Career Choice, Career Exploration, Careers, College Bound Students, *Lawyers, Occupational Aspiration, *Professional Occupations, Professional Training, Secondary Education Intended as a guide for people considering a career in law, this booklet addresses the following questions: (1) “What is the lawyer's role in society?" (2) “Should you be a lawyer?” (3) “What about jobs?" (4) "How much do lawyers make?" (5) "How do you choose a law school?” (6) “How to get into law school?” (7) “What is law school like?” (8) “How much does law school cost?” (9) “What about financial aid?” and (10) “Admission to the bar.” A 37-item bibliography of books that discuss in further detail some of the questions dealt with in this booklet is included. Annotations are provided for those items not mentioned in the text. (JB) ED 313 315 SO 020 547 Patrick, John J. Liberty and Order in Constitutional Government: Ideas and Issues in “The Federalist Papers.” Virginia Jefferson Association, Richmond. Spons Agency-Department of Education, Wash ington, DC Pub Date-89 Grant-R-1243-B8000-5 Note—61p.; For related documents, see ED 280 764, ED 292 740, ED 258 891, and SO 020 195. Available from-Virginia Jefferson Association, P.O. Box 1463, Richmond, VA 23212. Pub Type— Guides - Classroom - Teacher (052) — Historical Materials (060) — Reports - Descrip tive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Constitutional History, Curriculum Enrichment, *Democracy, Democratic Values, *Federal Government, Resource Materials, Secondary Education, *Social Studies, State Government, United States Government (Course), *United States History Identifiers—Bill of Rights, Constitutional Pro cesses, *Federalist Papers, Founding Fathers of the United States, Hamilton (Alexander), Jay (John), Madison (James), *United States Constitution, Yates (Robert) This publication provides a brief introduction to core ideas of constitutional government in the United State as presented in "The Federalist” by Alexander Hamilton, James Madison, and John Jay. The first of “The Federalists” papers was written by Hamilton, who joined with Jay and Madison in this series of essays to refute the objections to the Constitution raised by the Anti-Federalists. Excerpts from both “The Federalists” and “The Anti-Federalists” series of publications are included. Both sides viewed liberty and order as the necessary ends of government, but could not agree as to what an acceptable balance between liberty and order would be. There was also disagreement within the Federalist camp. Hamilton argued that a strong central government was required to preserve the governmental integrity of the nation, and that checks and balances between the three branches of government would prevent any one branch from abusing its powers.
Madison argued that government must have the power to maintain itself and perform its duties, but he spoke for limits to protect the liberty and security of the individual. Information and ideas that can be used in a Federalist/ Anti-Federalist forum focusing on the primary issue of the balance between liberty and order are presented. Suggestions are made on how to structure and conduct the forums. A chronology of events associated with the Federalist/ Anti-Federalist debate, a guide for teachers and forum leaders, a participant rating sheet for the forum, and a bibliography of 18 items are also included. (PPB) ED 313 316 SO 020 665 Fromboluti, Carol Sue Helping Your Child Learn Geography. Geological Survey (Dept. of Interior), Reston, Va.; Office of Educational Research and Improvement (ED), Washington, DC. Report No.--IS-90-910 Pub Date-Feb 90 Note—43p.; For related document, see SO 020 666. Available from-Geography, Consumer Informa tion Center Pueblo, CO 81009 ($0.50). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Elementary Education, Elementary School Curriculum, Geographic Concepts, *Geography, Geography Instruction, Learning Activities, Map Skills, *Parents, Resource Materials, *Social Studies Providing practical learning activities for parents to use to teach geography to children under age 10, this profusely illustrated handbook is organized in terms of 5 major themes of geography: (1) physical location; (2) physical and human characteristics of places; (3) relationships among people and places; (4) patterns of movement of people, products, and information; and (5) formation and change of regions. These five themes, developed by the Joint Committee on Geographic Education of the National Council for Geographic Education and the American Association of Geographers, have recently been adopted by many U.S. schools. By using this handbook, parents can connect everyday learning experiences in the home and neighborhood to the curriculum in school. They can also direct the natural curiosity of children toward questions and knowledge in geography. In addition to the learning activities for children, the handbook contains a glossary of geographic terms, lists of sources for acquiring free or inexpensive materials, and a list of books for children on various topics in physical and cultural geography. Supporting materials include an outline map of the United States and a press release and publication announcement concerning the contents and uses of this handbook. (JP) ED 313 317 SO 020 666 Allen, Russell And Others The Geography Learning of High School Seniors. 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.; National Geo graphic Society, Washington, DC. Report No.-ISBN-0-88685-097-5; NAEP-19-G 01 Pub Date—Feb 90 Grant-G008720335 Note-140p.; “Prepared by Russell Allen, Norman Bettis, Dana Kaufman, Walter MacDonald, Ina V. S. Mullis, Christopher Salter, with the collaboration of Mary A. Foertsch, Lynn B. Jenkins, and Marianne Kenney.” For related document, see SO 020 665. Available from-NAEP, Educational Testing Ser vice, Rosedale Road, Princeton, NJ 08541-0001. Pub Type - Reports - Research (143) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Educational Research, *Geographic Concepts, *Geography, Geography Instruction, Grade 12, History, *Map Skills, Secondary Education, Secondary School Curriculum, Social Studies, Statistical Analysis Identifiers—*National Assessment of Educational Progress This report presents results of the 1988 National Assessment of Educational Progress (NAEP) survey of the geographic knowledge and skills of high school seniors. A national stratified sample of more than 3,000 twelfth graders from approximately 300 public and private schools responded to 76 multiple-choice questions about the following 4 topics in geography: (1) knowing locations, such as countries, cities, and physical places; (2) using the skills and tools of geography, such as map and globe symbols and longitude and latitude; (3) understanding cultural geography, including human-environment relationships and cultural change; and understanding physical geography, including climate, weather, tectonics, and erosion. The respondents correctly answered only 57 percent of the test items. Average scores for the four topics in the test ranged from 52.5 percent correct on geographic skills to 59.5 percent correct in the cultural geography category. These results indicate that students generally
are deficient in geographic knowledge and skills. This problem may be associated with inadequate treatment of geography in the high school curriculum. Much of the geography presented to high school students is integrated with courses in history and science. Less than two-thirds of these respondents had taken a high school course in geography. There was no relationship, however, between taking geography coursework and better performance on this test. But students who studied geography in a U.S. history course performed better than those without this academic experience. Better performance on this test was linked to certain background factors, such as well-educated parents, both parents living at home, availability of many reading materials, limited viewing of television, and time spent doing homework. Additional materials include reactions of researchers and educators, press release materials, and statements from officials of the Office of Educational Research and Improvement, the NAEP, and the National Geographic Society. (JP)
learning and teaching a concept, an explanation is given of how a complex concept can be taught in terms of simpler or contributory concepts. The importance of examples and non-examples in learning and teaching a concept is emphasized. A discussion is presented on how the methods and techniques of TCA were used to develop the courseware called "Introductory New Mathematics for Parents and Children.” Relationships within concepts are demonstrated with diagrams. References and a bibliography are included. (JD) ED 313 320 SP 031 454 The Irish System of Teacher Education. Part 1. (Including Appendix 1). Series 89/5a. Dublin Univ. (Ireland). Dept. of Teacher Educa tion. Pub Date—89 Note-34p.; For related document, see SP 031 455. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Academic Standards, Admission Criteria, Degree Requirements, English Curriculum, Foreign countries, Government Role, Higher Education, Mathematics Curriculum, Preservice Teacher Education, *Required Courses, *Teacher Certification, *Teacher Educa tion Curriculum, *Testing Identifiers-Ireland An overview is presented of the system of education in Ireland, with special reference to teacher education. Educational requirements for the early grades are briefly covered, and changing patterns in schooling are pointed out. The system of higher education is outlined prior to a more in-depth description of the system of teacher education. Included in the description are the qualifications to teach in secondary schools, training for primary education, and degree awarding systems. A discussion of the education and training of teachers in the University of Dublin, Trinity College includes admission requirements, subjects offered, administrative arrangements, the higher diploma in education, and compulsory courses. Appended are the current syllabuses for English and mathematics for the intermediate certificate at the higher and lower levels. (JD)
ED 313 321 SP 031 455 The System of Teacher Education Part II. Appen dices II, III and IV. Series 89/5b. Dublin Univ. (Ireland). Dept. of Teacher Educa tion. Pub Date—89 Note—43p.; For related document, see SP 031 454. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*English Curriculum, Foreign Countries, *Grading, Higher Education, *Mathematics Curriculum, Required Courses, *Teacher Education Curriculum, *Testing Identifiers—*Ireland These appendices to The Irish System of Teacher Education contain: (1) current syllabuses for english and mathematics at the higher and lower levels in the leaving certificate examination; (2) leaving certificate examination marking system; and (3) single honors english degree course syllabus and mathematics degree course syllabus. (JD)
ED 313 318 SP 031 338 Shinghal, Rajjan Le Xuan, Albert Using Conceptual Analysis To Build Knowledge Bases. Pub Date—[89] Note-15p.; For related document, see SP 031 339. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Abstract Reasoning, Cognitive Struc tures, Concept Formation, Concept Teaching, *Discriminant Analysis, Expert Systems, *Gener alization, *Learning Processes Identifiers—*Conceptual Analysis This paper describes the methods and techniques called Conceptual Analysis (CA), a rigorous procedure to generate (without involuntary omissions and repetitions) knowledge bases for the development of knowledge-based systems. An introduction is given of CA and how it can be used to produce knowledge bases. A discussion is presented on what is meant by learning and teaching a concept, a rule, and a principle. An explanation is provided of some of the pre-requisites and basic theories behind CA. The importance of positive examples and negative examples is emphasized and a specific instance of how a conceptual analysis can be performed to generate a knowledge base is demonstrated. It is pointed out the generalization and discrimination are the two most important concepts in the field of education and training. (JD) ED 313 319 SP 031 339 Le Xuan, Albert Shinghal, Rajjan Courseware Development by Topdown Conceptual Analysis. Pub Date—11 May 89 Note-15p.; Paper presented at the International Conference On Computer-Assisted-Learning (Dallas, TX, May 11, 1989). For related docu ment, see SP 031 338. Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Abstract Reasoning, Authoring Aids (Programing), *Concept Formation, *Concept Teaching, Course Content, *Courseware, Curriculum Development, Discriminant Analysis, *Generalization, *Material Development, Mathe matics Instruction Identifiers—*Topdown Conceptual Analysis This paper describes Topdown Conceptual Analysis (TCA) and how it can be used to produce the knowledge base for the development of courseware. Some of the prerequisites and basic theories behind TCA are explained. In discussing what is meant by
der shared and gender specific experience and behavior; the uniformities, and diversities within and between women's and men's experience, with special attention to the effects of class, race and ethnic background; the differences and interactions between experience and ideology; theories of feminism; stages in curricular revision; and pedagogical implications of the ways society is gendered. This document is a description of the curriculum development project, and includes a syllabus and resource guide. (JD) ED 313 323 SP 031 604 Stegemiller, H. Andrew An Annotated Bibliography of the Literature Deal ing With the Contributing Factors of Teacher Expectations on Student Performance. Pub Date-89 Note-35p. Pub Type - Reference Materials - Bibliographies (131) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Academic Achievement, Elemen tary Secondary Education, Failure, *Performance, Prediction, Student Behavior, *Student Characteristics, *Student Evaluation, Teacher Characteristics, *Teacher Expectations of Students This paper reviews recent literature regarding the impact of teacher expectations on student performance. The first section reviews recent literature with respect to teacher expectations in which teacher characteristics were viewed as the dependent variable in the interaction. The focus of the second section is to review recent literature where the characteristics of the student were viewed as the dependent variable. The third section reviews research that investigated the mediating processes between teacher and student that contribute to teacher expectations and student performance. There was apparent agreement that teachers' predictions of test scores tended to be overestimated for high achievers and underestimated for low achievers. Student characteristics contributing to expectation included social class, attractiveness, ethnicity and perhaps gender. Models generally suggested that teachers' expectations are communicated to students through differential teacher treatment. (JD) ED 313 324 SP 031 606 Dalton, Stephanie Teachers as Assessors and Assistors. Hawaii Univ., Honolulu. Coll. of Education.; Kamehameha Schools/Bernice Pauahi Bishop Estate, Honolulu, HI. Center for Development in Early Education. Pub Date—30 Mar 89 Note-22p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (San Francisco, CA, March 30, 1989). Pub Type-Speeches/Meeting Papers (150) – Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Cognitive Development, Higher Ed ucation, *Interaction Process Analysis, *Interpersonal Relationship, Preservice Teacher Education, Social Influences, *Teacher Response, *Teacher Student Relationship Identifiers—*Vygotsky (Lev S) According to the cognitive development theory of Lev Vygotsky, learning is formed, and thinking is transformed as a result of participation in purposeful activity with others. Through joint activity, social problem solving is learned and eventually internalized into intrapsychological processes. This paper describes an experimental teacher education program that is an application of principles representing Vygotskian theoretical themes. The guiding principles are described and supported with quotes from observational and interview data to present a model of teaching, performance assistance. The program supports the model by proposing reorganized interactional teaching activity to assist rather than assess student performance. A preservice teacher's case of early teaching practice is discussed to demonstrate: (1) how this reorganization of interaction and thinking transforms preservice teacher thinking; and (2) how institutional demands on the teacher can come into conflict with these transformations in practice. (JD) ED 313 325 SP 031 607 Burstein, Nancy Davis From Observing to Teaching: An Examination of the Relationships between Student Teachers' Activities, Perceptions and Performance.
ED 313 322 SP 031 529 Chapman, Anne Description of Workshop Series for Precollege Teachers on Women and Gender, Including Topics Covered, Readings Used, and Sample Hand outs. Spons Agency-George Gund Foundation, Cleve land, Ohio. Pub Date-89 Note-18p.; Contains several pages with light type. Pub Type - Reports - Descriptive (141) – Guides · Non-Classroom (055) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Affirmative Action, *Curriculum De velopment, Ethnicity, *Feminism, Private Schools, Secondary Education, *Sex Discrimination, Staff Development, United States History, *Womens Studies A 2-year curriculum transformation project for 12 humanities teachers from seven independent schools sought to help pre-college teachers integrate new information and insights based on women's studies and gender scholarship into their teaching. Topics covered during the workshops included the history of concern with women and gender; engenderment as a social process; tensions between gen
Pub Date—Apr 88 ing of the American Educational Research Asso ciation (New Orleans, LA, April 5-9, 1988). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Cooperating Teachers, Elementary Secondary Education, Field Experience Programs, Higher Education, Learning Activities, *Observational Learning, *Performance Factors, Preservice Teacher Education, *Program Effectiveness, *Student Teacher Attitudes, *Student Teaching, Teaching Experience, Teaching Skills, Time Management Potential influences on the student teaching experience relate to the characteristics of the placement site, the supervision of the student teacher, the requirements of the program, and the abilities of the student teacher. This study of the ecological factors that influence a student teacher's development examined the evolution of student teaching relative to increased responsibilities and the factors that influence this development. Data was gathered on six student teachers' activities through two teaching assignments, their performance and their perceptions of their experiences. Information was sought on how the subjects made the transition from observing to teaching, how this differed in the two teaching assignments, how they perceived their experiences, and whether their performance in student teaching affected the transition from observing to teaching. Information was gathered by means of daily logs on activities, evaluations of student performances, and weekly logs describing their perceptions. A discussion of the findings points out the importance of careful structuring of student teacher activities to facilitate the transition from observing to teaching. (JD)
ED 313 326 SP 031 611 Ellis, John A. And Others An Analytical Study of Teacher Perceptions Re garding Staff Development Practices. Pub Date-Nov 88 Note-12p.; Paper presented at the Annual Meet ing of the National Council of States on Inservice Education (New Orleans, LA, November 18-22, 1988) Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Faculty Development, *Inservice Teacher Education, Negative Attitudes, *Program Attitudes, Program Effectiveness, Secondary Education, Secondary School Teachers, *Teacher Attitudes This study was conducted to assess secondary teacher perceptions of staff development. Participants were 250 teachers selected randomly from secondary schools in Indiana. Survey questions pertained to six basic areas in staff development: (1) program intent; (2) planning; (3) organization; (4) finance; (5) evaluation; and (6) follow-up and support. Teachers tended to agree on the following: (1) staff development should develop competencies ultimately intended to improve student achievement; (2) teachers should be involved in the planning of staff development; (3) meetings should involve hands-on experiences and/or workshops with activity oriented sessions; (5) financial compensation should be used as an incentive for participation; (6) follow-up and support are important; and (7) staff development activities should be evaluated. Some questions on negative teacher attitudes toward staff development were raised by the study. (JD) ED 313 327 SP 031 613 Hulick, Chuck Malone, Bobby G. The Kentucky Beginning Teacher Internship Pro gram: A Preliminary Evaluation. Pub Date-88 Note-27p.; Paper presented at the Annual Confer ence of the National Council on Inservice Educa tion (New Orleans, 1988). Pub Type-Speeches/Meeting Papers (150) - Re ports - Evaluative (142) - Tests/Questionnaires (160) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Beginning Teachers, Collegiality, Elementary Secondary Education, Inservice Teacher Education, Internship Programs, *Mentors, Program Development, *Program Evalua tion, State Standards, *Teacher Orientation Identifiers—*Beginning Teacher Induction, *Ken tucky Beginning Teacher Internship Program
A description is given of the state-mandated Kentucky Beginning Teacher Internship Program. Upon successful completion of a teacher education program and passing required tests, a teacher candidate is issued a certificate of eligibility that is valid for one year, and in the course of the next four years must successfully complete a year of internship. Once the intern has secured employment in a school, a beginning teacher committee is formed. This committee consists of a resource teacher, the school principal where the intern is employed, and a teacher educator from a local or regional teacher education program. A description is given of the roles and duties of each of these committee members. The principal is generally the person who organizes the administrative tasks of the committee. The teacher educator serves as the link to the teacher training program and the literature on teaching, and also serves as a channel of feedback to the teacher training program. The resource teacher is the primary mentor who is there daily for the intern to use as a resource. An evaluation of the success of the program includes findings from questionnaires to all participants on their reactions to the program. A copy of the summative observation instrument used in the survey is appended. (JD) ED 313 328 SP 031 614 Willie, Alfred F., Jr. Hatfield, Cecil E. Blending Research and Reality-Effective Middle Level Strategies. Pub Date-[88] Note—9p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Educational Environment, *Excel lence in Education, Intermediate Grades, Junior High Schools, * Learning Motivation, *Middle Schools, *Research Utilization, *School Effectiveness, Student Characteristics This article defines school improvement, looks at indicators of quality schools, discusses the characteristics of the middle level child and proposes practical strategies which blend research data and school level practices for the middle level learner. In order to clearly understand the school improvement movement at the middle level, one must be aware of the research and practical implications at the holistic level of public education as described in the research literature. Educational reform reports, research on effective schools, characteristics of the middle level learner, and practical strategies to improve learning must be reviewed, synthesized and blended. The discussion explores the effects of the educational reform reports, the research on effective schools, the characteristics of the middle level learner and the effective strategies that blend the research with the reality of learning. (Author/JD) ED 313 329 SP 031 619 Doan, Marie F. Doan, Robert L. A Comparison of Elementary Principals' and Teachers' Perceptions of Reading Instruction and Staff Development. Pub Date-[84] Note-19p. Pub Type- Reports - Research (143) – Tests/ Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Attitudes, Elemen tary Education, *Elementary School Teachers, Inservice Teacher Education, Principals, Questionnaires, Reading Instruction, *Staff Development, *Teacher Attitudes This study sought to identify differences and similarities between principals' and teachers' perceptions of the elementary reading program and staff development. Subjects of the study were 245 primary and intermediate teachers and 51 elementary school principals. Data for the study were gathered by means of two sets of questionnaires which were administered to the subjects. The first question asked if teachers' perceptions of the principals' involvement in the reading program were similar to the perceptions of the principals. The second question asked if principals had similar perceptions to teachers with respect to staff development needs. Results indicated that teachers perceived principals to be less involved in the reading program than prin. cipals perceived themselves to be. Principals viewed staff development needs to be greater than did the teachers. Copies of the questionnaires are appended. (JD) ED 313 330 SP 031 630 Emmons, Gary Evans, Keith
Faculty Development From the Bottom Up: Analy sis of the Six Year Experience of a Faculty-Run Faculty Development Program at the McCallie School in Chattanooga, Tennessee. Pub Date-[89] Note-6p. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-*Faculty Development, *Inservice Teacher Education, Mentors, *Participative Decision Making, Private Schools, *Professional Autonomy, Program Development, Program Effectiveness, Secondary Education, Teacher At titudes, *Teacher Influence, Teacher Motivation Identifiers--*McCallie School TN A description is given of a faculty development program that is run by the faculty of the McCallie School, a private secondary school in Chattanooga, Tennessee. Three principles guide the program: (1) the quality of the educational program is the responsibility of the entire school community; (2) faculty that shares the responsibility for the educational program is empowered to act: and (3) as the educational environment improves, a sense of community evolves within the school staff. Descriptions are given of several salient features of the development program: (1) a mentor program, which is the central component of faculty development; (2) a faculty roundtable which allows individual teachers to call a one hour meeting of the faculty on any issue of concern; (3) faculty members participate in interviews of all incoming teachers and determine who will be hired; (4) a monthly newsletter to which any member of the school community can submit an article; (5) frequent formal and/or informal inter-visitation between classrooms; and (6) development of a common pedagogical vocabulary. (JD) ED 313 331 SP 031 635 Kamii, Mieko Harris-Sharples, Susan Mentors and New Teachers: Reshaping the Teach ing Profession in Massachusetts. Report of the Wheelock College Conference on Mentor Teacher Training (Boston, Massachusetts, Au gust 1-5, 1988). Pub Date-Aug 88 Note—44p. Pub Type - Collected Works - Proceedings (021) Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Beginning Teachers, College School Cooperation, Collegiality, Elementary Secondary Education, Higher Education, *Mentors, Parent Participation, Program Development, Program Evaluation, *Staff Role, State Standards, *Supervisory Training, *Teacher Orientation, Teacher Supervision Identifiers—*Beginning Teacher Induction, *Mas sachusetts A report is given of a conference which recommended changes in the manner in which new teachers are inducted into the schools in Massachusetts. The focus of the conference was on mentoring programs. The basic philosophy of the conferees was that an effective mentoring program must be a communal enterprise, drawing upon and fostering a collegiality within the school and developing a climate in which all participants find support from their collegues and administrators. The roles are defined for the following program participants in a mentoring program: (1) mentors; (2) new teachers; (3) principals and other supervisory personnel; (4) parents; (5) school district; (6) colleges and universities; and (7) the state. Following descriptions of the responsibilities of the participants in the program a discussion is presented on training and supporting each of the roles. The appendices summarize salient points made in the conference. (JD) ED 313 332 SP 031 636 Marshall, Faith Non-Judgmental Induction Support: An Invest ment in Teacher Potential. Pub Date-Nov 88 Note-14p.; Paper presented at the Annual Confer ences of the National Conference of the National Council of States on Inservice Education (13th, New Orleans, LA, November 18-22, 1988). Pub Type--Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Beginning Teachers, *College School Cooperation, Elementary Secondary Education, Higher Education, Practicums, *Program Development, *Research Utilization, *Teacher Orientation
Identifiers—* Beginning Teacher Induction, Texas (Houston) This paper presents research findings that suggest a framework for developing essential support systems for beginning teachers, and describes two induction-year pilot projects, now in operation, based on those findings. One project is a Master's level course instituted in August 1987 at the Univesity of Houston; the other is a program collaboratively developed and implemented by university faculty and educators of the Houston Independent School District. The core element of both programs is non-judgmental support for first year teachers. (Author/JD)
Even though an underlying assumption in most teacher evaluation models is that the evaluation process will lead to improvement of instruction, the evaluation process is seldom linked to a staff development program. A new staff development model is described which focuses on professional improvement for the teacher. In this model, each teacher becomes an active decision maker who works as a partner with the principal to annually develop a professional improvement plan. Individual plans may include attending local and state conferences and workshops, visiting model programs, taking classes, peer coaching, or other appropriate professional growth activities. The goal of the program is to improve instruction by developing teacher ownership and responsibility for professional growth and improvement. The principal and the teacher are active participants in the process. To facilitate the process, a list of model sites, conferences, workshops, courses, exemplary programs and teaching strategies is given as a resource guide to the teachers in the program. (JD)
ED 313 333 SP 031 637 Parker, Fred R. Lumpkins, Bob Planning and Administering a Collaborative Teaching Program (PACT). Pub Date--[87] Note-16p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Cognitive Style, *Heterogeneous Grouping, Intermediate Grades, Multigraded Classes, Nongraded Instructional Grouping, *Program Development, *Quality Circles, Student Placement, *Teaching Methods, *Team Teaching The major underlying concepts used in developing this Collaborative Teaching Program for intermediate grade level students included the heterogeneous grouping of pupils in a community of learners, the use of quality circle management, and the appropriate use of teaching strategies geared toward the major modes of learning. The community of learners concept developed for the project involved three communities of approximately 120 pupils. The average age range in each community is approximately 3 years. Four regular teachers in each community, plus a full complement of special teachers, working together as an interdisciplinary team, plan and provide instruction to meet the learning needs of the students in their respective communities. This paper describes the types of instruction used in the program and how the concept of quality circle management contributes to the effectiveness of the program. (JD)
brief discussion of the expenses incurred. (JD) ED 313 338 SP 031 655 Results in Education: 1989. The Governors' 1991 Report on Education. National Governors' Association, Washington, D.C. Spons Agency Carnegie Corp. of New York, N.Y.; Office of Educational Research and Im provement (ED), Washington, DC. Report No.-ISBN-1-55877-056-9 Pub Date—89 Note-169p. Available from-National Governors' Association, Publications Office, 444 North Capitol St., Wash ington, DC 20001-1573 ($12.50). Pub Type- Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Accountability, *Curriculum Devel opment, Decision Making, Elementary Secondary Education, Government Role, Higher Education, *Instructional Effectiveness, *Policy Formation, *State Action, State Standards This report provides information on the actions of the states in educational reform. A state policy overview is presented in seven areas: (1) school leadership; (2) teaching; (3) parent involvement and choice; (4) readiness; (5) technology; (6) school facilities; and (7) college quality. Reports are given of financing school improvement, highlights of state education policies, and state-by-state education data. Suggestions are made on steps that states can take for the improvement of public education in the areas of: (1) modification of curriculum and instruction; (2) decentralization of authority and decision making; (3) development of new staff roles; and (4) linking of rewards and incentives to student performance through efficient accountability systems. Maps and tables provide detailed information on each state. (JD) ED 313 339 SP 031 659 Erb, Thomas O. Doda, Nancy M. Team Organization: Promise-Practices and Possi bilities. National Education Association, Washington, D.C. Pub Date—89 Note-131p. Available from-NEA Professional Library, P.O. Box 509, West Haven, CT. 06516 ($12.95). Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—Classroom Techniques, *Collegiality, Elementary Secondary Education, *Interdisciplinary Approach, *Interpersonal Relationship, Needs Assessment, *Program Development, School Effectiveness, Student Motivation, *Team Teaching This book provides a definition of team teaching, a research-based rationale for the practice of teaming, and numerous suggestions for making the most of the opportunities that teaming offers. Among the topics discussed are: (1) teaming's relationship to successful schools; (2) planning and implementing teaming; (3) dealing with students as a team; (5) characteristics of interdisciplinary thematic units; and (6) avoiding difficulties that can make team organization fail. (JD)
ED 313 336 SP 031 643 Egan, Carol B. Staff Development: The Bridge between Programs. Pub Date-Nov 88 Note—9p.; Paper presented at the Annual Confer ence of the National Council of States on Inservice Education (13th, New Orleans, LA, November 18-22, 1988). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Change Strategies, Elementary Education, *Enrichment Activities, *Gifted, *Program Development, Program Effectiveness, *Staff Development Identifiers-Ohio (Massillon), Thinking Skills A description is given of a staff development program designed to bridge the gap between regular teachers and teachers of gifted children. The program is based on the following concepts: (1) teachers must be provided with practical ideas that can be put into place immediately in the classroom; (2) teachers must feel ownership of their own teaching; (3) teachers must receive regular feedback on student progress; (4) the widely diverse experiences of teachers must be recognized and dealt with; (5) teachers are problem-centered in their orientation to staff development; (6) continual support and follow-up must be provided; and (7) the process of change is slow and often difficult. By using the gifted program as a vehicle for staff development activities, there has been outreach to many teachers who would not otherwise have had exposure to the enrichment experiences available and to the assistance in integrating thinking skills into an existing curriculum. By involving as many teachers as possible in various components of the staff development program, it has been possible to bring aspects of gifted education to all children in grades K-6. (JD) ED 313 337 SP 031 645 Meadows, Emily C. S-T-R-E-T-C-H Those Precious Staff Development Dollars. Pub Date-Nov 88 Note-16p.; Paper presented at the Annual Confer ence of the National Council of States on Inservice Education (13th, New Orleans, LA, November 18-22, 1988). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors Elementary, Secondary Education, *Inservice Teacher Education, Program Attitudes, *Program Effectiveness, *Staff Development, *Teacher Morale, *Training Methods, Workshops Identifiers-West Virginia (Raleigh County) This paper describes a successful, low-budget 2-day training session designed to prepare trainers for the presentation of a quality inservice program. A presentation on “training of trainers” was videotaped for use on the first of the two training days. The second training day was devoted to working with principals and administrative staff. The goal of the workshop was to train a trainer for every school staff in the county. One focus of the workshop was developing self-esteem in the trainers, since teacher morale was low, reflecting the depressed economy of the West Virginia county. At the end of the work. shop each participant received an outline-script to use, the video, and all of the necessary handouts. An evaluation of the workshop is offered along with a
ED 313 334 SP 031 639 Martin, Glenda The Principal Apprenticeship: An Opportunity for Leadership Development. Pub Date-Nov 88 Note-6p.; Paper presented at the Annual Confer ence of the National Council of States on Inservice Education (13th, New Orleans, LA, November 18-22, 1988). Pub Type-- Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Effectiveness, Ele mentary Secondary Education, Field Experience Programs, *Leadership Training, *Management Development, *Mentors, *Principals Identifiers--South Carolina A description is given of South Carolina's principal apprenticeship program to train future administrators. The program focuses on two key elements: a set of field-based experiences planned to meet the specific needs of the apprentice, and a one-to-one mentor-apprentice relationship. Apprentices receive experiences in seven areas: (1) curriculum and instruction; (2) staff personnel; (3) pupil personnel; (4) school law; (5) school plant; (6) budget and finance; and (7) community relations. The program provides an opportunity for the apprentice to develop generic management skills such as planning, problem solving, decisionmaking, organizing, and controlling. (JD)
ED 313 335 SP 031 641 Witherspoon, Eric Redefining Teacher Evaluation and Staff Develop ment: An Ownership Model for Professional Improvement. Pub Date-[89] Note-16p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Decision Making, Elementary Sec ondary Education, *Instructional Improvement, *Intellectual Property, *Professional Development, *Teacher Evaluation, *Teacher Participa tion Identifiers-Indiana (Hobart)
ED 313 340 SP 031 674 Hatfield, Robert C. Developing a Procedural Model for the Practice of Micro Teaching. Pub Date—23 Aug 89 Note-29p. Pub Type-- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Higher Education, *Microteaching, Preservice Teacher Education, Program Content, *Program Design, *Research Utilization, *Teaching Methods, *Teaching Models This report describes the use of a specific model for designing educational practices in formulating a structure of knowledge which applies to micro teaching. The design of an educational practice, that is, the use of micro teaching, requires a synthesis of related studies organized into a format for designing and conducting the practice by drawing on related studies. The first step in this "goal-procedural" model is to develop a procedural model as an organizational structure for the practice. The synthesis and structure of knowledge obtained through this model serves as the basis on which to develop a design to use the practice in a given setting. The second step is to form the design of a new practice or analyze and modify a current practice. In discussing this model, the following categories are used to provide a structure for describing or designing micro teaching: (1) purposes/goals for micro teaching; (2) rationale for the micro teaching strategy; and (3) operational elements for conducting micro teaching. These operational elements include: (1) curricular content; (2) student participants; (3) facilities and setting; (4) skill study; (5) subject matter to teach; (6) planning lessons; and (7) feedback. A list of 73 references is appended. (JD) ED 313 341
SP 031 679 Mongon, Denis And Others Improving Classroom Behaviour: New Directions for Teachers and Pupils. Report No.-ISBN-0-8077-2995-7 Pub Date-89 Note--230p. Available from-Teachers College Press, Columbia University, 1234 Amsterdam Ave., New York, NY 10027 ($16.95) Pub Type- Reports - Descriptive (141) Document Not Available from EDRS. Descriptors—Behavior Problems, Discipline, El ementary Secondary Education, Institutional Characteristics, Intervention, *Problem Solving, *Student Attitudes, Teacher Attitudes, Teacher Student Relationship, Teaching Methods, Theory Practice Relationship This book is mainly about children whose behavior causes distress and difficulties for teachers in elementary and secondary schools. The authors provide some ideas about how to improve the ability of teachers and pupils to work together constructively, and point out some of the pitfalls on the way. A substantial part of the book is constructed around the authors' collective experience of working in a variety of capacities in primary, secondary, mainstream, and special provision education. Case studies illustrate theories put into practice in the classroom so that the reader can participate in assessing the successes and shortcomings and in judging what lessons or conclusions of general relevance might be learned. (JD) ED 313 342 SP 031 693 Dottin, Erskine S. Raising Proper Educational Questions in the House of Intellect. Pub Date-19 Apr 89 Note-33p.; Paper presented at Rivers State Uni versity, Nigeria (April 19, 1989). Pub Type - Speeches/Meeting Papers (150) ( Opinion Papers (120) EDŘS Price - MF01/PCO2 Plus Postage. Descriptors—* Academic Freedom, *Cognitive Ability, *College Role, * Creative Thinking, *Educational Environment, Foreign Countries, Higher Education, *Intellectual Development, Self Actu alization, Social Experience, Teacher Education Identifiers—Nigeria This presentation addresses the function of education and, in particular, teacher education. Focusing upon the institutions of higher education in Nigeria, questions are raised on the role of the college or university in producing educated persons. It is pointed out that schools of higher education have a responsibility to be aware that educational curricula developed for oppressed peoples by the oppressor are not conducive to enhancing independence and self-actualization. A call is issued for developing the ability to think creatively and to judge critically. A sense of autonomy is emphasized as being necessary for developing responsible awareness of community and liberty. (JD)
and Demand, Teaching (Occupation) This document presents a “Prospectus” in the schools of the 1990s by distinguished educators. These papers were commissioned to provide insight into the demands to be faced by educators in the 1990s and to spur dialogue and exchange among them. The monograph serves as a project resource in the current American Association of Colleges for Teacher Education and the Council of Chief State School Officers effort to facilitate collaborative policy planning by chief state school officers and education deans. The following papers are presented: (1) “Overview of Educational Issues” (Nancy Adelman); (2) “The Schools We Need for the Kids We've Got” (Harold L. Hodgkinson); (3) “Schools for the 21st Century: The Conditions for Invention" (Phillip C. Schlechty); (4) “Ordinary People, Extraordinary Work: Notes on Schoolteaching at the Turn of the Century" (Tom Bird, Lee Shulman, Gary Sykes); and (5) “An Individual-Centered Curriculum" (Howard Gardner). A bibliography on educational reform is included. (JD) ED 313 344 SP 031 702 Levine, Marsha And Others Professional Practice Schools: Building a Model. American Federation of Teachers, Washington, D.C. Spons Agency-EXXON Corp., New York, N.Y. Pub Date-Nov 88 Note-157p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC07 Plus Postage. Descriptors—* Academic Achievement, Academic Standards, Accountability, Beginning Teachers, *College School Cooperation, Elementary Secondary Education, Higher Education, Preservice Teacher Education, *Research Utilization, Socialization, Student Teaching, *Teacher Interns, *Teacher Orientation Identifiers-Beginning Teacher Induction, *Profes sional Practice Schools This report summarizes the discussions of a task force which focused on the concept of professional practice schools. These schools are public elementary, middle, or secondary schools which are structured, staffed, and supported to achieve three goals: student achievement, teacher induction, and support of research directed at the continuous improvement of practice. The professional practice school should be developed as a collaborative institution with the roles and responsibilities shared among university and school district personnel. With a status similar to the medical teaching hospital, it becomes the teaching site for clinical faculty and the place where university researchers, who are oriented toward research in practice, may work with public school teachers. The pre-clinical education of interns remains a university responsibility. Three papers are presented which deal with issues of accountability, curriculum, and standards for professional practice schools. An additional paper provides background for the conceptual framework. The papers included are: (1) “Accountability for Professional Practice” (Linda Darling-Hammond); (2) “Professional Practice Schools: How Would We Know One if We Saw One? A Guide to Self-Assessment” (Holly M. Houston); and (3) “Establishing Professional Schools for Teachers” (Mary M. Kennedy). (JD) ED 313 345 SP 031 704 Guidelines for Perinatal Care. Second Edition. American Academy of Pediatrics, Elk Grove Vil lage, IL.; American Coll. of Obstetricians and Gy necologists, Washington, DC. Spons Agency-March of Dimes Birth Defects Foundation, Washington, D.C. Pub Date—88 Note—356p. Available from American Academy of Pediatrics, 141 Northwest Point Road, Publications Dept., P.O. Box 927, Elk Grove Village, IL 60009-0927 ($30.00) Pub Type— Guides - Non-Classroom (055) Document Not Available from EDRS. Descriptors—* Birth, * Disease Control, Interdisci plinary Approach, *Neonates, Nutrition, *Perinatal Influences, *Pregnancy, Program Development The basic concept emphasized in this book is that a coordinated, multidisciplinary approach within a regionalized system of perinatal care is a constant factor improving the quality of pregancy outcomes. This coordinated multidisciplinary approach has had an impact on perinatal care in three important
areas: (1) improved and expanded understanding of the physiology and pathology of the pregnant women, fetus, and neonate; (2) improved health care through risk assessment and regional planning to ensure access to care; and (3) enhanced appreciation of the childbirth experience and the role of the family. The most current scientific information, professional opinions, and clinical practices have been assembled and reviewed in the formulation of this manual, which is intended to offer guidelines, not strict operating roles. Emphasis is placed on the delineation of areas to be covered by specific protocols (to be defined locally) rather than on promoting more rigid recommendations. To address issues and scientific advances that have emerged since the publication of the first edition, the second edition includes new sections devoted to such topics as Radiation Exposure and AIDS (acquired immune deficiency syndrome). (JD) ED 313 346 SP 031 705 Injury Control for Children and Youth. American Academy of Pediatrics, Elk Grove Vil lage, IL. Report No.-ISBN-0-910761-11-6 Pub Date—87 Note-301p. Available from American Academy of Pediatrics, Publications Dept. 141 Northwest Point Boulevard, P.O. Box 927, Elk Grove Village, IL 60009-0927 ($25.00) Pub Type- Guides - Non-Classroom (055) Document Not Available from EDRS. Descriptors—*Accident Prevention, *Child Abuse, *Children, *Injuries, Legal Responsibility, Parks, *Pediatrics, Poisoning, Prevention, Toys, Traffic Safety This book begins with a progress report on preventing childhood injuries. Settings for pediatric care are discussed as well as The Injury Prevention Program (TIPP). Child abuse is also addressed in the first section. In section two, specific childhood injuries and interventions are discussed. Each chapter begins with an overview of the problem, followed by appropriate preventive measures. If they are available, passive as well as active interventions are recommended. In some cases, treatment is included in the chapter. The final segment, titled "Implications for Public Policy,” outlines community, state, and national efforts to be undertaken by pediatricians, both individually and collectively, to focus public and governmental attention on injury prevention. A summary and a list of suggested readings is followed by six appendices which are: (1) Injuries Related to "Toy” Firearms, 1986; (2) List of Supplementary Academy Materials; (3) All Terrain Vehicles: Two-, Three-, and Four-Wheeled Unlicensed Motorized Vehicles, 1986; (4) Revised First Aid Chart, 1986; (5) Recalls of Toys in Violation of CPSC Safety Standards, Fiscal Year 1985; and (6) Safe Swimming for Your Young Child. (JD)
ED 313 343 SP 031 700 The Schools We've Got, The Schools We Need. Guide for Participants. American Association of Colleges for Teacher Edu cation, Washington, D.C.; Council of Chief State Schooi Officers, Washington, D.C. Spons Agency-EXXON Education Foundation, New York, N.Y. Pub Date—Jun 87 Note-131p. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC06 Plus Postage. Descriptors—Cognitive Ability, Cooperative Plan ning, *Curriculum, *Demography, Economic Factors, Educational Change, Elementary Secondary Education, *Futures (of Society), Higher Education, Minority Group Teachers, Policy Formation, *School Effectiveness, Teacher Supply
ED 313 347 SP 031 707 Substance Abuse: A Guide for Health Profession als. American Academy of Pediatrics, Elk Grove Vil lage, IL. Spons Agency-International Business Machines Corp., Armonk, N.Y. Pub Date—88 Note—193p.; Also supported by a grant from Pew Charitable Trusts. Available from-American Academy of Pediatrics, Publications Dept. 141 Northwest Point Boulevard, P.O. Box 927, Elk Grove Village, IL 60009-0927 ($30.00) Pub Type-- Guides - Non-Classroom (055) Document Not Available from EDRS. Descriptors—* Adolescents, *Behavior Modifica tion, Behavior Problems, Drug Education, *Drug Rehabilitation, Elementary Secondary Education, *Prevention, *Primary Health Care, Public Health, *Substance Abuse This book is a collection of essays and information representing the experience, perspective, and insight of professionals whose careers have been closely associated with the problem of youthful substance abuse. The first chapter outlines those circumstances that might make it more likely that a young person would experience drug-related difficulties. The second chapter outlines the breadth of physician responsibilities in the prevention, management, and treatment of adolescent substance abuse and includes guidance as to methodologies for meeting those responsibilities. Chapter three stresses the critical importance of historical infor Page 22
mation in detecting and assessing drug abuse behavior. The fourth chapter explains currently available technology for the detection of drugs in body fluids. The chapter on referral provides information on treatment modalities for drug-abusing adolescents. The concluding chapters, Prevention Programs, Ethical and Legal Considerations, and Specific Drugs, serve as background for the development of the knowledge base necessary for effective intervention. (JD)
the symposium on women and sport. The following topics are covered: (1) "Closing the Gender Gap in Skills Acquisition in Children" (Linda M. Carson); (2) “Myths and Realities on Health and Wellness in Women's Athletics” (Sherrie Springer); (3) “Transition in Sport: Pre and Post Title IŠ Athletic Competiton for Women at West Virginia University” (Linda K. Burdette; and others); (4) “Women and Sport” (Jacquelyn Cuneen); (5) “Women, Gender, Sport and the 1990's" (Susan L. Greendorfer); (6)”Leadership and Gender" (G. Ann Uhlir); and (7) “Credibility, Promotion and the Media” (Donna A. Lopiano). References are included. (JD) ED 313 351 SP 031 716 Simon, Martin A. The Impact of Intensive Classroom Followup in a Constructivist Mathematics Teacher Education Program, Spons Agency-National Science Foundation, Washington, D.C. Pub Date-Apr 89 Grant—TEI-8552391 Note-18p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (San Francisco, CA, March 27-31, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Elementary Secondary Education, *Feedback, Inservice Teacher Education, Institutes (Training Programs), *Instructional Innovation, *Mathematics Instruction, *Observation, Program Evaluation, *Summer Programs, Teach ing Methods, *Transfer of Training Identifiers—*Educational Leaders in Mathematics Project The Educational Leaders in Mathematics (ELM) Project was a five-stage experimental design to assist elementary and secondary inservice teachers in developing a constructivist view of learning as a basis for designing and implementing instruction in mathematics. Teachers participating in a 2-week summer institute experienced the role of mathematics students engaged in the construction of mathematical concepts. They also examined children's learning of mathematics through the viewing and discussion of videotapes. The second stage extended this work through a structured program of classroom follow-up and support. Assuming that transfer of learning to the classroom occurs most predictably where demonstration, feedback and coaching are components of the teacher education process, consultants observed participants' classroom behaviors and provided feedback and suggestions. A discussion is presented on the success of the first to stages of the program in changing teacher behaviors and implementing innovation in the classroom. (JD) ED 313 352 SP 031 718 Packard, Richard D. Dereshiwsky, Mary I. A Preliminary_Planning Document Based on Long-Range Research & Evaluation of the Pi. lot-Test Career Ladders Teacher Performance & Incentive Programs. Educational Reform in Ari zona: 1985 to 1990. Northern Arizona Univ., Flagstaff. Center for Ex cellence in Education. Pub Date—20 Jul 89 Note-7p.; For related document, see SP 031 719. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Administrator Evaluation, *Career Ladders, Elementary Secondary Education, Incentives, *Program Evaluation, Program Implementation, *Teacher Evaluation Identifiers—* Arizona This report to the Arizona Joint Legislative Committee on Career Ladders Task Force outlines an evaluation system for assessing teacher and administrator performance in a career ladder program. Major goals for the program are: (1) to evaluate, place and reward teachers based on performance criteria, which include properly recognized expansion of job responsibilities related to the instructional program and accountability for enhanced student achievement; and (2) to evaluate administrative leaders based on their ability to support and influence teacher instructional competencies, performance and shared leadership skills. A list is presented of the emerging strengths and weaknesses of these two goals as they relate to conditions of legislative intent. Two figures illustrate salient points graphically. (JD)
Packard, Richard D. Dereshiwsky, Mary I. dures for Assessment of the Pilot-Test Career Ladders Teacher Performance & Incentive Programs. 1985-1990. Educational Reform in Ari zona. Northern Arizona Univ., Flagstaff. Center for Ex cellence in Education. Pub Date—20 Jul 89 Note—27p.; For related document, see SP 031 718. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Career Ladders, *Change Strategies, Elementary Secondary Education, *Program Development, * Program Evaluation, Research Utili zation Identifiers—* Arizona This report summarizes the major activities and findings to date of the Career Ladders Research and Evaluation Project with respect to the five-year pilot-test currently underway in Arizona. Summary descriptions are given of each year's activities from 1985 to 1989: (1) development and planning for program evaluation; (2) application of research and evaluation instrumentation, methodology, reporting procedures and dissemination; (3) expansion and dissemination of data base information; (4) the emergence of a predictive model for effective career ladders program implementation; and (5) advancement in project focus, research design and methodology. Descriptive summaries of each year's progress are followed by bibliographic listings of related research reports, presentations and publications. Research and evaluation of the pilot-test program over a period of time has resulted in the following three major findings: (1) successful change and reform can be influenced by intervention programs such as career ladders, but it is primarily dependent upon well-developed and effective school systems; (2) the association between teacher performance and competency based on process and developmental evaluation can scientifically be related to reliable and valid student academic achievement measures; and (3) while the Career Ladders Pilot-Test Program does an excellent job of assuring teacher accountability, it has been far less successful with respect to assessing the corresponding accountability of other key factors of district operational effectiveness. (JD)
ED 313 348 SP 031 708 Report of the Committee on Infectious Diseases. Twenty-first Edition, 1988. American Academy of Pediatrics, Elk Grove Vil lage, IL Report No.—ISBN-0-910761-20-5 Pub Date—88 Note-566p. Available from-American Academy of Pediatrics, Publications Dept., 141 Northwest Point Boulevard, P.O. Box 927, Elk Grove Village, IL 60009-0927 ($30.00). Pub Type-Guides - Non-Classroom (055) Document Not Available from EDRS. Descriptors—*Communicable Diseases, *Disease Control, * Disease Incidence, Drug Use, Epidemiology, Hygiene, *Immunization Programs, Internal Medicine, *Pharmacology, *Preventive Medicine This book is a comprehensive textbook of infectious diseases. It is organized in five parts: (1) active and passive immunization; (2) recommendations for care of children in special circumstances; (3) summaries of infectious diseases; (4) antimicrobial prophylaxis; and (5) antimicrobials. There are six appendices: (1) federal vaccine injury compensation table; (2) selected diseases transmitted by pets, rodents, and other animals; (3) raw milk; (4) state immunization requirements for school attendance; (5) commonly reportable infectious diseases in the United States; and (6) services of the Centers for Disease Control. Tables supplement the information in the book. (JD) ED 313 349 SP 031 709 Report of the Task Force on Pertussis and Pertus sis Immunization-1988. American Academy of Pediatrics, Elk Grove Vil lage, IL. Pub Date-88 Note—44p. Available from-American Academy of Pediatrics, Publications Dept., 141 Northwest Point Boulevard, P.O. Box 927, Elk Grove Village, IL 60009-0927 ($25.00). Pub Type- Guides - Non-Classroom (055) Document Not Available from EDRS. Descriptors—Disease Control, *Immunization Pro grams, Internal Medicine, Medical Services, * Preventive Medicine, *Program Effectiveness, *Reliability, *Risk Identifiers—*Pertussis Pertussis is a severe epidemic and endemic disease with significant morbidity and mortality. The use of whole-cell pertussis vaccines in the United States has been effective in controlling the disease but not in decreasing the circulation of the organism. Whole-cell vaccines commonly cause reactions in children, and in addition, they are often blamed for temporally related neurologic illnesses. At the present time, the benefits of pertussis immunization clearly outweigh the risks, and therefore, current immunization programs should be vigorously encouraged. This report presents an objective, broad review of current information on pertussis and pertussis immunization. (JD) ED 313 350 SP 031 713 Women & Sport. Proceedings from the Dickinson Symposium in Women's Studies (Morgantown, West Virginia, April 6-7, 1989). West Virginia Univ., Morgantown. Center for Women's Studies. Pub Date—Apr 89 Note-101p.; Symposium held at the Center for Women's Studies, School of Physical Education, West Virginia University. Pub Type- Collected Works - Proceedings (021) Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors—*Competition, Lifetime Sports, Phys ical Fitness, *Role Conflict, *Sex Differences, *Stereotypes, Team Sports, *Womens Athletics This report includes reprints of a series of “Fireside Chats” which were offered as a preliminary to
ED 313 354 SP 031 722 Burke, Richard R. Learning Cooperative Learning through Coopera tive Learning in a College Mastery Learning Format. Pub Date—Oct 89 Note-14p.; Paper presented at the Annual Meet ing of the Midwest Association for Teachers of Educational Psychology (Oxford, Ohio, October, 1989). Pub Type-Speeches/Meeting Papers (150) -- Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement, *Coopera tive Learning, *Grading, Group Activities, *Group Dynamics, Higher Education, *Incentives, * *Instructional Effectiveness, Mastery Learning, Small Group Instruction Cooperative learning as a promising approach for higher education is discussed in terms of its relation to active learning, cognitive processing, and personalizing principles and concepts. Preliminary data from experimental classes demonstrated little advantage for a group improvement incentive. While students in the bottom third of these classes improved and students in the top third held their lead, the incentive for group improvement could not be seen as the cause, since previous classes without the incentive saw an even greater gain for poorer students. The importance of group training and advantages of active learning are discussed. (JD) ED 313 355 SP 031 723 Price, Elsa C. Coping: Stress Management Techniques for Stu dents and Teachers. Pub Date—May 89 Note—37p.; Paper presented at the International Conference on Teaching Excellence and Conference of Administrators (May 21-24, 1989, Austin, TX). Pub Type - Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Adjustment (to Environment), An xiety, * Personality Traits, Physical Health, *Re
ates who obtained teacher certification; (3) percentage distribution of teachers by educational attainment; (4) minimum requirements for teacher certification; (5) minimum number of credits required for teacher certification (education-related subjects and kinds of certificates); (6) major subject studies required for lower secondary school teacher certificate; and (7) minimum requirements for New Teacher Certificates Revised in 1989/90. A description is given of teacher training at universities of education, teacher training at a faculty of education in the ordinary university, and teacher training for the non-education major. A brief discussion is presented on teacher training reform. (JD)
laxation Training, *Stress Management, Teacher Burnout Descriptions are given of the terms “stress” and “stressors.” Stressful life events, the physiological symptoms of stress, and individual perceptions of what constitutes stressful events and how they are determined by personality type, are discussed. Five coping skills are listed and described: (1) cognitive restructuring; (2) deep breathing; (3) muscle relaxation; (4) cue-controlled relaxation; and (5) visual imagery. The bibiography cites 39 references. (JD) ED 313 356 SP 031 724 Shaver, Judy C. Wise, Beth S. Evaluation of University Supervisors of Student Teachers. Pub Date-Aug 89 Note-12p.; Paper presented at the Association of Teacher Educators Summer Workshop (Tacoma, Washington, August, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) – Tests/Questionnaires (160) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Higher Education, Instructional Ef fectiveness, *Objectives, Preservice Teacher Education, *Role Perception, Student Teacher Supervisors, *Supervisory Methods, *Teacher Ef fectiveness Identifiers-Goldsberry (Lee), Reflective Teaching This study on evaluation of university supervisors of student teachers is based on the work of Lee Goldsberry (1989). Goldsberry describes different roles that student teacher supervisors can take, focusing on the function of supervision itself. One of these roles has, as a primary purpose, maintaining a facade that supervision is being practiced. A second view assumes that the supervisor needs to correct deficiencies in teaching, and has as a primary purpose finding these flaws and correcting them. The final view is based on the idea that teachers need skilled support to refine their own efforts, and has as its primary purpose the stimulation of guided reflection based upon what the student teacher knows about teaching. An instrument for evaluating college supervisors' supervision of student teaching, and a list of three references are appended. (JD) ED 313 357 SP 031 730 Muskin, Carol Recruitment to Teaching in the United States and Japan: A Quantitative and Qualitative Analysis. Pub Date-Mar 89 Note-51p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (San Francisco, CA, March, 1989). Pub Type-Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PC03 Plus Postage. Descriptors—* Admission Criteria, * Career Choice, Comparative Analysis, Foreign Countries, Higher Education, *Teacher Qualifications, *Teacher Recruitment, Teacher Salaries, *Teacher Supply and Demand, Teaching (Occupation) Identifiers—*Japan, *United States This paper analyzes the number and quality of young adults currently choosing teaching as a career in the United States and Japan. As a foundation for comparing recruitment to the teaching profession in the two countries, a conceptual framework analyzing the the process of individual self-selection, as well as institutional selection of individuals into the profession is constructed. It is pointed out that the balance between the incentives to enter a profession, and the screens set by various institutions to train and select individuals for the profession, determines the quality of those who ultimately self-select and are selected. A brief description of the educational systems provides background for a qualitative summary of the number of individuals preparing for and entering teaching. The numerical data raises questions in terms of who chooses to pursue teaching in each country, and the quality of those selected. The next section of the paper addresses questions related to the quality of individuals attracted to the profession. The stages along the "pipeline” are examined to determine whether those in the pipeline will be sufficient in both quantity and quality to meet the needs of each society. Insights gleaned from the Japanese situation are used to question and support possible American reform options. (JD) ED 313 358 SP 031 731 Marshall, D. G. The Contexts of Teacher Education: Implications
for Decision Making in Teacher Education in Developing Areas. Pub Date—Jun 89 Note—25p.; Paper presented at the VII World Con gress of Cooperative Education (Montreal, Can ada, June 26-30, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Decision Making, * Developing Na tions, Educational Change, *Educational Development, Educational Resources, Elementary Secondary Education, Higher Education, * Policy Formation, Preservice Teacher Education, *Social Attitudes, *Teacher Shortage Teacher educators everywhere are examining programs and delivery modes as a result of a decade of studies and commissions on the reform of teacher education. However, for teacher education policy makers in developing areas, the contexts of teacher education hold special implications. The purpose of this paper is to identify a number of crucial contexts for teacher education planners in developing areas and to suggest some implications of these contexts for decision making. Five contexts are identified: (1) the current reform movement in teacher education; (2) the availability of resources for teacher education; (3) the use of teacher growth models as a conceptual basis for teacher education; (4) the attitudes towards national development; and (5) the professionalism of teachers. Two problem areas exist-the preservice/inservice linkage and the shortage of teachers. These problems are discussed in light of these contexts. (Author/JD) ED 313 359 SP 031 732 Marshall, D. G. Teacher Education and Teacher Shortages: The Conflict between Quality and Growth in Teacher Education in Developing Settings. Pub Date—26 Jul 89 Note—26p.; Paper Prepared for the Ministry of Ed ucation Sponsored Symposium on Higher Educa tion (Mauritius, April 3-7, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Delivery Systems, *Developing Na tions, Elementary Secondary Education, Foreign Countries, Higher Education, *Program Effectiveness, *Resource Allocation, *Teacher Educa tion Programs, *Teacher Shortage Identifiers—Mauritius Teacher educators everywhere are examining programs and delivery modes as a result of a decade of studies and commissions on the reform of teacher education. However, for teacher education policy makers in settings like Mauritius there are two special issues to be considered in the examination of the teacher education process. The first relates to the critical decisions that have to be made regarding allocation of scarce resources to education and the fight that teacher education has for a share of these resources. The second relates to shortage of trained teachers and the concomitant struggle to address both quality and quantity in the teacher education program. In this paper, the author examines the concept of teacher growth and how models of teacher growth can help facilitate a rapprochement between quality and quantity in teacher education programs during times of teacher shortages in places like Mauritius. The questions posed in the Ministry of Education Country Paper provides a framework for suggestions regarding teacher education in Mauritius. (Author) ED 313 360 SP 031 734 Teacher Training in Japan. NIER Occasional Paper 03/89. National Inst. for Educational Research, Tokyo (Ja pan). Pub Date-Mar 89 Note——23p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—College Credits, *Educational Change, Education Majors, Foreign Countries, Higher Education, *Preservice Teacher Education, *Schools of Education, *Teacher Certifica tion, *Teacher Education Programs Identifiers—*Japan This document provides statistical information on the current status of teacher education in Japan. Data are given for the following topics: (1) number of universities, junior colleges, and appointed teacher training institutions; (2) number of gradu
ED 313 361 SP 031 735 Simon, Martin A. Schifter, Deborah Teacher Education from a Constructivist Perspec tive: The Educational Leaders in Mathematics Project. Spons Agency-National Science Foundation, Washington, D.C. Pub Date—[87] Grant-TEI-8552391 Note-91p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Academic Achievement, *Concept Formation, Elementary Secondary Education, Factor Analysis, Inservice Teacher Education, *Institutes (Training Programs), *Mathematics Instruction, *Problem Solving, *Student Attitudes, Summer Programs, *Teaching Methods Identifiers—*Constructivism The Educational Leaders in Mathematics (ELM) Project, was an experimental inservice program for teachers of mathematics, grades kindergarten to 12. The major focus on the project was to help teachers develop and implement approaches to mathematics instruction based on a constructivist view of learning. ELM demonstrated the significant impact of combining constructivist summer inservice institutes with intensive, ongoing follow-up support. Teachers not only integrated into their instruction new strategies, but also showed evidence of having developed constructivist views of mathematics learning as a basis for their instructional decisions. Students attitude scores and teachers observations reflected improvements in students' attitudes about, conceptions of, and communication in mathematics as well as in problem solving and conceptual understanding. ELM demonstrated that teachers can make student understanding and problem solving high priority and decrease emphasis on computational skills without a drop of in tests results. This monograph describes the ELM Project's philosophical basis and methodology, and presents the instrumentation results, and conclusions in detail. A bibliography is included, and questionnaires and student attitude surveys are appended. (Author/ JD
ED 313 362 SP 031 741 Bercik, Janet T. Reilly, Irene Deidrich University/School Collaboration: Reflections and Results. Pub Date-[88] Note-13p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*College School Cooperation, Coop erative Programs, Elementary Secondary Education, Excellence in Education, Higher Education, *Preservice Teacher Education, *Program Development, *Teacher Education Programs The purpose of this article is to describe a collaborative university/school based clinical program, and share the implications it has for the development of effective teacher education programs. In 1987, Alan Tom posed a challenge that schools and universities begin to examine the various recommendations brought about and suggested by the Holmes and Carnegie reports. Public schools are being encouraged to collaborate with area businesses, community agencies, and higher education. The activities of these endeavors are diverse and plentiful, but the results are not always measured or share. With these thoughts in mind, two teacher educators chose to examine a way that collaboration between school and university could be successful. They developed a program utilizing teachers, clinical students, and a teacher coordinator. Students spent one semester working with the staff and children, and the bimonthly meetings were held on site using teachers to add to the chosen seminar topic. The overall program was a success from the standpoint that teachthat are used to describe the requirements of the programs that comply with the American Alliance for Health, Physical Education, Recreation and Dance guidelines. (JD)
ers requested to participate again; clinical students rated the experience positively; and the developers are optimistic that they are coming to understand how to collaborate and share expertise and knowledge with one another. (Author/JD) ED 313 363 SP 031 743 Schultz, Terry Louis Sorenson, Linda M. The Organic Puppet Theatre. Health Activities Book. Report No.-ISBN-0-941816-89-3 Pub Date-89 Note-91p. Available from-ETR Associates/Network Publi cation, P.O. Box 1830, Santa Cruz, CA 95061-1830 ($15.95, plus $2.40 shipping and han dling). Pub Type- Reports - Descriptive (141) Document Not Available from EDRS. Descriptors—* Dental Health, Drama, Elementary Education, *Health Education, *Human Body, *Physical Health, * Puppetry, Teaching Methods, *Theater Arts The Organic Puppet Theatre is a creative medium for the classroom, home, day care center, hospital, community center, and clinic. It is designed for children in the early elementary years. The objective of the activity is to acquaint children with the functions of the various organs of the body, how they interact, and how they are affected by poor health habits. Seven chapters introduce seven individual body organs. Each chapter begins with background information. Individual organ patterns are provided, with easy step-by-step directions on how to construct them. The puppets are constructed with inexpensive, everyday objects. (JD) ED 313 364 SP 031 744 Russell, Dorothy S. Salem College: Model Summer-School Student Teaching Program First Year Report. Salem Coll., Winston-Salem, NC. Pub Date—1 Sep 89 Note-19p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-*College School Cooperation, Ele mentary Secondary Education, *Extended School Year, Higher Education, Pilot Projects, Preservice Teacher Education, Program Development, *Student Teaching, *Summer Schools, *Teaching Experience Identifiers—*Salem College NC This paper discusses a pilot program that utilizes the summer schools of local school districts as sites for student teaching. The students undertake paid supervised teaching activities in selected public summer programs offering both remedial and enrichment programs. The major rationale offered for this program is that it frees time during the regular school year for teacher candidates to meet their academic course requirements. This report, written at the conclusion of the first summer of the project, is organized as follows: (1) a brief description of the project; (2) a description of the training offered the On-Site Teacher Educators; (3) a section on perceived strengths and weaknesses of the project; and (4) a summary of what has been learned to date. (JD)
environment stimulates play. Appropriate suggestions for change are made. Chapters cover the following topics: (1) the national survey of community park playground equipment; (2) results of the survey; (3) location, accessibility and equipment on park playgrounds; (4) swings, slides, and climbing equipment; (5) rotating, spring rocking, and seesaw equipment; (6) sand play containers, wading pools, signs, trees, and pathways; (7) litigation and playgrounds; and (9) plan of action: reflections and recommendations. Appendices include the instruments of the surveys conducted for this study. (JD) ED 313 366 SP 031 746 Hensley, Larry, Ed. Tennis for Boys and Girls Skills Test Manual. American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. National As sociation for Sport and Physical Education. Report No.-ISBN-0-88314-442-5 Pub Date—89 Note-56p. Available from American Alliance for Health, Physical Education, Recreation, and Dance Publications, 1900 Association Drive, Reston, VA 22091. Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Drills (Practice), Higher Education, *Norm Referenced Tests, Physical Education, Secondary Education, Skill Development, *Student Evaluation, *Tennis, Test Selection The first chapter of this manual for tennis instructors provides an overview of the game of tennis, a brief history of the background of skill testing in tennis, and general instructions for using the manual. The second chapter presents tests for ground stroke, serve and volley, as well as suggestions on selecting the most appropriate tests. Diagrams and scoring rules are included. In the third chapter the use of norms is explained and tables list percentile and T-score norm tables for males and females in grades nine to college. The fourth chapter provides detailed descriptions of tennis drills for the basic skills in ground stroke, service, and volley. References are included and appendices contain the American Alliance for Health, Physical Education, Recreation and Dance tennis skills tests and rating scales. (ID)
ED 313 368 SP 031 752 Reinhartz, Judy, Ed. Teacher Induction. NEA Aspects of Learning. National Education Association, Washington, D.C. Report No.-ISBN-0-8106-3003-6 Pub Date-89 Note-130p. Available from-NEA Professional Library, P.O.Box 509, West Haven, CT 06516 (Stock No. 3003-6, $14.95). Pub Type- Reports - Descriptive (141) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Administrator Role, * Beginning Teachers, Elementary Secondary Education, Mentors, *Program Development, *Program Effectiveness, Teacher Attitudes, Teacher Characteristics, *Teacher Orientation, Teacher Supervision, *Teaching Experience Identifiers—*Beginning Teacher Induction The following articles are included in this publication on beginning teacher induction: (1) “The Teacher Induction Process: Preserving the Old and Welcoming the New. An Introduction” (Judy Reinhartz); (2) "A Synthesis of Research on Teacher Induction Programs and Practices" (Leslie Huling-Austin); (3) "School-Building-Level Variables and the Induction of New Teachers” (James D. Greenberg and Maurice C. Erly); (4) “Characteristics of Beginning Teachers in an Induction Context” (Sandra J. Odell); (5) “Providing Effective Induction Program Support Teachers: It's Not as Easy as It Looks” (Louise Bay Waters and Victoria L. Bernhardt); (6) “Independent Action: Case Studies of Its Role in Beginning Teachers' Induction (Carol P. Etheridge); (7) "Multiple Support: A Promising Strategy for Effective Teacher Induction” (Marvin A. Henry); (8) "Beginning Teachers: Sinkor Swim?" (Leonard J. Varah, and others); and (9) “The Effects of a Planned Induction Program on First-Year Teachers: A Research Report” (Alvah M. Kilgore and Julie A. Kozisek). “Teacher Induction: An Annotated Bibliography" (John M. Johnston) is appended. (JD)
ED 313 369 SP 031 753 Physical Education. Comprehensive Curriculum Goals. A Model for Local Curriculum Develop ment. Oregon State Board of Education, Salem. Pub Date—Jun 89 Note-143p. Available from--Publications Sales Clerk, Publica tions and Multimedia, Oregon State Dept. of Education, 700 Pringle Parkway SE, Salem, Oregon 97310-0290 ($3.50). Pub Type-Guides - Classroom - Teacher (052) EDRS Price - MF01/PC06 Plus Postage. Descriptors Elementary Secondary Education, *Health Education, Life Style, *Movement Education, *Physical Education, *Physical Fitness, *Social Behavior, State Standards This document outlines the goals for a physical education curriculum for kindergarten through high school. The content is organized under three primary goals. The first deals with the understanding and performance of human movement, to varying degrees of genetic endowment and learned and practiced skill development. The second content goal deals with the knowledge and skills of personal fitness for a lifetime. The emphasis in health education is to develop a knowledge base and a positive attitude towards taking responsibility for a healthy lifestyle. The third area of concentration in physical education is self-management and appropriate social behavior. In each category, the outline lists the appropriate knowledge/skill for each grade level. (JD)
ED 313 367 SP 031 747 NCATE/NASPE Physical Education Guidelines. An Instructional Manual. 2nd Edition, American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. National As sociation for Sport and Physical Education. Report No.-ISBN-0-88314-443-3 Pub Date—May 89 Note-107p. Available from-American Alliance for Health, Physical Education, Recreation, and Dance Publications, 1900 Association Drive, Reston, VA 22091. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Academic Standards, * Accreditation (Institutions), *Curriculum Development, Higher Education, *Institutional Evaluation, *Physical Education, Preservice Teacher Education, *Program Evaluation, Schools of Education These guidelines for physical education accreditation were field tested and modified to meet new National Council for the Accreditation of Teacher Education (NCATE) standards. The purpose of the first section of this guidebook is to provide specific process and content information regarding the history of the project, an overview of the guidelines, the curriculum portfolio, the NCATE reader, the adjudication committee, and a synopsis of the evaluation process from submittal to approval. The guidelines for the undergraduate preparation of teachers of physical education are included in chapter one. In-depth coverage is provided to the curriculum portfolio in chapter two. Chapter three presents recommended guidelines for faculty, students, resources and facilities, and evaluation. Chapter four defines and describes the role of the Physical Education Reader in the NCATE accreditation process. Chapter five outlines procedures to be followed for adjudicating and scoring the portfolio by the National Association for Sport and Physical Education adjudication Committee. In the second section, standards are outlined for master's and doctoral degree programs. The final section presents matrices
ED 313 365 SP 031 745 Thompson, Donna, Ed. Bowers, Louis, Ed. Where Our Children Play. Community Park Play ground Equipment. American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. American Association for Leisure and Recreation. Report No.-ISBN-0-88314-411-5 Pub Date-89 Note-116p. Available from-American Alliance for Health, Physical Education, Recreation and Dance Publications, 1900 Association Drive, Reston, VA 22091. Pub Type- Reports - Research (143) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors-Community Surveys, *Equipment Evaluation, Legal Responsibility, *Parks, Play, *Playgrounds, Questionnaires, *Recreational Facilities, Recreation Legislation, Risk, *Safety This book describes the type and condition of playground equipment in community parks in the United States, and indicates the current status of safety of that environment. The results are then compared to play theories to explore the ways the
ED 313 370 SP 031 768 Clay-Mendez, Luis Felipe, Ed. Diversity and Challenge in Teacher Education. Papers from the Illinois Indiana ATE Mini-Clinic. Eastern Illinois Univ., Charleston. Pub Date-87 Note-131p. Available from Student Teaching Department, Eastern Illinois University, 210 Buzzard, Charles ton, IL 61920 ($7.95). Pub Type- Reports - Descriptive (141) - Colized teaching fields, such as apprenticeships in other professional fields, seminar instruction, and thesis advising. (JD)
lected Works - General (020) Document Not Available from ÉDRS. Descriptors—*Beginning Teachers, Classroom Re search, *Cooperating Teachers, Higher Education, Microteaching, Student Teachers, Student Teacher Supervisors, *Teacher Attitudes, Teacher Education Programs, Teacher Evaluation, Teacher Morale, Teacher Recruitment, *Theory Practice Relationship, Writing Instruction The document presents the following papers: (1) "Eliot Wigginton: A "Shining Moment" of the Mini Clinic" (Luis Felipe Clay Mendez); (2) "Telling it Like it Is: Attitudes and Opinions of Beginning Teachers" (Erma Williams and others); (3) Redesigning the Role of the Student Teacher Supervisor: Use of Reflective Techniques" (Barbara S. De Salvo); (4) "What Teacher Educators Ought To Know About the Teaching of Writing" (Sharon Kingen); (5) "Help for Beginning Teachers" (F.D. Kreamelmeyer); (6) "Collaborative consultation: A Means for Problem Solving in Teacher Education" (Judith J. Ivarie; Grace C. Nunn); (7) “Production for the Classroom" (Patricia J. Fewell); (8) “An Investigation of the Relationship Between Selected Personality Traits and First Year Teaching Morale" (James R. Thomson, Jr. and others); (9) “Communication Between Supervising Teachers and Student Teachers" (Leonie M. Rose); (10) “Project Credit: A Multiple Support Program for First-Year Teachers" (Marvin A. Henry); (11) "Staff Development Project: Induction of New Supervisors" (Sheryl Benson; Francis Summers); (12) “The Impact of Weighting Student Teacher Evaluation Variables" (Duaine C. Lang; Cynthia S. Haggard); (13) “Recommendations of the Illinois Blue Ribbon Committee on the Improvement of Teaching as a Profession" (Karla L. Kurz; Lee Bartolini); (14) "Classroom Research" A Challenge in Teacher Education" (Christine G. Brulle; Andrew R. Brulle); (15) "Effects of 3 Category Designations Upon Ratings of Teaching Skills: Implications for the Use of Generic Skills in Evaluation” (Norman C. De Pillo); (16) “Enhancing the Job Perception Skills of Preservice Teachers" (Linda J. Payne and others); (17) “Impact of Structured Orientation Strategies Upon Student Teacher Learning and Supervisory Practice" (Jerry Summers; Daniel Horton); (18) “Micro-Teaching as a Model for Teacher Education Preparation" (Kenneth F. Jerich); (19) "The Challenge of Thinking in Teacher Education” (Marjorie P. Quimby); (20) "Training Cooperating Teachers Realistically" (Patricia J. Rawson Wheeler); (21) "Using a Research Base To Build a Teacher Education Program" (Nancy L. Quisenberry and others); (22) “What Illinois School Districts Are Doing To Help Beginning Teachers; (Jerry A. Ligon); (23) "Exploratory or Cadet Teaching Programs: The Potential for Teacher Selection and Recruitment” (Robert T. Elsmere; Patrick Daunt); (24) "Home Instruction as an Alternative Style of Learning" (D. Eugene Meyer); (25) "Using a Sabbatical to Build Bridges Between Theory and Practice" (Bill Nelson); (26) "Hey, Professor: I'm Different!" (Peg McCardle; Wayne Galler); and (27) “Earthwatch: Dead Men in Chile" (Michael B. Leyden). (JD) ED 313 371 SP 031 770 Moore, Blaine H. Harris, Bruce R. An Assessment of Prospective Teachers' Cognitive Knowledge of Appropriate Instructional Strategies for Teaching Letter Sounds to First Grade Children. Pub Date Oct 86 Note-23p.; Paper presented at the Annual Con vention of the Northern Rocky Mountain Educational Research Association (Missoula, MT, (October, 1986). Pub Type-Speeches/Meeting Papers (150) - Re ports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Beginning Reading, Expository Writing, *Grade 1, Higher Education, Instructional Improvement, *Phonics, Preservice Teacher Education, Primary Education, Questionnaires, *Reading Instruction, *Teaching Methods Identifiers—*Brigham Young University UT This study sought to determine whether prospective teachers at Utah's Brigham Young University (BYU) could articulate in writing appropriate instructional strategies for teaching the letter sounds to beginning readers in the first grade. The study was designed to be the first in a series of studies to find out if Elementary Education students are learning appropriate instructional strategies for teaching
phonics. The assumption is made in the study that if a student has a cognitive knowledge of appropriate methods and can articulate that knowledge on paper, there is a high degree of probability the student will be able to implement these strategies in the classroom. A random sample of 26 students responded to a questionnaire developed to assess what teaching strategies a student would use to teach the letter sounds. Since the implicit and explicit approaches to instruction are accepted as the two major ways for teaching phonics, the students were asked to list appropriate teaching strategies for the approach they were taught. Results indicated that the students did not demonstrate the ability to articulate in writing an appropriate knowledge of teaching the letter sounds to their pupils. A copy of the questionnaire is appended. (JD) ED 313 372 SP 031 771 Moore, Blaine H. Harris, Bruce R. A Performance Evaluation of College Students' Teaching Strategies To Enhance the Literacy of Children. Pub Date—Nov 88 Note-27p.; Paper presented at the Annual Con vention of the California Educational Research Association (San Diego, CA, November 1988). Pub Type-Speeches/Meeting Papers (150) — Re ports - Descriptive (141) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*College Students, Elementary Edu cation, *Evaluation Criteria, Higher Education, *Language Arts, Peer Evaluation, *Performance Tests, Preservice Teacher Education, *Reading Instruction, *Student Teacher Evaluation, Teaching Methods This project was designed to help college teachers determine and enhance the teaching competence of their students in methods and practicum courses. Traditionally competence has been determined through the use of objective or essay tests. Cognitive knowledge of students may be determined in this manner but the student's ability to apply that knowledge is not adequately measured. The main purpose of this study was to assist the faculty in developing performance tests to measure and enhance their students' ability to teach reading and language arts. The way chosen to assist the professors was to develop prototype performance evaluation instruments to be used in a pilot study, and then report the issues involved with using the instruments. Specifically, the project consisted of three major tasks: (1) conduct a literature review of performance tests used in evaluating student teachers; (2) develop prototype performance tests and strategies to be used in helping college teachers develop performance instruments for their classes; and (3) a discussion of the issues and concerns that arise when implementing performance tests in the on-campus classroom. The discussion includes an analysis of the dynamics of peer evaluation. The evaluation instruments are appended. (JD) ED 313 373 SP 031 783 Dinham, Sarah M. College Teachers' Thinking and Planning: A Quali tative Study in the Design Studio. Pub Date-Sep 89 Note86p. Pub Type— Reports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors—* Apprenticeships, * Architectural Ed ucation, *Cognitive Processes, *College Faculty, Higher Education, *Individualized Instruction, *Planning, Teaching Methods, Technical Education This study is concerned with teaching in an apprenticeship setting-the architectural design studio. The research examined teachers' planning, particularly as it focuses upon project assignments. The study yielded information about teachers' conceptual frames for their teaching, the personal aspects of teaching, the teachers' conceptions of students, and the complexities of designing an effective studio assignment and then helping students through a solution. The findings about studio teachers teaching and planning form themselves into three major groupings: (1) patterns of teachers' knowledge and reflections; (2) findings about the academic task; and (3) teaching and learning as a balance of “openings" and "closings.” The discussion links these themes with the existing theoretical work on teacher thinking and planning, the teachers' conceptions about the content of their subject, and academic tasks as the vehicle for learning. Explanations are offered which are applicable to other individual
ED 313 374 SP 031 784 Dinham, Sarah M. Assessment, Accreditation, and Licensure, and Their Effects upon Teaching and Learning. Arizona Univ., Tucson. Center for Research on Un dergraduate Education. Pub Date—89 Note-10p.; Paper prepared for presentation at the Annual Meeting of the American Evaluation As sociation (San Francisco, CA, 1989). Pub Type-Speeches/Meeting Papers (150) - Re ports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors— Academic Standards, Accredita tion (Institutions), Architectural Education, *Certification, #Educational Assessment, Engineering Education, Higher Education, Nursing Education, *Professional Education, *Program Evaluation, Teacher Education This paper focuses on the special considerations affecting professional schools seeking to assess the nature, quality and effects of their undergraduate programs. Advocating a comprehensive effort as the most promising means by which assessment can positively influence teaching and learning, the discussion addresses the unique characteristics of assessment in professional schools, giving special attention to professional program accreditation and licensure of professional school graduates. Examples are cited from nursing, architecture, engineering, and education. An overview is presented of assessment in professional fields and how these assessment efforts tie to the professional schools' accreditation process and licensing procedures. A discussion is offered on how the assessment process in professional schools can be facilitated, how the base provided by licensure and accreditation processes can be used, and how faculties can use assessment to improve teaching and learning. (JD) ED 313 375 SP 031 785 Policies and Procedures for the Preparation and Operation of Special Experimental Demonstration and Teacher-Training Projects. Bulletin 1860. Louisiana State Dept. of Education, Baton Rouge. Bureau of Adult and Community Education. Pub Date-Apr 89 Note-36p.; Some pages contain small, light type. Pub Type Reports - Descriptive (141) EDRS Price - NF01/PC02 Plus Postage. Descriptors-Adult Education, *Demonstration Programs, Federal Aid, *Grantsmanship, *Institutes (Training Programs), Pilot Projects, *Proposal Writing The purpose of the adult education program in Louisiana is to provide for the initiation, maintenance, and expansion of instructional offerings for adults. A minimum of 10 percent of the annual federal allocation is to be used to fund special experimental demonstration projects and teacher-training grants. This monograph provides detailed information on the preparation and presentation of proposals for obtaining grants for these programs. Information is given on: (1) statewide priorities for special projects; (2) statutes and regulations; (3) eligible applicants; (4) announcement of availability of funds; (5) preparation of proposals; (6) board resolution; (7) submission of proposals; (8) duration of project; (9) review procedure; (10) distribution of funds and personnel information; (11) exhibits and publicity; and (12) report requirements of grantee. Examples of required forms are provided as exhibits. (JD) ED 313 376 SP 031 791 Klug, Beverly J. Real World Implementation of Induction or Men toring Programs for Beginning Teachers. Pub Date-[88] Note-11p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Administrator Attitudes, *Beginning Teachers, Conflict Resolution, Elementary Secondary Education, *Mentors, Peer Relationship, * Program Attitudes, *Program Implementation, Teacher Attitudes, *Teacher Orientation Identifiers—* Beginning Teacher Induction This paper discusses the stages that are involved in implementing an induction or mentoring program for beginning teachers in public school districts: (1)
Note-105p. Available from-Health Education Consultants, 1284 Manor Park, Lakewood, Ohio 44107 ($28.75). Pub Type— Guides - Classroom - Teacher (052) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—* Acquired Immune Deficiency Syndrome, *Communicable Diseases, Decision Making, *Drug Abuse, Elementary Secondary Education, *Health Education, Lifestyle, *Sex Education, Student Attitudes, *Student Behavior This guide is a comprehensive resource to teach about acquired immune deficiency syndrome and other sexually transmitted diseases (STDs) from kindergarten to college. It uses an activity-oriented behavioral approach to teaching prevention strategies within a communicable disease conceptual framework which is easily implemented into all schools. The goal of the guide is to provide methods and materials to help educators assist students gain the knowledge and skills needed for realistic decision making regarding STDs while emphasizing drug use prevention. The guide stresses behavioral skills such as assertiveness, and stress management to help students gain self-esteem and self-control to avoid risk taking behaviors. (JD)
sketicism and some reluctance to become involved-the initial reaction from all parties, i.e., administrators, beginning teachers, and mentors; (2) acceptance-during this period, there is general consensus from all participants that the program is not going to go away and some good may come of' it; (3) resolution-there has been enough experience with the new program for all to begin to acknowledge the benefits they perceive to accrue; and (4) commitment-participants in the program are convinced of the need to provide assistance to beginning teachers. It is pointed out that it takes tin:e for participants to realize how much gain can be achieved through induction/mentor programs, and experience with the program for individuals and groups as a whole to become fully committed. (JD) ED 313 377 SP 031 793 Palmer, Gary K., Ed. Giles, Scott B., Ed. Intermountain Lesiure Symposium Proceedings (10th, Provo, Utah, November 16, 1989). Brigham Young Univ., Provo, Utah. Pub Date—89 Note-115p.; For related document, see ED 289 861. Pub Type- Reports - Descriptive (141) EDRS Price - MF01/PC05 Plus Postage. Descriptors-Employment Interviews, *Family Life, Leadership Styles, *Leisure Time, *Parks, *Recreational Activities, *Research Needs, State Standards, Turf Management The following papers were among those presented at the symposium hosted by Brigham Young University: (1) "Situational Leadership Styles of Four Recreation and Sport Supervisors Using a Time Series Design" (Maurice Phipps, and others; (2) "Backpacking Sitting Down: Reminiscences from the Great Siberian Railroad” (Daniel L. Dustin); (3) "The Relationship of Family Recreational Patterns Marital Quality" (Dianne S. Smith); (4) "Do You Have 'The Right Stuff to Be an Entrepreneur" (John Crossley, Taylor Ellis); (5) "National Standards in the Pricing of Public Parks and Recreational Services" (Craig W. Kelsey); (6) "State Parks and Recreation Areas: The Development of Some Comparative Measures" (Craig W. Kelsey); (7) “Whitewater Use of the Colorado River in Grand Canyon National Park” (Lawrence A. Beck); (8) "Project I.B.I.M. I Believe in Me" (Karen Floyd-Radmall, Sandra Negley); (9) “The Need for Trained Coaches in Recreational Sports Programs” (Hal Potter); (10) “Motivational Differences for Pleasure Travel Across the Lifespan” (Michael A. Schuett, and others); (11) “You Can't Ask That! Illegal and inappropriate Questions for Pre-Employment Interviews” (Janna S. Rankin); (12) "Management Matters-New Age Motivation Strategies to Enhance Employee Potential" (Andrea Philips); and (13) “A Look at a Program to Increase Writing competencies and Interpretation of Research" (Raymond A. Moore). (JD)
ED 313 380 TM 013 971 Han, Jong-ha And Others A Study on the Development of Cognitive and Affective Characteristics of Korean Secondary School Students. Korean Educational Development Inst., Seoul. Report No.-RR-82-13 Pub Date-Dec 83 Note-195p.; Translated by Kyung-hae Schwartz and Robert Alan Schwartz. Pub Type- Reports - Research (143) EDRS Price - MF01/PC08 Plus Postage. Descriptors—* Adolescent Development, * Affec tive Behavior, Affective Measures, *Cognitive Development, Cognitive Processes, Curriculum Development, Developmental Stages, English (Second Language), Foreign countries, Formal Operations, Objective Tests, Piagetian Theory, Questionnaires, Secondary Education, Secondary School Curriculum, *Secondary School Students Identifiers—Free Response Test Items, *South Ko rea The cognitive development and affective development of Korean secondary school students were studied to obtain information for the development of curricula and texts, particularly for teaching the English language. Subjects responding to objective tests included 3,164 male and female students from 54 classes of 18 middle schools, and 1,981 male and female students from 36 classes of 18 high schools. Subjects responding to free response questionnaires included 201 male and female students from 54 classes of 18 middle schools, and 180 male and female students from 36 classes of 18 high schools. To study cognitive and affective development, researchers used: (1) student diaries and compositions; (2) a student concerns questionnaire; (3) two compositions and a standardized test for determining interests; (4) a standardized diagnostic test and the Thematic Apperception Test (TAT) to determine needs; (5) a values test; and (6) a semantic differential for self. Research data suggest that most students never reached the late formal operational stage of cognitive development identified by Piaget, remaining in the early formal operational stage or the late concrete operational stage. This finding has important implications for curriculum and text development, and highlights the need for learning through concrete means. Data on affective characteristics illustrate the importance of recognizing the emotional, social, and philosophical problems that students confront. Seventy-eight tables and 9 figures provide study data. (SLD)
EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Software, *Error of Mea surement, Mathematical Models, *Research De sign, *Sampling, Statistical Inference, *Surveys Identifiers-*Design Effects Computing Packages, Homogeneity of Variance, *Variance (Statistical) A brief, practical overview of "design effects (DEFFs) is presented for users of the results of sample surveys. The overview is intended to help such users to determine how and when to use DEFFs and to compute them correctly. DEFFs are needed only for inferential statistics, not for descriptive statistics. When the selections for surveys are not simple random selections, DEFFs are needed for pooling or averaging sampling errors. In addition to internal uses of sampling errors, four external uses and four cases for which DEFFs are not sufficient are discussed. Finally, DEFFs for weighted means and the relationship of DEFFs to differences distinguishing the average cluster size from the average homogeneity of elements with primary clusters are addressed. DEFFs and ratios of homogeneity serve researchers' needs for: averaging for greater precision; economizing on computations or presentation; or borrowing from other survey samples. (TJH) ED 313 382 TM 014 132 Mertens, Donna M. Evaluating a Program for Hearing Impaired Ado lescents from a Cross-Cultural Perspective. Pub Date-89 Note-14p.; Paper presented at the Annual Meet ing of the American Evaluation Association (San Francisco, CA, October 19-21, 1989). Pub Type- Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Adolescents, *Career Exploration, Cross Cultural Studies, Formative Evaluation, *Hearing Impairments, Marine Education, *Program Evaluation, Science Instruction, Secondary Education, Student Reaction, Teacher Response, *Workshops Identifiers—*Young Scholars Project in Marine Science A cross-cultural framework was applied to the results of the Young Scholars Project in Marine Science, a 4-week workshop for 14 hearing impaired adolescents (aged 13 to 19 years) that was funded by the National Science Foundation. Eight of the students were preparing to enter the eighth or ninth grade in high school and the other six were preparing to enter the 10th or 11th grade. The workshop was designed to enhance participants' knowledge and exposure to science as a career in order to encourage a greater number of disabled individuals to enter science careers. The cross-cultural framework used was described by C. E. Cortes (1986) in his analysis of social and cultural factors in minority education. The approach to data collection combined qualitative and quantitative methods. Program documents were reviewed and data were collected from the students and the 11 staff members through interviews, questionnaires, and observation. Since this was the first year of a 2-year project, the evaluation focused on formative aspects and was conducted throughout the planning and implementation phases of the project. Generally, students' affective responses to the workshop were positive. The staff felt a high level of frustration and identified the major problems as resulting from the heterogeneity of the students, discipline problems, ineffective instructional methods, disorganization, lack of communication, and staff burnout. Societal, educational, and instructional elements and student qualities are discussed as factors affecting program outcome. An outline associating evaluation questions and the data collection plan is included. (TJH) ED 313 383 TM 014 134 Janesick, Valerie J. Stages of Developing a Qualitative Evaluation Plan for a Regional High School of Excellence in Upstate New York. Pub Date—Oct 89 Note—28p.; Paper prepared for the Annual Meet ing of the American Evaluation Association (San Francisco, CA, October 19-21, 1989). Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) - Tests/Ques tionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail able from EDRS. Descriptors—*Academically Gifted, Educational Assessment, Ethnography, * Evaluation Methods, *Excellence in Education, High Schools, Pilot
ED 313 378 SP 031 796 Packard, Richard D. Dereshiwsky, Mary I. An Integrative Model for Teaching Research De sign. Pub Date—20 Oct 89 Note—7p.; Paper presented to the AERO fall con ference (Mesa, AZ, October 20, 1989). Pub Type— Reports - Descriptive (141) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Data Collection, Educational Re search, Higher Education, Predictor Variables, *Research Design, *Research Problems, *Scientific Methodology This paper presents a model which illustrates the cyclical and interactive nature of the basic elements of the research design process. Rather than presenting each research design component in isolation, the model emphasizes their interrelationships. A brief discussion is presented on each of the following components of the model: (1) the “words” of research design-concepts, constructs, variables, and operational definitions; (2) observations and data collection-issues related to subject selection and measurement; (3) instrumentation-issues related to reliability and validity assessment, and (4) data analysis-issues related to scales of measurement. The summary discusses the integrative and holistic nature of the research process. (JD) ED 313 379 SP 031 817 Sroka, Stephen R. Educator's Guide to AIDS and Other STD's. Pub Date—89
ED 313 381 TM 014 117 Kish, Leslie DEFFs: Why, When and How? A Review. Pub Date-Aug 89 Note—5p.; Paper presented at the Annual Meeting of the American Statistical Association (Washing ton, DC, August 6-10, 1989). Pub Type— Reports - Evaluative (142) Speeches/Meeting Papers (150) Page 23
Pub Date—Nov 89 of the Mid-South Educational Research Associa tion (Little Rock, AR, November 8-10, 1989). Pub Type- Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Academic Ability, Comparative Analysis, *Computer Assisted Instruction, Education Majors, *Feedback, *Graduate Students, High Achievement, Higher Education, Low Achievement Identifiers—* Answer Until Correct, *Knowledge of Correct Response A study involving 50 experimental and 99 control subjects (graduate education majors) was undertaken to assess the interchangeability of knowledge of correct response feedback (KRC) and answer until correct feedback (AUC) in computer-assisted instruction. P. L. Smith's model (1988) suggests that AUC in better for high-ability students. W. Dick and R. Latta (1970) found AUC to be better for high-ability students and KCR to be better for low-ability students. The study was designed to determine whether high-ability students benefit most from the deeper processing required by AUC, while low-ability students perform best with KCR, which requires less processing. Experimental subjects were randomly assigned to a AUC or KCR treatments, resulting in a 2 (treatment: AUC or KCR) by 2 (ability: low or high) factorial design. One week later, the subjects took an identical posttest that provided the final exam score for the course. Analysis of covariance revealed that low-ability students performed best with KCR, while high-ability students performed best with AUC. The interaction between ability and feedback form was significant. These findings suggest that low-ability students provided with KCR and high-ability students should receive AUC. The study also provides support for Smith's model of feedback by learner ability. Three data tables and three figures are included. (TJH)
Projects, Public Schools, Qualitative Research, *Regional Schools, *School Effectiveness, Talent Identifiers—*New York (Upstate), *Regional High School of Excellence NY A qualitative evaluation related to the creation of a Regional High School of Excellence (RHSE) in upstate New York is described. The focus is on a summer pilot study of the RHSE conducted while the continuation of the project was jeopardized by proposed budget cuts. The stages of development, problems involved in passing the proposal through the bureaucracy, and issues raised about designing an evaluation for clients who may not implement the evaluation are discussed. The evaluation described was requested/commissioned by the Albany-Schenectady Schoharie Bureau of Occupational and Educational Services located in Albany (New York). The RHSE, a pilot project for gifted and talented students in all academic subjects, is expected to open over the next 5 years. Evaluation design stages addressed conceptualization, rationale for choice of methods, training issues, monitoring the processes involved with clients, and post-implementation strategies for survival. The evaluation plan had a strong documentary focus involving interviews, documents, life histories, teacher journals, student journals, and surveys (including parent involvement surveys). Ethnographic techniques and the use of numerous methods were central to the evaluation design's organization. The evaluation design encompassed resource inputs, processes or activities, and outcomes as compared to objectives. A detailed outline of action components of the qualitative evaluation plan of the school before, during, and after the program was developed; and various evaluation strategies were pilot tested. The aforementioned budget cuts resulted in a postponement of the school project. The life history in teaching survey, teacher evaluation survey, and parents survey instruments are included. (TJH) ED 313 384 TM 014 135 Hill, Christine Predictors of Seventh-Grade Mathematics Achievement. Pub Date Oct 89 Note-35p.; Paper presented at the Annual Meet ing of the Northern Rocky Mountain Educational Research Association (Jackson, WY, October 5-7, 1989). Pub Type-Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors-Ability Grouping, Algebra, Grade 6, *Grade 7, *Grade Prediction, Junior High Schools, Junior High School Students, *Mathe- matics Achievement, Mathematics Tests, Predic- tive Measurement, *Predictor Variables, Sex Differences, Teacher Expectations of Students, Test Results Identifiers-Kern High School District ID A study involving 233 seventh-grade students (123 females and 110 males) attending a metropolitan southeastern Idaho junior high school was conducted to determine predictors of seventh-grade mathematics achievement. The seventh-grade mathematics program consisted of 11 classes of four ability groups. The classes included a pre-Algebra class, four exploring classes, four general classes, and two basic classes. Predictor variables assessed included mathematics scores on the lowa Tests of Basic Skills (ITBS) and the Kern High School District Test of Mathematics Achievement, sixth-grade mathematics grades teacher recommendations, and gender. Seventh-grade mathematics achievement was measured by student course grades and end-of-the-year achievement test scores. Analyses involved the use of multiple regression techniques. Results show that all variables but the ITBS total mathematics score were significantly correlated with seventh-grade first semester percentage grade. A composite set of eight predictors accounted for approximately 71% of the variance in achievement test scores. Implications for achievement prediction, grading systems, and ability grouping are discussed. Seven data tables are included. (TJH) ED 313 385 TM 014 136 Rodwell, Frankie G. Deal, Sterling G. Facilitating the Operationalization of Evaluation Recommendations. Virginia State Dept. of Transportation, Richmond. Research Council. Pub Date-Oct 89 Note--16p.; Paper prepared for the Annual Meet ing of the American Evaluation Association (San
Francisco, CA, October 19-21, 1989). Pub Type- Reports · Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors—* Administrator Evaluation, Decen- tralization, *Evaluation Utilization, Feedback, Formative Evaluation, Human Resources, Interviews, Management Development, Needs Assessment, Organizational Change, *Organizational Communication, Qualitative Research, *Self Evaluation (Groups), *State Agencies Identifiers—*Virginia State Department of Trans portation This paper describes the means by which an in-house evaluation for the Virginia Department of Transportation (VDOT) was constructed to facilitate communication among different levels of the agency. The VDOT underwent a decentralization process, beginning in 1986, under the direction of a decentralization committee. In early 1989, a qualitative study consisting of interviews with administrators involved in the most basic geographic/administrative component of the agency, the "residency," was undertaken. Feedback was elicited from interviewees throughout the development of the report. Eight functions common to each residency unit were identified, and it was determined that the role of the administrative head of the unit was in transition from engineer to manager. Recommendations for management philosophy, management training, and resource needs assessment were developed to respond to this transition; and three task groups were established to deal with the three recommendations, respectively. In addition, subgroups were assigned to assessing the physical needs of individual residencies and personnel needs in the area of accounting, data management, and human resources. The processes and results of the study reveal the effectiveness of involving all levels of the organization in the evaluation process. (TJH) ED 313 386 TM 014 137 Schiano, Diane J. Barch, Don A New Strategy for Studying Spatial Aptitude. Pub Date-[89] Note-7p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Computer Assisted Testing, Com puter Software, Databases, Encoding (Psychology), *Problem *Problem Solving, *Spatial Ability, Technological Advancement, *Test Construction Identifiers—*Analogy Test Items, BASIC Program ing Language, Cognitive Abilities Test, Expertise, *Spatial Tests An expert/novice paradigm is applied to the development of a computer-assisted test of spatial aptitude. The qualitative differences in encoding and solution strategies between high and low "spatials” were demonstrated. Initial efforts focused on the ubiquitous figural analogy test ('A:B::C:D"). Converging evidence from a variety of standard tasks indicates that high scorers encode figures more flexibly, apply spatial transformations more holistically, and attempt to solve problems in a more "topdown” manner than do low scorers, but pilot results also suggest that at least some of these skills may be trainable. A new methodology has been developed to computerize testing and training in future research. Figural analogy problems from the Cognitive Abilities Test were photodigitized for use in combination with a program, called “ANALOGY,” written in AmigaBASIC. The resulting test procedure has a great deal in common with the subject-controlled "moving window" technique now commonly seen in text comprehension literature. The procedure allows the subject complete freedom in selecting what to view and when to view it. The computerized procedure constitutes a clear advance over paper-and-pencil tests and standard reaction-time studies, since it yields a rich database gathered under unobtrusive yet controlled conditions. In addition to overall speed and accuracy of solution, the database program provides for direct assessment of specific problem term encoding and comparison times and of global solution strategies. The general-purpose program is easily modified and allows for a feedback option. This research tool will be applied to a variety of subject populations and training conditions. (TJH) ED 313 387 TM 014 139 Clariana, Roy B. Smith, Lana J. Comparative Effects of Ability and Feedback Form in Computer-Assisted Instruction.
ED 313 388 TM 014 143 Engelhard, George, Jr. Historical Views of the Concept of Invariance and Measurement Theory in the Behavioral Sciences. Spons Agency-National Academy of Education, Washington, D.C. Pub Date-Mar 89 Note-51p.; An earlier version of this paper was presented at the International Objective Measurement Workshop (5th, Berkeley, CA, March 1989). Pub Type- Information Analyses (070) Speeches/Meeting Papers (150) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Behavioral Sciences, Behavior Theo ries, Item Analysis, Item Sampling, *Latent Trait Theory, *Measurement, Qualitative Research, Science History Identifiers-*Invariance Principle, Item Calibra tion, *Item Invariance, Rasch Model A historical perspective on and substantive review of the concept of invariance are provided. Progress made toward solving measurement problems related to invariance is also assessed. Two major classes of invariant measurement are described: (1) sample-invariant item calibration; and (2) item-invariant measurement of individuals. The work of S. S. Stevens is used to help clarify the concept of invariance. The importance of invariance as a key measurement concept is then illustrated via the measurement theories of E. L. Thorndike, L. L. Thurstone, and G. Rasch. The study methodology uses quotations and original figures to illustrate how these researchers addressed measurement problems related to invariance. A comparison and discussion of these three researchers' theories of measurement are presented in terms of their contributions to the solution of problems related to the concept of invariance. Rasch's research is seen as the means by which the issues raised by the other two researchers were resolved. A case is made for viewing invariance as a fundamental aspect of measurement in the behavioral sciences. Invariance appears to be essential in order to realize the advantages of objective measurement. A 58-item list of references, one table, and five figures are included. (TJH)
ED 313 389 TM 014 155 The National Longitudinal Study of the High School Class of 1972 (NLS-72), Fifth Follow-Up (1986). Teaching Supplement Data File (machine-readable data file).
Statistical Analysis, Statistical Data, *Teacher At titudes Identifiers-National Longitudinal Study High School Class 1972 This machine-readable data file (MDRF) contains information from the fifth follow-up survey of the National Longitudinal Survey of the High School Class of 1972. The survey was carried out along with the third survey of the High School and Beyond Study. The fifth follow-up data file consists of 12,841 records. The data tape contains information on the experiences and attitudes of a sample of teachers for whom an extensive history already existed. It consists of the following files: the raw data file (randomized identification number; fifth follow-up questionnaire data; and fifth follow-up flags, composites, and weights); the record layout for the raw data file; Statistical Analysis System control cards; and Statistical Package for the Social Sciences (SPSS-X) control cards. The questionnaire included: (1) a survey of attitudes toward the teaching profession; (2) questions on family structure, marital, and economic status; and (3) attitude questions about self-esteem, job satisfaction, satisfaction with educational experiences, and participation in community affairs. A user's manual is available for the data file. A supplementary survey investigated attitudes and experiences of teachers or those who qualified to be teachers; these data are reported on a separate data tape. POPULATION: High School Graduates (14,489). TYPE OF SURVEY: Longitudinal Survey; National Survey; Follow-up Survey. RESPONDENTS: High School Graduates (12,841). RESPONSE RATE: High School Graduates (89%). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1986. (SLD)
Pub Type- Machine-Readable Data Files (102) Numerical/Quantitative Data (110) – Tests/ Questionnaires (160) Document Not Available from EDRS. Descriptors—* Administrators, Catholic Schools, Courses, *Databases, Federal Programs, Financial Support, High Schools, *Institutional Characteristics, *Longitudinal Studies, *National Surveys, Online Systems, Private Schools, Public Schools, Questionnaires, School Funds, School Organization, *School Surveys, Statistical Data, Teacher Characteristics Identifiers—*High School and Beyond (NCES) High School and Beyond is a national longitudinal study of the cohorts of 1980 high school seniors and sophomores in the United States. The School File, a machine-readable data file (MRDF) contains questionnaire response data provided by administrators from 988 public, Catholic, and private schools. The file focuses on a number of school characteristics, including type and organization; faculty composition; instructional programs; course offerings; specialized programs; participation in Federal programs; funding sources; teacher organizations; and grading systems. The questionnaire contained 65 questions, and the file has 988 records. The tape consists of four files: (1) the school data file; (2) the machine-readable codebook; (3) the Statistical Analysis System control card file; and (4) the Statistical Package for the Social Sciences control card files. A codebook is available to assist data users. POPULATION: Public High Schools; Private High Schools; Catholic High Schools. TYPE OF SURVEY: National Survey; Longitudinal Survey. SAMPLE: Public, Private, and Catholic High Schools (1988). RESPONDENTS: Administrators. FREQUENCY: Once. YEAR OF EARLIEST DATA: 1980. (SLD)
National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000057 Pub Date—87 Contract-300-84-0169 Note-For documentation pertaining to this data file, see ED 292 891. For related data file, see TM 014 156. Available from—U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) – Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors-Databases, Elementary School Teachers, Elementary Secondary Education, Followup Studies, *Graduate Surveys, *High School Graduates, Longitudinal Studies, Mail Surveys, *National Surveys, *Occupational Surveys, Online Systems, Questionnaires, Secondary School Teachers, Statistical Data, Teacher Attitudes, Teacher Background, Teacher Education, Teacher Motivation, Vocational Aptitude Identifiers-National Longitudinal Study High School Class 1972, *Teacher Supplement Data File, Teacher Surveys The National Longitudinal Survey of the High School Class of 1972 (NLS-72) Teaching Supplement Data File (TSDF) is presented. Data for the machine-readable data file (MDRF) were collected via a mail questionnaire that was sent to all respondents (N=1,517) to the fifth follow-up survey who indicated that they had a teaching background or training to be teachers. A total of 1,449 questionnaires were mailed. The questionnaire focused on the qualifications, experience, and attitudes of current and former elementary and secondary school teachers and on the qualifications of persons who had completed a degree in education or certification, but who had not taught. The data file consists of 1,147 records. The data can be analyzed with both Statistical Analysis System (SAS) and Statistical Package for the Social Sciences (SPSS). The Teaching Supplement data tape contains four related files: the raw data file (randomized identification number, questionnaire data, and the teaching supplement weight); the record layout for the raw data file; SAS control cards; and SPSS-X control cards. The files are designed to be used as a weighted data set in all kinds of analyses, and can be used to investigate some of the following policy issues related to teacher quality and retention: (1) ways to attract potential teachers to the profession; (2) how to match teachers' assignments with their academic training; (3) teachers' working conditions; (4) teacher satisfaction with their jobs; and (5) the main incentives and disincentives for teachers remaining in the profession. A user's manual is available. POPULATION: High School Class of 1972. TYPE OF SURVEY: Longitudinal Survey; National Survey; Follow-up Survey. SAMPLE: Fifth Follow-up Respondents (1,517) with teaching experience or training. RESPONDENTS: Elementary and Secondary School Teachers (1,038); Nonteachers (109). RESPONSE RATE: Teachers and Non-teachers (1,147=86%). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1986. (SLD) ED 313 390 TM 014 156 The National Longitudinal Study of the High School Class of 1972 (NLS-72), Fifth Follow-Up (1986) Data File (machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000059 Pub Date—87 Contract-300-84-0169 Note-For documentation pertaining to this data file, see ED 292 890. For a related data file, see TM 014 155. Available from--U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) – Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors—* Databases, Family Characteristics, *Followup Studies, *High School Graduates, *Longitudinal Studies, *National Surveys, Online Systems, Questionnaires, Secondary Education,
ED 313 391 TM 014 157 High School and Beyond: School Questionnaire Codebook. Version I. National Opinion Research Center, Chicago, Ill. Spons Agency–National Center for Education Sta tistics (ED), Washington, DC. Pub Date—Jan 81 Contract-300-78-0208 Note-179p.; For the data file, see TM 014 158. Print is marginally legible. Pub Type- Guides • Non-Classroom (055) Tests/Questionnaires (160) — umerical/Quan titative Data (110) EDRS Price - MF01/PC08 Plus Postage. Descriptors—* Administrators, Catholic Schools, Courses, Databases, Federal Programs, Financial Support, High Schools, *Institutional Characteristics, *Longitudinal Studies, *National Surveys, Online Systems, Private Schools, Public Schools, *Questionnaires, School Funds, School Organization, *School Surveys, Statistical Surveys, Teacher Characteristics Identifiers—*High School and Beyond (NCES) High School and Beyond is a national longitudinal study of the cohorts of 1980 high school seniors and sophomores in the United States. The School File, a data tape, contains questionnaire response data provided by administrators from 988 public, Catholic, and private schools. The file focuses on a number of school characteristics, including: (1) type and organization; (2) faculty composition; (3) instructional programs; (4) course offerings; (5) specialized programs; (6) participation in Federal programs; (7) funding sources; (8) teacher organizations; and (9) grading systems. This codebook provides information about the School File to assist the user in working with the data. A total of 231 tables contain each original question from the questionnaire, the variable (item) name, variable label, and tape positions for particular pieces of information. The School Questionnaire, which consists of 65 questions, is provided, along with the frequency count for the sample. (SLD) ED 313 392 TM 014 158 High School and Beyond Class of 1980 School Data File (machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000007 Pub Date—81 Note-For the documentation pertaining to this data file, see TM 014 157. Available from-U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 3576528/6522. ($175).
ED 313 393 TM 014 159 High School and Beyond: Revised Parent Ques tionnaire Codebook (Revised Parent Analysis File). Contractor Report. Institute for Demographic and Economic Studies, Inc., New Haven, Conn.; National Opinion Re search Center, Chicago, Ill. Spons Agency-National Center for Education Sta tistics (ED), Washington, DC. Report No.-NCES-84-223 Pub Date—Sep 84 Contract—300-78-0208; 300-82-0307 Note—242p.; For the data file, see TM 014 160. The first version of the file was released in August 1981. Print is marginally legible. Pub Type- Guides · Non-Classroom (055) – Tests/Questionnaires (160) - Numerical/Quan titative Data (110) EDRS Price - NF01/PC10 Plus Postage. Descriptors-Academic Aspiration, Career Choice, Databases, *Family Characteristics, Financial Support, Grade 10 Grade 12, High Schools, High School Seniors, *High School Students, Longitudinal Studies, *National Surveys, Occupational Aspiration, Online Systems, Parent Attitudes, *Parents, Parent Student Relationship, Postsecondary Education, *Questionnaires, Statistical Surveys The Parent Survey of High School and Beyond is a study of the parents of 1980 high school seniors and sophomores in the United States conducted in 1980 as part of a national study of these cohorts of students which was intended to follow them through their early adulthood. The revised file contains data from the parents of 3,367 sophomores and 3,197 seniors from 307 high schools selected from the High School and Beyond Class of 1980 sample. Each record includes information on: (1) parents' aspirations and plans for their children's postsecondary education; (2) information on family assets and debts; (3) sources of income; (4) type of employment; (5) marital status; (6) educational attainment; (7) ethnic background; and (8) language spoken at home. This revised file augments the first version with 22 additional variables, half of which are measures of income and wealth. The questionnaire contained 58 questions common to parents of seniors and sophomores, and a total of 74 questions for the parents of seniors and 68 for the parents of sophomores. This codebook provides comprehensive information to aid the user working with the data. For each questionnaire item, a variable label and the response categories are printed along with the frequency count for the total samples. If the question is comparable to one in the student questionnaire, that information is included. The Parent
Questionnaire is provided. (SLD) ED 313 394 TM 014 160 High School and Beyond Revised Parent Analysis File (machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000010 Pub Date—84 Note-For documentation pertaining to this file, see TM 014 159. Available from-U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) – Tests/ Questionnaires (160) Document Not Available from EDRS. Descriptors-Academic Aspiration, Career Choice, *Databases, Educational Attainment, *Family Characteristics, Federal Programs, Financial Support, Grade 10, Grade 12, High Schools, High School Seniors, *High School Students, Longitudinal Studies, National Surveys, Occupational Aspiration, Online Systems, Parent Attitudes, *Parents, Parent Student Relationship, Postsecondary Education, Statistical Data Identifiers—*High School and Beyond (NCES), *Parent Analysis File (Revised) The Parent Survey of High School and Beyond is a study of the parents of 1980 high school seniors and sophomores in the United States conducted in 1980 as part of a national study of these cohorts of students which was intended to follow them through their early adulthood. The revised machine-readable data file (MRDF) Parent Analysis File (PAF) contains data from questionnaires completed by a national sample of parents of 3,367 sophomores and 3,197 seniors from 312 high schools selected from the High School and Beyond Class of 1980 sample. Each record includes information on parents' aspirations and plans for their children's postsecondary education; information on family assets and debts; sources of income; type of employment; marital status; educational attainment; ethnic background; and language spoken at home. This revised file augments the first version with 22 additional variables, half of which are measures of income and wealth. The PAF contains 6,564 records. The tape has three files: (1) parent data file; (2) the Statistical Package for the Social Sciences control cards; and (3) the machine-readable codebook. A bound codebook is also available. POPULATION: High Schools (1,015); High School Sophomores (30,263); High School Seniors: 28,465. TYPE OF SURVEY: National Survey; Sample Survey. SAMPLE: High Schools (312); High School Seniors (3,547); High School Sophomores (3,654). RESPONDENTS: Parents of High School Seniors and Sophomores (6,564). RESPONSE RATE: High School Sophomores (3,367=92%); High School Seniors (3,197=90%). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1981. (SLD) ED 313 395 TM 014 161 High School and Beyond: Language File Code Book. National Opinion Research Center, Chicago, Ill. Spons Agency-National Center for Education Sta tistics (ED), Washington, DC. Pub Date—80 Note—68p.; For the data file, see TM 014 162. Pub Type- Guides - Non-Classroom (055) – Tests/Questionnaires (160) — Numerical/Quan titative Data (110) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Bilingual Education Programs, Data bases, *English (Second Language), Grade 10, Grade 12, High Schools, *High School Students, *Language Proficiency, Limited English Speaking, Longitudinal Studies, Mail Surveys, *National Surveys, Non English Speaking, Online Systems, Questionnaires, Second Language Instruction, Second Language Programs, *Second Languages, Statistical Surveys Identifiers—*High School and Beyond (NCES), Student Surveys High School and Beyond is a national longitudinal study of the cohorts of 1980 high school seniors and sophomores in the United States, intended to provide information through the early adulthood of these students. The Language File contains data on
each student who responded that he or she had experience in a language other than English in the High School and Beyond base year survey in 1980. It includes 11,303 records with information on: (1) childhood languages; (2) current language spoken; (3) the most important language; (4) number of languages used; (5) English or non-English comprehension; and (6) use of non-English language at home. Data are also presented on whether students received instruction in elementary and secondary schools for students for whom English is not the primary language, as well as whether they took cultural history courses related to the primary language. The questionnaire contained 23 questions, with 42 variables for each student. The codebook provides information to aid in the use of this data. For each questionnaire item, the question and response categories are printed along with the frequency count for the total subset of students. The question numbers from the sophomore and senior identification pages are also included. Sample items are provided that contain the original question number, variable identifier, variable label, and tape position of specific pieces of information. The complete questionnaire is provided. (SLD) ED 313 396 TM 014 162 High School and Beyond: Language File (ma chine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000009 Pub Date—80 Note-For documentation pertaining to this file, see TM 014 161. Available from—U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) – Tests/ Questionnaires (160) Document Not Available from EDRS. Descriptors—*Databases, *English (Second Lan guage), Grade 10, Grade 12, High Schools, *High School Students, *Language Proficiency, Limited English Speaking, Longitudinal Studies, *National Surveys, Non English Speaking, Online Systems, Questionnaires, Second Language Instruction, Second Language Programs, *Second Languages, Statistical Data Identifiers—*High School and Beyond (NCES) High School and Beyond is a national longitudinal study of the cohorts of 1980 high school seniors and sophomores in the United States, intended to provide information through the early adulthood of these students. The machine-readable data file (MRDF) Language File contains data on each student who responded that he or she had experience in a language other than English in the High School and Beyond base-year survey in 1980. It includes 11,303 records with information on childhood languages; current language spoken; the most important language; number of languages used; English or non-English comprehension; and use of non-English language at home. Data are also presented on whether students received instruction in elementary and secondary schools for students for whom English is not the primary language, as well as whether they took cultural history courses related to the primary language. The data tape consists of: (1) the language questionnaire information file; (2) a Statistical Package for the Social Sciences control card file; and (3) a machine-readable codebook. The first variables on the file are a random four-digit school code and a two-digit student code. The school code is used to group students from the same school. The school code and the student code together form a unique code for identifying individual records. The codebook is also available as a bound volume. POPULATION: High School Sophomores (3,779,288); High School Seniors: (3,040,000). TYPE OF SURVEY: National Survey; Longitudinal Survey; Sample Survey. SAMPLE: High School Sophomores and Seniors (11,303). RESPONDENTS: High School Sophomores and Seniors. RESPONSE RATE: High School Sophomores and Seniors (11,303= 100%). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1980. (SLD) ED 313 397 TM 014 163 High School and Beyond Information for Users, Base Year (1980) Data. Version 1, December 1980.
National Opinion Research Center, Chicago, Ill. Spons Agency-National Center for Education Sta tistics (ED), Washington, DC. Pub Date-Dec 80 Contract-300-78-0208 Note—351p.; For the data file, see TM 014 164. Print is marginally legible. Pub Type-Guides - Non-Classroom (055) - Nu merical/Quantitative Data (110) EDRS Price - MF01/PC15 Plus Postage. Descriptors—* Databases, Educational Experience, Extracurricular Activities, Grade 10, Grade 12, High Schools, High School Seniors, *High School Students, Leisure Time, * Longitudinal Studies, *National Surveys, Online Systems, Private Schools, Public Schools, School Activities, Statistical Surveys, *Student Attitudes, Work Experi ence Identifiers—*High School and Beyond (NCES), *Student Surveys High School and Beyond is a national longitudinal study of the cohorts of 1980 seniors and sophomores in the United States, intended to provide information on these students through early adulthood. It is part of a program of national longitudinal studies of American youth initiated in 1972. This base year student file includes information on 58,270 students from 1,015 public and private schools. The senior questionnaire contained 121 questions; the sophomore questionnaire contained 114 questions. The file includes information on: (1) personal background; (2) education; (3) work experiences; (4) postsecondary plans and aspirations; (5) school activities; (6) attitudes; and (7) verbal and non-verbal cognitive test scores from a nine-part battery for seniors and a seven-part battery for sophomores. This codebook contains information to help users working with the data. Each item presented in the codebook contains an item indicator (a sequential number indicating the order of the items on the tape), tape position of each item, and variable identifier (either a three-part descriptor that identifies a questionnaire item/composite or a mnemonic identifier for the remaining variables) for particular pieces of information. For each questionnaire item, the question and its response categories are included, along with the frequency count for the total sample. All other High School and Beyond data files can be merged with this student file. (SLD) ED 313 398 TM 014 164 High School and Beyond Student File (Base Year 1980) [machine-readable data file]. National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000002 Pub Date—80 Note-For documentation pertaining to this file, see TM 014 163. Available from-U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors——*Databases, Educational Experience, Extracurricular Activities, Grade 10, Grade 12, High Schools, High School Seniors, *High School Students, Leisure Time, *Longitudinal Studies, *National Surveys, Online Systems, Private Schools, Public Schools, School Activities, Statis tical Data, *Student Attitudes, Work Experience Identifiers—*Base Year Student File 1980, *High School and Beyond (NCES) High School and Beyond is a national longitudinal study of the cohorts of 1980 seniors and sophomores in the United States, intended to provide information on these students through early adulthood. This base year student file, a machine-readable data file (MDRF), is the first information available from the study. It includes information on 58,270 students from 1,015 public and private schools. The senior questionnaire contained 121 questions; the sophomore questionnaire contained 114 questions. The file includes information on personal background; education; work experiences; postsecondary plans and aspirations; school activities; attitudes; and verbal and non-verbal cognitive test scores from a nine-part battery for seniors and a seven-part battery for sophomores. The tape includes four parts: (1) student data file; (2) machine readable codebook; (3) Statistical Analysis System control card file; and (4) Statistical Package for the Identifiers-National Longitudinal Study High
School Class 1972, *Postsecondary Education Transcript Study The Postsecondary Education Transcript File of the National Longitudinal Study of the High School Class of 1972 (NLS-72) is a machine-readable data file containing information on transcripts from NLS-72 senior cohort members who reported attending a postsecondary institution after high school. Records were obtained from all types of educational institutions and programs. A total of 19,033 transcripts reflecting the educational activities of 14,759 sample members are included. Information includes major and minor fields of study; periods of enrollment; courses taken; credits earned; and grades received and credentials earned at 2-year and 4-year institutions. Data are organized at the student, transcript, term, and course levels. The student-level records contain: student identification number; number of transcripts requested and received; regular and transfer credits for 50 major subject areas; and survey data and composite variables from the secondary school attended. Transcriptlevel records include: types, names, and dates of degrees; major and minor fields of study; and grade point averages. Term-level records contain: type of academic term; dates for the terms; and the grading system in effect. Course-level records are: the name of the course; the classification of instructional program; code for the course subject area; grade received; and credits attempted. POPULATION: High School Seniors 1972 (3,000,000). TYPE OF SURVEY: National Survey; Sample Survey; Longitudinal Survey. RESPONDENTS: Administrators. SAMPLE: High School Seniors 1972 (14,759). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1972. (SLD)
see TM 014 167. Available from U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors—*Databases, Educational Environ ment, Educational Facilities, Grade 12, High Schools, *High School Seniors, *Longitudinal Studies, *National Surveys, Online Systems, Private Schools, Public Schools, Questionnaires, School Personnel, *School Statistics, School Surveys, Secondary School Curriculum, Statistical Data Identifiers-National Longitudinal Study High School Class 1972 The National Longitudinal Study of the High School Class of 1972 (NLS-72) collected data on a sample of seniors in the 1971-72 school year. Excluded were students from schools for the handicapped, schools for legally confined students, and special school situations. The school file, a companion to the student data file, contains 1,318 records, one for each high school from which NLS-72 students were sampled. It contains information about the environment, staff, procedures, facilities, and curricula of the sample high schools. The 504 variables of each record are primarily from the School Questionnaire and one or two Counselor Questionnaires from each school. TYPE OF SURVEY: National Survey; Longitudinal Survey; Sample Survey. POPULATION: High School Seniors in the 1971-72 School Year. SAMPLE: High Schools (1,200); Backup Sample (157); Augmentation Sample (16). RESPONDENTS: Administrators; Counselors. RESPONSE RATE: High Schools (1,153=96%); Backup Sample (149=94.9%); Augmentation Sample (16=100%). FREQUENCY: Once. YEAR OF EARLIEST DATA: 1972. (SLD)
Social Sciences control card file. The codebook is also available as a bound volume. POPULATION: High Schools (24,725); High School Sophomores (3,779,288); High School Seniors (3,040,000). TYPE OF SURVEY: National Survey; Sample Survey; Longitudinal Survey. SAMPLE: High Schools (1,122); High School Sophomores (35,723); High School Seniors (34,981). RESPONDENTS: High Schools (1,015); High School Seniors (28,240); High School Sophomores (30,030). RESPONSE RATE: High Schools (1,015=90.5%); High School Sophomores (30,030=84%); High School Seniors (28,240=80.5%). FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 1980. (SLD) ED 313 399 TM 014 165 Jones, Calvin And Others National Longitudinal Study of the High School Class of 1972. Postsecondary Education Transcript Study Data File User's Manual. Contrac tor Report. National Opinion Research Center, Chicago, Ill. Spons Agency-National Center for Education Sta tistics (ED), Washington, DC. Report No.-CS-86-221 Pub Date-Aug 86 Contract-300-83-0288 Note-525p.; For the data file, see TM 014 166. Pub Type - Guides - Non-Classroom (055) – Nu merical/Quantitative Data (110) EDRS Price - MF02/PC21 Plus Postage. Descriptors—* Academic Records, College Credits, *College Students, Courses, Databases, Degrees (Academic), Enrollment, Grades (Scholastic), * High School Graduates, *Longitudinal Studies, Majors (Students), *National Surveys, Online Systems, Postsecondary Education, Statistical Surveys Identifiers—National Longitudinal Study High School Class 1972, Postsecondary Education Transcript Study The codebook for the Postsecondary Education Transcript File of the National Longitudinal Study of the High School Class of 1972 (NLS-72), which is a machine-readable data file containing information on transcripts from NLS-72 senior cohort members who reported attending a postsecondary institution after high school, is presented. Records were obtained from all types of educational institutions and programs. A total of 19,033 transcripts reflecting the educational activities of 14,759 sample members are included. Information includes: (1) major and minor fields of study; (2) periods of enrollment; (3) courses taken; (4) credits earned; and (5) grades received and credentials earned at 2-year and 4-year institutions. Data are organized at the student, transcript, term, and course levels. This user's manual documents the procedures used to collect this information and provides researchers with the technical information necessary to use the public release data files. Data editing procedures are discussed, and the organization and content of the files are described. Procedures used to construct sampling weights for use in computing population estimates are reviewed. Lists of the endorsing institutions, postsecondary school codes in numerical order, postsecondary school codes in alphabetical order, and course subject codes in numerical order are provided. The data file record layout and frequency distributions are tabulated. (SLD) ED 313 400 TM 014 166 National Longitudinal Study of the High School Class of 1972. Postsecondary Education Tran script File (machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Pub Date—86 Note-For documentation pertaining to this file, see TM 014 165. Available from U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type— Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors—* Academic Records, College Credits, *College Students, Courses, *Databases, Degrees (Academic), Enrollment, Grades (Scholastic), Grading, *High School Graduates, Longitudinal Studies, Majors (Students), *National Surveys, Online Systems, Postsecondary Education, Statistical Data
ED 313 401 TM 014 167 Henderson, Louise Levinsohn, Jay National Longitudinal Study of the High School Class of 1972. School File Documentation. Research Triangle Inst., Research Triangle Park, NC. Center for Educational Research and Evalua tion. Spons Agency-National Center for Education Sta tistics (ED), Washington, DC. Report No.-EF-000056; NLS-72 Pub Date—Jun 81 Note-157p.; For the corresponding data file, see TM 014 168. Pub Type-Guides - Non-Classroom (055) — Nu merical/Quantitative Data (110) - Tests/Ques tionnaires (160) EDRS Price - MF01/PC07 Plus Postage. Descriptors-Databases, Data Collection, *Educa tional EnvironmentEducational Facilities, Grade 12, High Schools, *High School Seniors, *Longitudinal Studies, *National Surveys, Online Systems, Private Schools, Public Schools, Questionnaires, Sampling, School Personnel, School Statistics, *School Surveys, Secondary School Curriculum, Statistical Surveys Identifiers-National Longitudinal Study High School Class 1972 This documentation is intended to assist users of the school file which was prepared from information collected for the National Longitudinal Study of the High School Class of 1972 (NLS-72). The school file is a companion to the NLS-72 student-based data file and consists of 1,318 records, one from each high school from which NLS-72 students are sampled. It contains information about the environment, staff, procedures, facilities, and curricula of the sample high schools. This documentation describes the sample design of the survey and is supplemented by appendices containing detailed information about the variables. Appendix A contains the data collection instruments: the School Questionnaire and the Counselor Questionnaires. Appendix B is a summary listing of the 504 variables in the file. The listing provides, for each variable, the variable number and label, the position in the data file, and the corresponding question label. Appendix C is a listing of the frequencies of the responses to each question. (SLD) ED 313 402 TM 014 168 National Longitudinal Study of the High School Class of 1972 School File (machine-readable data file) National Center for Education Statistics (ED), Washington, DC. Report No.-NLS-72 Pub Date-Jun 81 Note-For documentation pertaining to this file,
ED 313 403 TM 014 169 National Longitudinal Study of the High School Class of 1972. Third Follow-Up Questionnaire. Research Triangle Inst., Research Triangle Park, N.C. Spons Agency-National Center for Education Sta tistics (DHEW), Washington, D.C. Report No.-EF-000055; NLS-72 Pub Date—76 Note-132p.; For the corresponding data file, see TM 014 170. Pub Type-Guides - Non-Classroom (055) - Nu merical/Quantitative Data (110) — Tests/Ques tionnaires (160) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Aspiration, Attitudes, Educational Experience, Family Characteristics, *Followup Studies, Grade 12, *Graduate Surveys, *High School Graduates, High Schools, High School Seniors, *Longitudinal Studies, Military Service, *National Surveys, *Questionnaires, Statistical Surveys, Work Experience Identifiers-National Longitudinal Study High School Class 1972, *Third Followup Questionnaire As part of the third follow-up to the National Longitudinal Study of the High School Class of 1972, the Third Follow-Up Questionnaire was administered to a sample of the members of the high school class of 1972 who had been surveyed in 1972 and 1974. The questionnaire contains 158 items about education and work experience and is divided into the following sections: (1) general information; (2) work experience; (3) education and training; (4) military service; (5) family status; (6) experiences and opinions; and (7) background information. The experiences and opinions section elicits attitudes of these high school graduates about: self and community; social, economic, and political opinions; aspirations; and education received. Included with the questionnaire is a codebook, which lists all 2,471 variables and their positions in the data file. (SLD)
ED 313 404 TM 014 170 National Longitudinal Study of the High School Class of 1972. Third Follow-Up Questionnaire Data File (machine-readable data file). National Center for Education Statistics (DHEW), Washington, D.C. Report No.-NLS-72 Pub Date—76 Note-For documentation pertaining to this file, see TM 014 169.
Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 3576528/6522. ($175). Pub Type- Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors-Adults, Career Choice, Cultural Background, *Databases, Employment Patterns, Enrollment, Family Characteristics, *National Surveys, Noncollege Bound Students, Occupational Aspiration, Online Systems, Postsecondary Education, Private Schools, Public Schools, Statistical Data, *Student Characteristics, *Voca tional Education Identifiers-Postsecondary Career School Survey, *Survey Characteristics Stud Postsec Sch Data File The survey contained in this file presents data collected on students enrolled in occupational programs in public and private non-collegiate postsecondary schools. The file contains information on: (1) age; (2) sex; (3) racial and ethnic background; (4) current employment; (5) future educational and employment plans; and (6) parental background. The sample of 404 schools was chosen from the schools throughout the United States and Puerto Rico that responded to the 1980 Postsecondary Career School Survey. The student sample consisted of 7,977 students. Tape documentation presents descriptions of the variables and listings of the education and occupation codes used. TYPE OF SURVEY: National Survey; Sample Survey. POPULATION: Noncollegiate Postsecondary Schools; Noncollegiate Postsecondary Students. SAMPLE: Noncollegiate Postsecondary Schools (404); Noncollegiate Postsecondary Students (7,977). RESPONSE RATE: Noncollegiate Postsecondary Schools (85.1%); Noncollegiate Postsecondary Students (86.7%). FREQUENCY: Biennial. YEAR OF EARLIEST DATA: 1981. (SLD)
Available from—U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type— Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors-Aspiration, Attitudes, *Databases, Educational Experience, Family Characteristics, *Followup Studies, Grade 12, *Graduate Surveys, *High School Graduates, High Schools, High School Seniors, *Longitudinal Studies, Military Service, *National Surveys, Online Systems, Questionnaires, Statistical Data, Work Experi ence Identifiers-National Longitudinal Study High School Class 1972, *Third Followup Questionnaire Data File As part of the third follow-up to the National Longitudinal Study of the High School Class of 1972, the Third Follow-Up Questionnaire was administered to a sample of the members of the high school class of 1972 who had been surveyed in 1972 and 1974. This file contains the responses to that questionnaire. The questionnaire has 158 items about work and educational experiences and is divided into the following sections: (1) general information; (2) work experience; (3) education and training; (4) military service; (5) family status; (6) experiences and opinions; and (7) background information. The experiences and opinions section elicits attitudes of these high school graduates about: self and community; social, economic, and political opinions; aspirations; and education received. TYPE OF SURVEY: National Survey; Longitudinal Survey; Follow-up Survey. POPULATION: High School Graduates 1972. FREQUENCY: Once. YEAR OF EARLIEST DATA: 1976. (SLD) ED 313 405 TM 014 171 Survey of Characteristics of Students in Noncol legiate Postsecondary Schools, 1981. National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000081 Pub Date—81 Note-100p.; For the corresponding data file, see TM 014 172. Survey instrument contains light colored ink. Pub Type-Guides - Non-Classroom (055)- Nu merical/Quantitative Data (110) — Tests/Ques tionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Adults, Career Choice, Cultural Background, Databases, Employment Patterns, Enrollment, Family Characteristics, *National Surveys, Noncollege Bound Students, Occupational Aspiration, Online Systems, Postsecondary Education, Private Schools, Public Schools, *Statistical Surveys, *Student Characteristics, *Voca tional Education Identifiers-Postsecondary Career School Survey, Student Surveys, *Survey of Students in Postsecondary Schools This documentation supports the 1981 Survey of Characteristics of Students in Noncollegiate Postsecondary Schools. The survey collected data about students enrolled in occupational programs in public and private non-collegiate postsecondary schools. Information collected includes: (1) age; (2) sex; (3) racial and ethnic background; (4) current employment; (5) future educational and employment plans; and (6) parental background. The sample of 404 schools was chosen from the schools throughout the United States and Puerto Rico that responded to the 1980 Postsecondary Career School Survey. The student sample consisted of 7,977 students. The variables are listed and described briefly. Attachment 1 lists the vocational education and keypunch codes. Attachment 2 lists the occupation codes. The survey questionnaire is provided. (SLD)
Merged Federal Files-Academic Year 1976-77 [machine-readable data file). AUI Policy Research, Washington, DC. Spons Agency-National Center for Education Sta tistics (DHEW), Washington, D.C. Pub Date-80 Contract—100-78-0064; 300-78-015 Note-For documentation pertaining to this file, see TM 014 173. Available from—Center for Education Statistics, Elementary and Secondary Studies, 555 New Jersey Avenue NW, Washington, DC 20208. Tele phone: (202) 357-6614. Pub Type-- Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors-Assessed Valuation, *Databases, *Demography, *Educational Finance, Elementary Secondary Education, Enrollment, *National Surveys, Online Systems, *School Districts, School District Spending, School Statistics, So cioeconomic Status, *Statistical Data Identifiers—*Merged Federal Files A data file, created by merging seven federal files to form one comprehensive record for the 1976-77 school year, is presented. Data, including financial and demographic data from various school district surveys, were recorded for 16,859 school districts. Specific collecting agencies were the National Center for Educational Statistics, the Bureau of the Census, the Office for Civil Rights, the Office of Education, the Equal Employment Opportunity Commission, the National Institute of Education, and Killalea Associates. The names of the merged files are: (1) ELSEGIS School District Universe (16,720 records); (2) F-33-Survey of Local Government Finances (16,194 records); (3) OCR-Elementary and Secondary School Civil Rights Survey (15,675 records); (4) 437 State Administered Programs (14,902 records); (5) EEO-5-Elementary Secondary Staff Information (7,137 records); (6) NIE Special Tabulations of Census Data by School District (16,661); and (7) Equalized Property Value (15,792 records). A total of 289 variables-including revenue, expenditure, investment, enrollment (including racial/ethnic characteristics), grants, staff, poverty/welfare status, and property value information-are provided in this file. The data file contains information concerning each school district's enrollment, revenue, federal aid, expenditures, debt, cash and investments, identification, school district universe information, state administered programs, and the number of program participants. TYPE OF SURVEY: National Survey; Census Survey. POPULATION: School Districts (16,859). RESPONDENTS: Local Education Agency Administrators. FREQUENCY: Biennial. YEAR OF EARLIEST DATA: 1976. YEAR OF LATEST DATA: 1977. (TJH)
ED 313 407 TM 014 173 Merged Federal Files-Academic Year 1976-77. AUI Policy Research, Washington, DC. Spons Agency–National Center for Education Sta tistics (ED), Washington, D.C. Report No.-EF-000077 Pub Date—Jul 80 Contract—100-78-0064; 300-78-015 Note-92p.; For the corresponding data file, see TM 014 174. Pub Type-- Guides - Non-Classroom (055) — Nu merical/Quantitative Data (110) — Tests/Ques tionnaires (160) EDRS Price - MF01/PC04 Plus Postage. Descriptors-Assessed Valuation, *Databases, * Demography, *Educational Finance, Elementary Secondary Education, Enrollment, Federal Aid, Federal Programs, National Surveys, Online Systems, *School Districts, School District Spending, School Personnel, School Statistics, So cioeconomic Status, *Statistical Surveys Identifiers—*Merged Federal Files Database documentation is provided for use with a data file created from seven federal files, including financial and demographic data from various school district surveys, merged to form one comprehensive file for the 1976-77 school year. Data were recorded for 16,859 school districts. Specific collecting agencies were the National Center for Educational Statistics, the Bureau of the Census, the Office for Civil Rights, the Office of Education, the Equal Employment Opportunity Commission, the National Institute of Education, and Killalea Associates. The names of the merged files are: (1) ELSEGIS School District Universe (16,720 records); (2) F-33-Survey of Local Government Finances (16,194 records); (3) OCR-Elementary and Secondary School Civil Rights Survey (15,675 records); (4) 437 State Administered Programs (14,902 records); (5) EEO5-Elementary Secondary Staff Information (7,137 records); (6) NIE Special Tabulations of Census Data by School District (16,661); and (7) Equalized Property Value (15,792 records). A total of 289 variables-including revenue, expenditure, investment, enrollment (including racial/ethnic characteristics), grants, staff, poverty/welfare status, and property value information-are provided in the data file. Each of the seven component surveys that constitute this merged file is generally conducted by the respective collecting agency on a continuing basis. Twelve charts illustrating the record layout, a table describing the data elements of the files, definitions of numerous codes, the survey forms, and coding changes are provided. (TJH)
ED 313 409 TM 014 175 1985 Survey of 1983-84 College Graduates. National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000038 Pub Date-85 Note-210p.; For the corresponding data file, see TM 014 176. Pub Type-Guides - Non-Classroom (055) – Nu merical/Quantitative Data (110) – Tests/Ques tionnaires (160) EDRS Price - MF01/PC09 Plus Postage. Descriptors—*College Graduates, Databases, Demography, *Educational Background, *Graduate Surveys, Higher Education, Language Proficiency, Marital Status, Occupational Surveys, Online Systems, Sex Differences, Student Financial Aid, *Teacher Characteristics, Work Experi ence Identifiers-Higher Education General Information Survey, *Survey of 1983 84 College Graduates Questionnaire Database documentation is provided for a data file containing survey statistics on students graduating during the 1983-84 academic year from colleges and universities in the continental United States, with particular emphasis on students who were newly qualified to teach. The 39-item questionnaire focused on respondents' educational and occupational backgrounds. The sample of schools was chosen from the 1981-82 Higher Education General Information Survey (HEGIS)_tape, and includes 404 colleges and universities. From these schools, 18,000 students were selected. Variables include: language abilities; marital status; grade-level taught; and student financial aid arrangements. A fieldby-field description of the data, samples of the re
ED 313 406 TM 014 172 Survey of Characteristics of Students in Noncol legiate Postsecondary Schools, 1981 [ma chine-readable data file). National Center for Education Statistics (ED), Washington, DC. Pub Date—81 Note-For documentation pertaining to this file, see TM 014 171. Available from—U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Page 24
summary level, code lists, and a list of the lead agencies in the state data center programs are included. (TJH)
cord layout, and descriptions of the data elements are provided. The 1985 Survey of 1983-84 College Graduates Questionnaire; a list of major fields and subspecialty codes; a numerical index of major groups, industry groups, and industry codes; an outline of the occupational classification scheme; an occupation recode list; major field recodes; and frequency counts of selected data variables are included. (TJH)
Facsimile, changes to this questionnaire, a list of geographic coverage within summary levels, a discussion of the use of school district equivalency files, and a list of the lead agencies of the state data center programs are included. (TJH) ED 313 414 TM 014 180 Census of Population and Housing, 1980: Summary Tape File 1F, School Districts (machine-readable data file). Bureau of the Census (DOC), Washington, D.C. Data User Services Div. Pub Date—80 Note-For documentation pertaining to this data file, see TM 014 179. Available from Data User Services Division, Data Access and Use Staff, Bureau of the Census, Washington, DC 20233. Telephone: (301) 763-2074. Pub Type- Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors-Assessed Valuation, *Census Figures, * Databases, * Demography, Elementary Secondary Education, Family Characteristics, Geographic Regions, Hispanic Americans, *Housing, Marital Status, Online Systems, Racial Distribu tion, *School Districts, Statistical Data Identifiers—*Census of Population Housing 1980 Sum Tape File 1F The 1980 Census of Population and Housing Summary Tape File 1F-the School Districts File-is presented. The file contains complete-count data of population and housing aggregated by school district. Population items tabulated include age, race (provisional data), sex, marital status, Spanish origin (provisional data), household type, and household relationship. Housing items tabulated include occupancy/vacancy status, tenure, contract rent, value, condominium status, number of rooms, and plumbing facilities. The record count for school districts is 16,039. TYPE OF SURVEY: Census. POPULATION: School Districts. SAMPLE: All Persons and Housing Units in the United States. RESPONDENTS: United States Households. FREQUENCY: Decennial. YEAR OF LATEST DATA: 1980. (TJH)
ED 313 410 TM 014 176 1985 Survey of 1983-84 College Graduates (ma chine-readable data file). National Center for Education Statistics (ED), Washington, DC. Pub Date—85 Note-For documentation pertaining to this file, see TM 014 175. Available from—Center for Education Statistics, Elementary and Secondary Studies, 555 New Jersey Avenue NW, Washington, DC 20208. Tele phone: (202) 357-6614. Pub Type - Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors—*College Graduates, *Databases, De mography, *Educational Background, *Graduate Surveys, Higher Education, Language Proficiency, Marital Status, Occupational Surveys, Online Systems, Sex Differences, Student Financial Aid, *Teacher Characteristics, Work Experi ence Identifiers—Higher Education General Information Survey, *Survey of 1983 84 College Graduates Questionnaire A data file which contains survey statistics on students graduating during the 1983-84 academic year from colleges and universities in the continental United States, with particular emphasis on students who were newly qualified to teach, is presented. The file contains 10,311 records. The sample of schools was chosen from the 1981-82 Higher Education General Information Survey (HEGIS) tape, and includes 404 colleges and universities. From these schools, 18,000 students were selected. The 39-item questionnaire focused on respondents' educational and occupational backgrounds. Variables include: language abilities; marital status; grade-level taught; and student financial aid arrangements. TYPE OF SURVEY: Sample Survey; National Survey. POPULATION: College Graduates in 1984; Colleges and Universities. SAMPLE: College Graduates in 1984 (18,000); Colleges and Universities (404). RESPONSE RATE: College Graduates in 1984 (78%); Colleges and Universities (98%). FREQUENCY: Biennial. YEAR OF LATEST DATA: 1985. (TJH) ED 313 411 TM 014 177 Census of Population and Housing, 1980: Summary Tape File 3F. Technical Documentation. Bureau of the Census (DOC), Washington, D.C. Data User Services Div. Report No.-EF-000083 Pub Date—83 Note—593p.; For the corresponding data file, see TM 014 178. Pub Type— Guides - Non-Classroom (055) – Nu merical/Quantitative Data (110) – Tests/Ques tionnaires (160) EDRS Price · MF03/PC24 Plus Postage. Descriptors—*Census Figures, *Databases, *De mography, Educational Background, Elementary Secondary Education, Family Characteristics, Family Income, Geographic Regions, *Housing, Occupational Surveys, Online Systems, Sampling, *School Districts, Socioeconomic Status, Statisti cal Surveys Identifiers—*Census of Population Housing 1980 Sum Tape File 3F This report provides technical documentation associated with a 1980 Census of Population and Housing Summary Tape File (STF) 3F-which contains responses to the extended questionnaire summarized in STF 3, aggregated by school district. The file contains sample data inflated to represent the total population, 100% counts, and unweighted sample counts of persons and housing units. Population and housing variables covered include those associated with demography, socioeconomic status, educational background, occupational status, military status, transportation arrangements, income, and living arrangements and accommodations. Information specific to Summary Tape File 3 and information applicable to Summary Tape Files 1 through 5 are provided. The 1980 Census Sample Questionnaire Facsimile, a list of geographic coverage within
ED 313 412 TM 014 178 Census of Population and Housing, 1980. Summary Tape File 3F (machine-readable data file). Bureau of the Census (DOC), Washington, D.C. Data User Services Div. Pub Date—80 Note-For documentation pertaining to this data file, see TM 014 177. Available from-Data User Services Division, Cus tomer Services (Tapes), Bureau of the Census, Washington, DC 20233. Telephone: (301) 763-4100. Pub Type— Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors—*Census Figures, *Databases, *De mography, Educational Background, Elementary Secondary Education, Family Characteristics, Family Income, Geographic Regions, Housing, Military Personnel, Occupational Surveys, Online Systems, Sampling, *School Districts, Socioeco nomic Status, *Statistical Data, Transportation Identifiers—*Census of Population Housing 1980 Sum Tape File 3F The 1980 Census of Population and Housing Summary Tape File (STF) 3F contains the responses to the extended questionnaire summarized in STF 3, aggregated by school district. The file contains sample data inflated to represent the total population, 100% counts, and unweighted sample counts of persons and housing units. Population and housing variables covered include those associated with demography, socioeconomic status, educational background, occupational status, military status, transportation arrangements, income, and living arrangements and accommodations. The data available on this file are based on the 1980 census sample. The data are estimates of the actual figures that would have resulted from a complete count. The record count for school districts is 16,039, and that of the county component is 9,825. TYPE OF SURVEY: Census. POPULATION: School Districts. SAMPLE: Housing Units in the United States selected to complete an extended questionnaire. RESPONDENTS: United States Households. FREQUENCY: Decennial. YEAR OF LATEST DATA: 1980. (TJH) ED 313 413 TM 014 179 Census of Population and Housing, 1980: Summary Tape File 1F, School Districts. Technical Docu mentation. Bureau of the Census (DOC), Washington, D.C. Data User Services Div. Report No.-EF-000082 Pub Date—82 Note—207p.; For the corresponding data file, see TM 014 180. The questionnaire is sometimes il legible due to small and blurred print. Pub Type-Guides - Non-Classroom (055) - Nu merical/Quantitative Data (110) — Tests/Ques tionnaires (160) EDRS Price · MF01/PC09 Plus Postage. Descriptors-Assessed Valuation, *Census Figures, Databases, * Demography, Elementary Secondary Education, Family Characteristics, Geographic Regions, Hispanic Americans, *Housing, Marital Status, Online Systems, Questionnaires, Racial Distribution, *School Districts, *Statistical Sur veys Identifiers—*Census of Population Housing 1980 Sum Tape File 1F This report provides technical documentation associated with a 1980 Census of Population and Housing Summary Tape File 1F-the School Districts File. The file contains complete-count data of population and housing aggregated by school district. Population items tabulated include age, race (provisional data), sex, marital status, Spanish origin (provisional data), household type, and household relationship. Housing items tabulated include occupancy/vacancy status, tenure, contract rent, value, condominium status, number of rooms, and plumbing facilities. Selected aggregates, means, and medians are also provided. Data are presented in 59 tables. Summaries are provided at the following levels: national, regional, state, county, standard metropolitan area and other standard statistical geographical area, congressional district, census division, and minor civil division. Information specific to Summary Tape File 1 and information applicable to Summary Tape Files 1 through 5 are provided. The 1980 Census Complete Count Questionnaire
ED 313 415 TM 014 181 User's Manual for 1970 Census Fourth Count (Population) School District Data Tapes. Applied Urbanetics, Inc., Washington, D.C. Spons Agency-National Center for Educational Statistics (DHEW/OE), Washington, D.C. Report No.-EF-000054 Pub Date—[73] Note-48p.; For the corresponding data file, see TM 014 182. Pub Type— Guides - Non-Classroom (055) – Nu merical/Quantitative Data (110) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Census Figures, *Databases, De mography, Educational Planning, Graduate Surveys, High Schools, *High School Students, Hispanic Americans, Housing, Longitudinal Studies, Marital Status, National Surveys, Occupational Surveys, Online Systems, *School Districts, Sex Differences, Socioeconomic Status, *Statisti cal Surveys Identifiers—*Census Fourth Count 1970, National Longitudinal Study High School Class 1972, *School District Data Tapes This user's manual is intended to aid in the use of the Fourth Count (population) School District Data Tapes (SDDTs) derived from the 1970 Census. The manual, which is designed to complement the 1970 Census Users' Guide prepared by the United States Census Bureau, covers sources of the data, structure and contents of the tapes, and use of the tapes. Because school districts are not generally coterminous with area organizations used by the 1970 Census, school administrators could not apply the data directly. To alleviate this problem, the data tapes, which are a recompilation of the 1970 data, provide data tables for each school district in the country with 300 or more students. The tapes contain half of the data tables contained in the original census tapes, including all tables requested by several dozen educational planners consulted in the design phases of the tape development effort. There are 3,494 school district records in the data tapes, for an average of 2.5 school district records per high school. Data breakdowns include age, sex, Negro population, Spanish origin, mother tongue, place of birth, residence and housing arrangements, employment and occupational status, marital status, and economic status. An extract of these data tapes has Identifiers—*Public Library Universe Data File
A data file, consisting of a directory of all main public libraries in the United States, is presented. The data file contains data gathered using a directory development survey that began with the mailing of computer printout listings of each state's public libraries to the chief officer of the appropriate state library agency for updating. Various other updating measures were taken, and the updated 1981 file was compared to the 1977 Public Library Universe to allow further adjustments. Each record in the data file describes one library or the chief state library officer. The record count is 8,611. The data elements for each library include: state code; library code; population served code; Standard Metropolitan Statistical Area code; branch indicators; central city place description code; library name; library street address; city name; state name; zip code; nonconsolidated public library system affiliation name; population served; survey year; and report status. TYPE OF SURVEY: Census; National Survey. POPULATION: All Main Public Libraries in the United States. RESPONDENTS: Chief State Library Officers (51). RESPONSE RATE: Chief State Library Officers (100%). FREQUENCY: About Every Fourth Year. YEAR OF EARLIEST DATA: 1977. YEAR OF LATEST DATA: 1981. (TJH)
also been prepared to supplement the main data files of the National Longitudinal Study (NLS) of the High School Class of 1972. The extract includes only those school districts that contained one or more high schools in the 1972 NLS sample. This manual describes the preparation of the SDDTs, tape labels and control information, record types, county components and administrative units, computer requirements, and tape format; and it provides code explanations and sample FORTRAN and COBOL access statements. (TJH) ED 313 416 TM 014 182 1970 Census Fourth Count (Population) School District Data Tapes (machine-readable data file). National Center for Educational Statistics (DHEW/OE), Washington, D.C. Pub Date—70 Note-For documentation pertaining to this file, see TM 014 181. Available from-Center for Education Statistics, Elementary and Secondary Studies, 555 New Jersey Avenue NW, Washington, DC 20208. Tele phone: (202) 357-6614. Pub Type- Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors—*Census Figures, *Databases, *De mography, Educational Planning, Graduate Surveys, High Schools, *High School Students, Hispanic Americans, Housing, Longitudinal Studies, Marital Status, Occupational Surveys, Online Systems, *School Districts, Sex Differences, So cioeconomic Status, Statistical Data Identifiers—*Census Fourth Count 1970, National Longitudinal Study High School Class 1972, *School District Data Tapes The Fourth Count (population) School District Data Tapes (SDDTs), derived from the 1970 Census, are presented. Because school districts are not generally coterminous with area organizations used by the 1970 Census, school administrators could not apply the Census data directly. To alleviate this problem, the data tapes, which are a recompilation of the 1970 data, provide data tables for each school district in the country with 300 or more students. The tapes contain half of the data tables contained in the original census tapes, including all tables requested by several dozen educational planners consulted in the design phases of the tape development effort. There are 3,494 school district records in the data tapes, for an average of 2.5 school district records per high school. The SDDTs match, as closely as possible, the format of the Fourth Count (Population) Summary Tapes supplied by the Census Bureau. Data breakdowns include age, sex, Negro population, Spanish origin, mother tongue, place of birth, residence and housing arrangements, employment and occupational status, marital status, and economic status. An extract of these data tapes has also been prepared to supplement the main data files of the National Longitudinal Study (NLS) of the High School Class of 1972. The extract includes only those school districts that contained one or more high schools in the 1972 NLS sample. TYPE OF SURVEY: Census; National Survey. POPULATION: High School Districts. SAMPLE: High School Districts (1,318). FREQUENCY: Decennial. YEAR OF LATEST DATA: 1970. (TJH) ED 313 417 TM 014 183 High School and Beyond. Postsecondary Educa tion Transcript File (machine-readable data file). Center for Statistics (OERI/ED), Washington, DC. Pub Date-85 Available from—Center for Education Statistics, Elementary and Secondary Studies, 555 New Jersey Avenue NW, Washington, DC 20208. Tele phone: (202) 357-6614. Pub Type- Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors-Academic Achievement, * Academic Records, *College Students, Course Selection (Students), *Databases, Followup Studies, Grade 12, *Graduate Surveys, Higher Education, *High School Graduates, High Schools, Longitudinal Studies, National Surveys, Online Systems, Statistical Data, *Student Characteristics Identifiers-High School and Beyond (NCES), *Postsecondary Education Transcript Study The High School and Beyond (HSB) Postsecondary Educational Transcript data file is provided. The transcript file includes data collected during 1984-85 from the school transcripts for all members of the HSB elder cohort (1980 senior cohort) who had attended any form of postsecondary institution since leaving high school. Data about the types and
patterns of postsecondary courses taken by HSB sample members since 1980, when the base year data were collected, are provided. Because the transcript data file supplements a large, expanding database from the HSB survey, course-taking patterns and performance can be statistically related to a wide range of other variables, including student characteristics and occupational and economic outcomes. Of the 10,425 “in-scope” transcripts requested for 7,776 sample members, 9,385 transcripts for 7,434 sample members were returned for processing. The file, however, contains records for the 7,776 sample members for whom transcripts were requested. The transcript data are organized into a four-level hierarchy consisting of data at the student, transcript, term, and course levels. Student-level data concern the respondents' educational career in general and relevant data from the HSB base year and follow-up surveys. Transcript-level data give the students' academic records at a single institution with degrees or credentials and dates, major and minor fields of study, and the students' overall grade point average. Term-level data concern specific units of instruction including the type of term, its season, starting and ending dates, the type and characteristics of the grading system, and the number of courses taken during the term. Course-level data provide information for each course taken by a student during a specific term. TYPE OF SURVEY: Sample Survey; Follow-up Survey. POPULATION: High School Seniors in 1980 (28,240); Transcripts (11,288). SAMPLE: High School Seniors in 1980 (7,776); Transcripts (10,425). RESPONDENTS: High School Seniors in 1980 (7,434); Transcripts (9,385). RESPONSE RATE: High School Seniors in 1980 (95.6%); Transcripts (90%). FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1985. (TJH) ED 313 418 TM 014 184 LIBGIS-Public Library Universe (1981). National Center for Education Statistics (ED), Washington, DC. Report No.- EF-000087 Pub Date—81 Note—39p.; For the corresponding data file, see TM 014 185. Pub Type-Guides - Non-Classroom (055)- Nu merical/Quantitative Data (110) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—*Databases, *Directories, *Library Surveys, Mail Surveys, *National Surveys, Online Systems, *Public Libraries, Statistical Data Identifiers—*Public Library Universe Database documentation is provided for users of a data file consisting of a directory of all main public libraries in the United States. The directory development survey began with the mailing of a computer printout containing listings of each state's public libraries to the chief officer of the appropriate state library agency for updating. A computer tape was developed from the responses. Various other updating measures were taken, and the updated 1981 file was compared to the 1977 Public Library Universe to allow further adjustments. Significant variables include name, address, population served, and the name of the chief state library officer. Each record in the data file describes one library or the chief state library officer. The database documentation includes a survey summary, file description, record layout charts, data element descriptions, an outline of the survey methodology, a list of state codes, code identifications, and several frequency tables. (TJH) ED 313 419 TM 014 185 LIBGIS-Public Library Universe (1981) Data File (machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Pub Date—81 Note-For documentation pertaining to this data file, see TM 014 184. Available from—U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors—*Databases, *Directories, *Library Surveys, Mail Surveys, National Surveys, Online Systems, *Program Descriptions, *Public Librar
ED 313 420 TM 014 186 Common Core of Data Part III-LEA Non-Fiscal Data, 1984-85. National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000088 Pub Date-85 Note-16p.; For the corresponding data file, see TM 014 187. Pub Type— Guides - Non-Classroom (055) — Nu merical/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Databases, Elementary School Stu dents, Elementary School Teachers, Elementary Secondary Education, *Institutional Characteristics, Online Systems, *School Districts, School Personnel, School Statistics, Secondary School Students, Secondary School Teachers, Statistical Data, *Student Characteristics, Teacher Aides, *Teacher Characteristics Identifiers—*Common Core of Data, *Local Edu cation Agency, Non Fiscal Data File Database documentation for a statistical data file on local education agency (LEA) students and staff is provided. The data file includes counts of the number of schools, the numbers of students and teachers at various levels, and the numbers of instructional aides and other staff. Data file figures for teachers, aides, and, where possible, other staff are in full-time equivalents. The data were edited using an edit/imputation technique that replaces suspect data with information from another LEA with similar characteristics. These replacements were verified before release. Imputation flags have been set to one (1) for all variables that have been imputed. The documentation includes a file description, record layout charts, data element descriptions, a list of state codes, a list of variables, and instructions for database documentation. (TJH) ED 313 421 TM 014 187 Common Core of Data Part III-LEA Non-Fiscal Data File (1984-85) (machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Pub Date-85 Note-For documentation pertaining to this file, see TM 014 186. Available from—U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors—* Databases, Elementary School Stu dents, Elementary School Teachers, Elementary Secondary Education, *Institutional Characteristics, Online Systems, *School Districts, School Personnel, School Statistics, Secondary School Students, Secondary School Teachers, Statistical Data, *Student Characteristics, Teacher Aides, *Teacher Characteristics Identifiers—*Common Core of Data, *Local Edu cation Agency, Non Fiscal Data File A statistical data file on local education agency
(LEA) students and staff is provided. The data file includes counts of the number of schools, the numbers of students and teachers at various levels, and the numbers of instructional aides and other staff. Data file figures for teachers, aides, and, where possible, other staff are in full-time equivalents. The data were edited using an edit/imputation technique that replaces suspect data with information from another LEA with similar characteristics. These replacements were verified before release. Imputation flags have been set to one (1) for all variables that have been imputed. TYPE OF SURVEY: Census; National Survey. POPULATION: Local Education Agencies (except those in Michigan). RESPONDENTS: Local Education Agencies. RESPONSE RATE: Local Education Agencies (100%). FREQUENCY: Annual. YEAR OF EARLIEST DATA: 1984. YEAR OF LATEST DATA: 1985. (TJH) ED 313 422 TM 014 188 Common Core of Data (CCD) Part VI: Revenues and Current Expenditures for Public Elementary and Secondary Education FY 83-85. National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000086 Pub Date-85 Note-52p.; For the corresponding data file, see TM 014 189. Pub Type-Guides - Non-Classroom (055)- Nu merical/Quantitative Data (110) – Tests/Ques tionnaires (160) EDRS Price · MF01/PC03 Plus Postage. Descriptors—*Databases, *Educational Finance, *Income, National Surveys, Online Systems, *Public Schools, School District Spending, School Statistics, *State Departments of Educa tion, Statistical Data Identifiers—*Common Core of Data Statistics on the state-level financial status of public schools are provided for fiscal years (FYs) 1983, 1984, and 1985, along with documentation for the use of an associated database file. The data provide current information about aggregate public school revenues and expenditures collected and reported at the state level. Data for FY 1985 include allocation data as of October 20, 1986. Data for FY 1984 include statistical data as of October 22, 1986. Data for FY 1983 include statistical data as of October 30, 1986. In addition to state data, statistics are provided for the District of Columbia and six United States Territories. The Virgin Islands and American Samoa did not respond for FY 1985 and FY 1984, respectively. The documentation includes a file description, record layout charts, data element descriptions, blank report form, a worksheet for computing expenditures for non-instructional services, a list of state codes, a list of variables, and instructions and definitions for the collection of the data. (TJH)
provided for the District of Columbia and six United States Territories. The Virgin Islands and American Samoa did not respond for FY 1985 and FY 1984, respectively. The record count is 171 (57 states and territories for each of 3 years). TYPE OF SURVEY: Census; National Survey. POPULATION: State Education Agencies from 50 States, the District of Columbia, and 6 Territories. RESPONDENTS: State Education Agencies (57 for each of 3 years). RESPONSE RATE: 98.2%. FREQUENCY: Annual. YEAR OF EARLIEST DATA: Fiscal Year 1983. YEAR OF LATEST DATA: 1985. (TJH) ED 313 424 TM 014 190 Postsecondary Career School Survey, 1981. Pro gram and Enrollments File. National Center for Education Statistics (ED), Washington, DC. Pub Date—82 Note-58p.; For the corresponding data file, see TM 014 191. Pub Type- Numerical/Quantitative Data (110) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Career Education, Correspondence Schools, Databases, Enrollment, *Institutional Characteristics, Longitudinal Studies, *National Surveys, Online Systems, Postsecondary Education, Program Content, *Program Descriptions, Questionnaires, School Statistics, *School Surveys, *Statistical Surveys, Vocational Education, Vocational Schools Identifiers—*Postsecondary Career School Survey, Program and Enrollments File This survey collected data from postsecondary institutions offering vocational education programs. The 1981 survey follows surveys conducted in 1971, 1973, 1975, 1977, and 1979. The machine-readable file provides detailed information on the individual program offerings of the responding institutions, including enrollments in various categories, program completions, and other outcomes. Institutional and program characteristics are also contained in the file. The study universe consisted of 1,675 schools receiving the short form of the questionnaire, 5,307 schools receiving the long form, and 62 correspondence schools. The response rate was 94%. The documentation contains: (1) the survey summary; (2) the file description; (3) record layout charts; (4) data element descriptions; (5) numerical state codes; and (6) the program codes in an appendix. Both the short and long forms of the 1982 Postsecondary Career School Survey are included. (SLD) ED 313 425 TM 014 191 Postsecondary Career School Survey, 1981. Pro gram and Enrollments File (machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF000085 Pub Date—30 Jun 81 Note—For documentation pertaining to this data file, see TM 014 190. Available from—U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors—*Career Education, Correspondence Schools, *Databases, Enrollment, *Institutional Characteristics, Longitudinal Studies, *National Surveys, Online Systems, Postsecondary Education, Program Content, Program Descriptions, School Statistics, School Surveys, Statistical Data, *Vocational Education, Vocational Schools Identifiers—*Postsecondary Career School Survey, * Program and Enrollments File This file contains data collected in 1981 from postsecondary institutions offering vocational education programs. This file provides detailed information on the individual program offerings of the responding institutions, including enrollments in various categories, completions, and other outcomes. Institutional and program characteristics are also included in the file. The file contains the responses of 94% of the schools surveyed, which included 1,675 schools that were sent the short form of the questionnaire, 5,307 schools receiving the long form, and 62 correspondence schools. Similar surveys have been conducted every 2 years since 1971. The 9-track tape contains the totality of information from the surveys plus school name, city and
zip code, and sampling weight if applicable. The dates of coverage on the file are from July 1, 1980 to June 30, 1981. The record count is 56,904. The lowest level of aggregation includes program offerings of individual schools. Records are included for active schools that did not respond to the survey. TYPE OF SURVEY: National Survey; Longitudinal Survey. POPULATION: Schools Receiving the Short Form of the Survey (1,675); Schools Receiving the Long Form of the Survey (5,307); Correspondence Schools (62). RESPONDENTS: Schools. RESPONSE RATÉ: 94%. FREQUENCY: Biennial. YEAR OF EARLIEST DATA: 1971. YEAR OF LATEST DATA: 1981. (SLD) ED 313 426 TM 014 192 Census of Population and Housing, 1980. School District Equivalency Files: MARF 3 [and] MARF 4. National Center for Education Statistics (ED), Washington, DC. Pub Date-[83] Note—74p.; For the corresponding data file, see TM 014 193. Pub Type- Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Census Figures, Databases, *De mography, Elementary Secondary Education, *Geographic Location, *Housing, Online Systems, * Population Distribution, Public Schools, *School Districts, School District Size, Statistical Surveys Identifiers—*Census 1980, School District Equiva lency Files This document is the user's manual for utilizing the data files containing the 1980 Census of Population and Housing School District Equivalency Files, Master Reference Files (MARF) 3 and 4. These equivalency files were created by the Bureau of the Census using school district boundary maps, and they pertain to all persons and housing units in the United States. MARF 3 contains geographic items from census Summary Tape Files (STF) 1A and 3A as well as total population and housing counts. MARF 4 contains geographic items from census STFs 1B and 3B and total population and housing unit counts. These equivalency or geographic cross-reference files allow the user to prepare additional data summaries relevant to school districts and to relate administrative record summaries with census geographic data. This user's manual contains an introduction to the data, a discussion of suppression of data, the data dictionary and instructions concerning its use, an overview of the 1980 Census Summary Tape Program, technical information, a glossary, and an addendum on school districts split by Standard Metropolitan Statistical Areas. (SLD) ED 313 427 TM 014 193 Census of Pupulation and Housing, 1980. School District Equivalency Files: MARF 3 [and] MARF 4 [machine-readable data files). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000084 Pub Date—80 Note-For documentation for these two data files, see TM 014 192. Available from—U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue N.W., Washington, DC 20208-5725. Telephone (202) 357 6528/6522. (MARF 3: $175; MARF 4: $575). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors—*Census Figures, *Databases, *Demography, Elementary Secondary Education, *Geographic Location, Housing, Online Systems, Population Distribution, Public Schools, *School Districts, School District Size, Statistical Data Identifiers—*Census 1980, *School District Equiv alency Files Two data files which contain the 1980 Census of Population and Housing School District Equivalency Files, Master Reference Files (MARF) 3 and 4, are presented. These equivalency files were created by the Bureau of the Census using school district boundary maps. MARF 3 contains geographic items from census Summary Tape Files (STF) 1A and 3A as well as total population and housing counts. MARF 4 contains geographic items from census STFs 1B and 3B and total population and housing unit counts. The record count for MARF 3 is 382,058, and that for MARF 4 is 2,940,437.
ED 313 423 TM 014 189 Common Core of Data Part VI: Revenues and Current Expenditures for Public Elementary and Secondary Education FY 83-85 [machine-read able data file). National Center for Education Statistics (ED), Washington, DC. Pub Date—85 Note-For documentation pertaining to this file, see TM 014 188. Available from—U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357. 6528/6522. Pub Type- Machine-Readable Data Files (102) Document Not Available from EDRS. Descriptors—*Databases, *Educational Finance, *Income, National Surveys, Online Systems, *Public Schools, School District Spending, *School Statistics, *State Departments of Educa tion, Statistical Data Identifiers—*Common Core of Data A database file containing statistics on state-level financial status of public schools for fiscal years (FYs) 1983, 1984, and 1985 is presented. The data provide current information about aggregate public school revenues and expenditures collected and reported at the state level. Data for FY 1985 include allocation data as of October 20, 1986. Data for FY 1984 include statistical data as of October 22, 1986. Data for FY 1983 include statistical data as of October 30, 1986. In addition to state data, statistics are
source files: (1) the Census of Governments' Survey of Local Government Finances-School Systems (F-33) (with 16,343 records merged); (2) the National Center for Education Statistics Survey of School Systems (School District Universe) (with 16,743 records merged); (3) the Equalized Property Value File (with 13,631 records merged); (4) the 437 Office of Education State-Administered Program File (with 14,464 records merged); (5) the Equal Employment Opportunity Commission Elementary and Secondary Staff Survey (EEO-5) (with 7,962 records merged); and (6) the Office for Civil Rights (OCR) Elementary and Secondary School Survey (with 6,041 records merged). This document describes the merged file and lists its physical characteristics (i.e., record layout). Definitions of all codes and a description of cross-referencing and editing procedures are provided. The survey forms for the EEO-5, F-33, and OCR files and a reference list of the original source file documentation are included. A separate tape contains special tabulations and the 1970 Census Fifth Count data; this tape is in one-to-one correspondence with the merged file. (SLD
These files allow the user to prepare additional data summaries relevant to school districts and to relate administrative record summaries with census geographic data. TYPE OF SURVEY: National Survey; Census. POPULATION: All Persons and Housing Units in the United States. RESPONDENTS: Citizens of the United States. YEAR OF EARLIEST DATA: 1980. (SLD) ED 313 428 TM 014 194 High School and Beyond. Financial Aid Supple ment (Senior Cohort). (machine-readable data file). Center for Education Statistics (OERI/ED), Wash ington, DC. Report No.-EF-000019 Pub Date-[85] Note-For the data file user's manual, see ED 284 470. Available from U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 55 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors-College Students, *Databases, Educational Background, Employment Experience, Family Characteristics, **Financial Support, *Grants, High School Seniors, Longitudinal Studies, Online Systems, Postsecondary Education, Student Characteristics, *Student Financial Aid, Student Loan Programs Identifiers-Guaranteed Student Loan Program, *High School and Beyond (NCES), Pell Grant Program Supplementary data on college student financial aid recipients for academic years 1980-81 through 1983-84 are presented for a sample of the 1980 Senior Cohort of the High School and Beyond (HSB) Study, which had been out of high school 4 years by 1984. This Financial Aid supplement contains seven data files: (1) the Student Sample File-containing data on 11,995 students in the Senior Cohort follow-up sample; (2) the Financial Aid Records File-containing data from the students' postsecondary schools; (3) the Guaranteed Student Loan (GSL) Record Dump Extract File-containing data from the GSL program records for three fiscal years 1982-84 corresponding to the 1981-82, 1982-83, and 1983-84 school years; (4) the Pell Grant Disbursement File-containing data about Pell Grant disbursements for 1980-84; (5) the GSL Guarantee Agency Disbursement File-containing GSL guarantee agency disbursement data for 1980-84; (6) the HSB Postsecondary Educational Events File-containing data about postsecondary attendance taken from the HSB survey files; and (7) the Student Financial Aid (SFA) File-containing data about financial assistance during postsecondary attendance. Data on the SFA File are available only as a Statistical Analysis System (SAS) file. In addition to the financial aid variables, the files cover selected student and family characteristics, high school and educational background information, and employment status variables. TYPE OF SURVEY: National Survey; Longitudinal Survey; Sample Survey. POPULATION: High School and Beyond Senior Cohort; Postsecondary Schools. SAMPLE: Senior Cohort (11,995). RESPONDENTS: High School Graduates; Postsecondary Schools. FREQUENCY: Once. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1984. (SLD)
universe of postsecondary institutions in the United States and its outlying areas. Data are collected annually on three different forms; appendix B of this documentation describes the use of these forms. The data from the 10,074 reporting schools are used for sample design and selection for other IPEDS studies and other postsecondary data collection activities. Data elements for the file include: (1) the name, address, and telephone number of each school; (2) numeric identifiers that can link this survey to other IPEDS surveys; (3) data pertaining to the highest level of programs offered; (4) data on institutional control; (5) school calendar system; (6) admissions requirements; (7) student services; and (8) student charges. Fall enrollment data were collected for some schools. The documentation for the data file includes a survey summary and file description, with two descriptive appendices. File codes are listed, and data element descriptions and alphabetic list of variables are included. Some general information on the IPEDS is also provided. (SLD) ED 313 430 TM 014 196 Institutional Characteristics Survey File (1986-87) (machine-readable data file). Office of Educational Research and Improvement (ED), Washington, DC. Report No.-EF-000040 Pub Date-87 Note-For documentation for this file, see TM 014 195. Available from-U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($500). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors—*Databases, Enrollment, *Institu tional Characteristics, *National Surveys, Online Systems, Postsecondary Education, School Organization, *School Statistics, School Surveys, Sta tistical Data, Student Characteristics Identifiers-*Institutional Characteristics Survey File, *Integrated Postsecondary Education Data System The Institutional Characteristics (IC) Survey File of the Integrated Postsecondary Education Data System (IPĒDS) provides basic data describing the universe of postsecondary institutions in the United States and its outlying areas. The data from the 10,074 reporting postsecondary schools are used for sample design and selection for other IPEDS studies and other postsecondary data collection activities. Data were collected in 1986-87 using three different forms. Data elements for the file include: (1) the name, address, and telephone number of each school; (2) numeric identifiers that can link this survey to other IPEDS surveys; (3) data pertaining to the highest level of programs offered; (4) data on institutional control; (5) school calendar system; (6) admissions requirements; (7) student services; and (8) student charges. Fall enrollment data were collected for some schools. TYPE OF SURVEY: National Survey; Longitudinal Survey. POPULATION: Postsecondary Education Institutions (12,594). RESPONDENTS: Postsecondary Education Institutions (10,074). RESPONSE RATE: 80.0% FREQUENCY: Annual. YEAR OF EARLIEST DATA: 1986. YEAR OF LATEST DATA: 1987. (SLD)
ED 313 432 TM 014 198 Merged Federal Files (Academic Year] 1978-79 [machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Pub Date—79 Note-For corrresponding data file documentation, see TM 014 197. Available from-U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors-Assessed Valuation, *Databases, De mography, *Educational Finance, Elementary Secondary Education, Federal Aid, *Federal Programs, *Financial Support, *National Surveys, Online Systems, *School Districts, School District Spending, School Support, State Programs, Statistical Data The Merged Federal File for 1978-79 contains school district level data from the following six source files: (1) the Census of Governments' Survey of Local Government Finances-School Systems (F-33) (with 16,343 records merged); (2) the National Center for Education Statistics Survey of School Systems (School District Universe) (with 16,743 records merged); (3) the Equalized Property Value File (with 15,631 records merged); (4) the 437 Office of Education State-Administered Program File (with 14,464 records merged); (5) the Equal Employment Opportunity Commission Elementary and Secondary Staff Survey (EEO-5) (with 7,962 records merged); and (6) the Office for Civil Rights (OCR) Elementary and Secondary School Survey (with 6,041 records merged). The file contains: (1) financial information about each school district, including revenue, expenditures, debts, assets, assessed valuation of property, and tax rates; (2) number of schools; (3) enrollments for special educational programs; (4) student composition by race and sex; (5) number of expulsions; (6) numerical data on full-time school personnel; (7) data on part-time staff; and (8) information about 35 state-administered Federal programs, including grant status and number of participants. TYPE OF SURVEY: National Survey; Census. POPULATION: School Districts (16,874). RESPONDENTS: Local Education Agency Administrators. RESPONSE RATE: 100%. FREQUENCY: Periodic. YEAR OF FIRST DATA: 1976. YEAR OF LATEST DATA: 1979. (SLD) ED 313 433 TM 014 199 National Postsecondary Student Aid Field Test, 1985-86. National Center for Education Statistics (ED), Washington, DC. Pub Date-86 Note—95p.; For the corresponding data file, see TM 014 200. Some pages may not reproduce clearly due to ink smears. Pub Type- Guides - Non-Classroom (055) Tests/Questionnaires (160) — Numerical/QuanEDRS Price - MF01/PC04 Plus Postage.
ED 313 429 TM 014 195 Institutional Characteristics Survey 1986-87. Office of Educational Research and Improvement (ED), Washington, DC. Pub Date-87 Note—71p.; For the corresponding data file, see TM 014 196. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC03 Plus Postage. Descriptors-Databases, Enrollment, *Institutional Characteristics, *National Surveys, Online Systems, Postsecondary Education, School Organization, School Statistics, School Surveys, *Statistical Surveys, Student Characteristics Identifiers-Institutional Characteristics Survey, *Integrated Postsecondary Education Data System The Survey of Institutional Characteristics of the Integrated Postsecondary Education Data System (IPĒDS) collects the basic data that describe the
ED 313 431 TM 014 197 Merged Federal Files (Academic Year) 1978-79. AUI Policy Research, Washington, DC. Spons Agency–National Center for Education Sta tistics (ED), Washington, DC. Pub Date-79 Note-172p.; For the corresponding data file, see TM 014 198. Document legibility poor. Pub Type- Guides - Non-Classroom (055) Tests/Questionnaires (160) EDRS Price - MF01 Plus Postage. PC Not Avail- able from EDRS. Descriptors—Assessed Valuation, Databases, De mography, *Educational Finance, Elementary Secondary Education, Federal Aid, * Federal Programs, *Financial Support, *National Surveys, Online Systems, *School Districts, School District Spending, School Support, State Programs, *Statistical Surveys Identifiers—*Merged Federal Files The Merged Federal File for 1978-79 contains school district level data from the following six
Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors—Cohort Analysis, *Databases, Educa tional Experience, Employment Experience, *Followup Studies, *Grade 10, High Schools, *High School Students, Information Utilization, Longitudinal Studies, *National Surveys, Online Systems, Questionnaires, *Student Characteris tics Identifiers—*High School and Beyond (NCES) This file contains 14,825 records. The data tape contains the following files: (1) the raw data file for each respondent (randomized identification number; first follow-up flags and composites; base year questionnaire and test data; first follow-up questionnaire data; dropout questionnaire data; transfer supplement data; early graduate data; first follow-up test data; selected school data; second follow-up questionnaire data; second follow-up flags, composites, and weights; third follow-up questionnaire data, and third follow-up flags, composites, and weights); (2) the record layout for the raw data file; (3) Statistical Analysis System control cards; and (4) SPSS-X control cards. TYPE OF SURVEY: National Survey; Sample Survey; Follow-up Survey. POPULATION: High Schools in the High School and Beyond Study in 1980. RESPONDENTS: Students. FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1986. (SLD)
Surveys, Statistical Data, Student Characteristics Identifiers—*High School and Beyond (NCES), *Senior Cohort Third Followup Data File 1986 The High School and Beyond Senior Cohort Third Follow-Up Data File is provided. The data tape contains the following files: (1) the raw data file for each respondent (randomized identification number; first follow-up flags and composites; base year questionnaire and test data; first follow-up questionnaire data; dropout questionnaire data; transfer supplement data; early graduate data; first follow-up test data; selected school data; second follow-up questionnaire data; second follow-up flags, composites, and weights; third follow-up questionnaire data, and third follow-up flags, composites, and weights); (2) the record layout for the raw data file; (3) Statistical Analysis System (SAS) control cards; and (4) SPSS-X control cards. TYPE OF SURVEY: National Survey; Sample Survey; Follow-up Survey. POPULATION: High Schools in the High School and Beyond Study in 1980. FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1986. (TJH)
Descriptors--Academic Records, *College Stu dents, Databases, Data Collection, Educational Finance, Field Tests, *Financial Support, *National Surveys, Online Systems, Postsecondary Education, Questionnaires, *Statistical Surveys, Student Characteristics, Student Costs, *Student Financial Aid Identifiers-*National Postsecondary Student Aid Field Test, Student Surveys Documentation is provided to aid users of a file that contains data on financial aid and school costs for a sample of students in the 1985-86 school year. Each record contains information from the school registrar's office, from the student financial aid office record, and from a questionnaire completed by students. There are 3,774 records on the Statistical Analysis System (SAS) file, composed of 3,774 registrar records, 1,830 financial aid records, and 2,282 survey questionnaires returned from students. Approximately 43% of all students attending postsecondary schools received financial aid, and 33% received Federal aid. The documentation includes: (1) the survey summary; (2) the file description; (3) some user notes; (4) weighted population figures; (5) lists of variables by position and alphabetic order; (6) the registrar's office record form; (7) the Student Questionnaire; (8) the Student Financial Aid Record; and (9) additional information on weighted responses. (SLD) ED 313 434 TM 014 200 National Postsecondary Student Aid Field Test 1985-86 (machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000039 Pub Date—86 Note-For corresponding data file documentation, see TM 014 199. Available from—U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors-Academic Records, *College Stu dents, *Databases, Educational Finance, Field Tests, *Financial Support, *National Surveys, Online Systems, Postsecondary Education, Statistical Data, Student Characteristics, Student Costs, *Student Financial Aid Identifiers—*National Postsecondary Student Aid Field Test A file which contains data on financial aid and school costs, for a sample of students in the 1985-86 school year is presented. Each record contains information from the school registrar's office, from the student financial aid office record, and from a questionnaire completed by students. There are 3,774 records on the Statistical Analysis System (SAS) file, composed of 3,774 registrar records, 1,830 financial aid records, and 2,282 survey questionnaires returned from students. Approximately 43% of all students attending postsecondary schools received financial aid and 33% received Federal aid. TYPE OF SURVEY: National Survey; Sample Survey. SAMPLE: Postsecondary School Records (118); Postsecondary Students (3,774). RESPONDENTS: Postsecondary School Records (118); Postsecondary Students (3,774). RESPONSE RATE: Postsecondary School Records (100%); Postsecondary Students (60.5%). FREQUENCY: Once. YEAR OF FIRST DATA: 1985. YEAR OF LATEST DATA: 1986. (SLD)
ED 313 436 TM 014 205 Sebring, Penny And Others High School and Beyond. 1980 Senior Coort. Third-Follow-Up (1986). Data File User's Manual. Volume II: Survey Instruments. Contractor Report. National Opinion Research Center, Chicago, Ill. Spons Agency-Center for Education Statistics (OERI/ED), Washington, DC. Report No.-CS-87-407m Pub Date—Oct 87 Contract-300-84-0169 Note—198p.; For the corresponding data file, see TM 014 206. Cover and title page incorrectly printed as “Volume I”. Pub Type- Guides - Non-Classroom (055) Tests/Questionnaires (160) EDRS Price · MF01/PC08 Plus Postage. Descriptors—Cohort Analysis, Databases, Data Collection, *Followup Studies, *Grade 12, Graduate Surveys, High School Graduates, High Schools, *High School Seniors, Longitudinal Studies, Mail Surveys, National Surveys, Online Systems, *Questionnaires, *School Surveys, Statistical Surveys, *Student Characteristics Identifiers—*High School and Beyond (NCES), Se nior Cohort Third Followup Data File 1986 Survey instruments used in the collection of data for the High School and Beyond base year (1980) through the third follow-up surveys (1986) are provided as Volume II of a user's manual for the senior cohort data file. The complete user's manual is designed to provide the extensive documentation necessary for using the cohort data files. Copies of instruments provided include: (1) Base Year Senior Identification Pages; (2) the Base Year Senior Questionnaire; (3) the 1980 Senior Cohort First Follow-up Questionnaire; (4) the 1980 Senior Cohort Second Follow-up Questionnaire; and (5) the Third Follow-up Questionnaire. (TJH)
ED 313 438 TM 014 207 High School and Beyond. Course Offerings and Course Enrollments Survey (1982). [ma chine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000017 Pub Date-82 Note-For documentation pertaining to this data file, see ED 243 956. Available from-U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors-Cohort Analysis, *Course Content, *Databases, *EnrollmentFollowup Studies, Grade 10, Grade 12, Graduate Surveys, High School Graduates, High Schools, *High School Students, Longitudinal Studies, *National Surveys, Online Systems, School Statistics, School Surveys, Secondary School Curriculum, Statisti cal Data, Student Characteristics Identifiers—*Course Offerings Enrollments Survey Data File, *High School and Beyond (NCES) The High School and Beyond (HSB) Course Offerings and Course Enrollments (COCE) data file includes a record for every school eligible for the HSB First Follow-Up school survey. A total of 1,015 of these schools are from the HSB"main sample" of secondary schools, and 17 are "target schools” that absorbed ail or most of the student body of a closed main sample school. The 17 target schools have unknown selection probabilities and should not be included in analyses of the 1,015 schools in the probability sample. Data for the 17 schools are included on the file for use only in the contextual analysis of student data. Only 975 out of the 1,015 schools were eligible for the COCE survey. Two different record types are included on the file: (1) “Type 1” records; and (2) “Type 2" records. For each of the 1,032 schools (main sample plus target) there is a single “Type 1” (school-level) record that contains data about the school as a whole, namely the school questionnaires from the Base Year and First Follow-Up waves of the HSB study. Multiple “Type 2" (course-level) records are provided for each school, one for each course offered. TYPE OF SURVEY: Sample Survey; National Survey; Follow-up Survey. POPULATION: Public and Private High Schools (24,725). SAMPLE: Public and Private High Schools (1,015); Target Schools (17). RESPONDENTS: High School and Beyond High Schools (941); Target Schools (17). RESPONSE RATE: High School and Beyond High Schools (96%); Target Schools (100%). FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1982. (TJH)
ED 313 435 TM 014 202 Sebring, Penny And Others High School and Beyond. 1980 Sophomore Cohort. Third Follow-Up (1986). [machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000021 Pub Date—Oct 87 Note-For documentation pertainig to this data file, see ED 301 605. Available from-U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) —
ED 313 437 TM 014 206 High School and Beyond 1980 Senior Cohort Third Follow-Up (1986) Data File [ma chine-readable data file). Center for Education Statistics (OERI/ED), Wash ington, DC. Report No.-EF000020(II) Pub Date-86 Note-For documentation pertaining to this data file, see TM 014 205. Available from-U.S. Department of Education (ED), Office of Educational Research and Improvement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washington, DC 20208-5725. Telephone: (202) 357 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) – Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors-Cohort Analysis, *Databases, *Followup Studies, *Grade 12, Graduate Surveys, High School Graduates, High Schools, *High School Seniors, Longitudinal Studies, *National Surveys, Online Systems, Questionnaires, School
ED 313 439 TM 014 208 High School and Beyond. 1980 Senior Cohort. Second Follow-Up (1984). [machine-readable data file]. Center for Education Statistics (OERI/ED), Wash ington, DC. Report No.-EF-000006 Page 25
Pub Date-84 Note-For documentation pertaining to this data file, see ED 271 485. (ED), Office of Educational Research and Im- provement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washing- ton, DC 20208-5725. Telephone: (202) 357- 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors-Cohort Analysis, * Databases, *Fol- lowup Studies, Graduate Surveys, High School Graduates, High Schools, *High School Seniors, Mail Surveys, *National Surveys, Online Sys- tems, Questionnaires, School Surveys, *Statistical Data, Student Characteristics Identifiers—*High School and Beyond (NCES), *Senior Cohort Second Followup Data File 1984 The High School and Beyond Senior Cohort Sec- questionnaire data; and second follow-up flags, composites, and weights); (2) the record layout for the raw data file; (3) the Statistical Analysis System (SAS) control cards; (4) the SPSS control cards, and (5) the SPSS-X control cards. TYPE OF SURVEY: National Survey; Follow-up Survey; Sample Survey. POPULATION: High School Seniors (3,040,000). SAMPLE: High School and Beyond Senior Cohort (12,199). RESPONDENTS: High School and Be- yond Senior Cohort (11,995). FREQUENCY: Bi- ennial. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1984. (TJH)
First Follow-Up (1982). (machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000005 Pub Date—82 Note-For documentation pertaining to this data file, see ED 243 958. (ED), Office of Educational Research and Im- 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) – Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors—Cohort Analysis, *Databases, *Fol- lowup Studies, *Grade 12, Graduate Surveys, High School Graduates, High Schools, *High School Seniors, Mail Surveys, Online Systems, School Surveys, Statistical Data, *Student Char- acteristics Identifiers—*High School and Beyond (NCES), *Senior Cohort First Followup Data File 1982 The High School and Beyond 1980 Senior Cohort flag file, a base-year student data file, and a first follow-up student data file); and (4) the text file for the “User's Manual" and the print file of the fre- quency distributions. The senior student data file consists of 11,995 records. TYPE OF SURVEY: National Survey; Follow-up Survey; Sample Survey. POPULATION: High School Seniors (3,040,000). SAMPLE: High School Seniors (11,995). RE- SPONDENTS: High School Seniors (11,227). RE- SPONSE RATE: High School Seniors (94%). FREQUENCY: Biennial. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1982. (TJH)
ED 313 440 TM 014 209 High School and Beyond. 1980 Sophomore Cohort. Second Follow-Up (1984). [machine-readable data file). Center for Education Statistics (OERI/ED), Wash- ington, DC. Report No.-EF-000004 Pub Date-84 Note-For documentation pertaining to this data file, see ED 271 484. (ED), Office of Educational Research and Im- 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) - Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors-Cohort Analysis, *Databases, *Fol- lowup Studies, *Grade 10, Graduate Surveys, *High School Graduates, High Schools, High School Students, Mail Surveys, *National Sur- veys, Online Systems, Postsecondary Education, Questionnaires, School Surveys, Statistical Data, Student Characteristics Identifiers—*High School and Beyond (NCES), *Sophomore Cohort Second Followup Data File second follow-up weights, flags, and composite vari- ables); (2) the record layout for the raw data file; (3) Statistical Analysis System (SAS) control cards; (4) SPSS control cards; and (5) SPSS-X control cards. TYPE OF SURVEY: National Survey; Follow-up Survey; Sample Survey. POPULATION: High Schools (24,725); High School Sophomores (3,779,288). SAMPLE: High School and Beyond Sophomores (18,500). RESPONDENTS: High School and Beyond Sophomore Cohort (14,825). RESPONSE RATE: High School and BeyondSophomore Cohort (80%). FREQUENCY: Bien- nial. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1984. (TJH)
ED 313 442 TM 014 211 High School and Beyond. Transcripts Survey (1982). [machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000011 Pub Date—82 Note-For documentation pertaining to this data file, see ED 243 957. (ED), Office of Educational Research and Im- provement (OERI), Information Technology Branch, 555 New Jersey Avenue NW, Washing- ton, DC 20208-5725. Telephone: (202) 357- 6528/6522. ($175). Pub Type- Machine-Readable Data Files (102) — Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors—* Academic Records, *Databases, Grade 10, Grade 12, Graduate Surveys, High School Graduates, High Schools, *High School Students, Online Systems, *School Surveys, Sta- tistical Data, *Student Characteristics Identifiers—*High School and Beyond (NCES), *Transcripts Survey Data File 1982 The High School and Beyond (HSB) Transcripts for each student, one for each course reported. “Type 2” records contain the year the course was taken, a special program indicator for the course, a set of flags indicating when and for how long the student was enrolled in the course, credit earned by completing the course, and the grade received. TYPE OF SURVEY: National Survey; Sample Sur- vey. POPULATION: High Schools (1,015); Tran- scripts of High School Sophomores (29,737).
SAMPLE: High Schools (999); Transcripts of High TM 014 212 High School and Beyond. 1980 Sophomore Cohort. First Follow-Up (1982). (machine-readable data file). National Center for Education Statistics (ED), Washington, DC. Report No.-EF-000003 Pub Date—82 Note--For documentation pertaining to this data file, see ED 243 959. (ED), Office of Educational Research and Im- 6528/6522. ($175). Pub Type-- Machine-Readable Data Files (102) – Numerical/Quantitative Data (110) Document Not Available from EDRS. Descriptors-Cohort Analysis, *Databases, *Fol- lowup Studies, *Grade 10, Graduate Surveys, High School Graduates, High Schools, *High School Students, Mail Surveys, Online Systems, *School Surveys, Statistical Data Identifiers—*High School and Beyond (NCES), *Sophomore Cohort First Followup Data File and selected base-year and first follow-up school questionnaire data file); and (4) the text file for the "User's Manual” and the print file of the frequency distributions. The sophomore cohort student data file contains 29,737 records. TYPE OF SURVEY: National Survey; Follow-up Survey; Sample Survey. POPULATION: High School Sophomores (3,780,000); High Schools (24,725). SAMPLE: High School and Beyond Sophomores (30,030); High School and Beyond Schools (1,015). RE- SPONDENTS: High School and Beyond Sopho- mores (27,118); High School and Beyond Schools (997). RESPONSE RATE: High School and Be- yond Sophomores (90.3%); High School and Be-yond Schools (98%). FREQUENCY: Biennial. YEAR OF EARLIEST DATA: 1980. YEAR OF LATEST DATA: 1982. (TJH) ED 313 444 TM 014 285 Note-11p.; Paper presented at the Annual Meet- ing of the Mid-South Educational Research Asso- ciation (Little Rock, AR, November 8-10, 1989). Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Classification, Criterion Referenced Tests, *Educational Objectives, Elementary Sec- ondary Education, Mathematics Tests, Norm Referenced Tests, *Specifications, *Teacher Made Tests, *Test Construction This paper suggests that clear understanding and articulation of explicit instructional objectives com- bined with the use of a simple table of specifications can significantly improve the quality of teacher- made tests. Topics addressed in these guidelines for the construction of tests by teachers include: in- structional objectives, types of tests and associated characteristics, test content selection, and the de- velopment of tables of specifications. Bloom's Tax- onomy, which classifies objectives into three major domains (cognitive, affective, and psychomotor), is used as a basis for the discussion. Criterion-refer-
ED 313 441 TM 014 210 High School and Beyond. 1980 Senior Cohort. Page 26
find adequate adult employment. Programs often focus on drawing students into a more embracing educational environment in the hope of improving student self-esteem and encouraging conformity with school regulations regarding attendance, behavior, and work habits. In this process academic and curricular innovation is often slighted. The aim of many dropout prevention programs tends to be limited to high school graduation and the inculcation of behaviors valued in non-managerial employees. This orientation to education, thought at one time to be practical, is increasingly untenable in an economy where jobs that pay a livable wage go only to those who have some advanced training. It is imperative that programs for at-risk youth prepare their students for the necessity of that training and help them acquire the skills, dispositions, and independence required to seek out and master it. A curriculum more thoughtfully tied into the social and pedagogical practices already present in at-risk programs might facilitate this process. The paper includes two references. (AF)
Department of Education should undertake planning with other agencies responsible for housing, transportation, and other factors that can help promote integration. Statistical data are included on two tables and seven graphs and maps. A list of 28 references is appended. (FMW) ED 313 468 UD 027 109 Quality and Integrated Education: Options for Connecticut. Connecticut State Dept. of Education, Hartford. Pub Date—Apr 89 Note—55p.; For 1988 document, see UD 027 108. Pub Type- Reports - Descriptive (141) - Reports - Research (143) EDRS Price - MF01/PCO3 Plus Postage. Descriptors—*Cooperative Programs, Elementary Secondary Education, *Equal Education, Followup Studies, Program Descriptions, *Racial Integration, *School Desegregation, State Surveys, Suburban Schools, Urban Schools, *Voluntary Desegregation Identifiers—*Connecticut This document describes viable options to enable the State of Connecticut to provide integrated and quality education, in response to a 1988 report that presented broad-based recommendations for overcoming racial inequalities in contiguous school districts. The initial report, dramatizing the increasing racial and economic isolation in the state's public schools and calling for voluntary action to reverse the trend, generated public interest and investigation of alternatives by a number of school districts, agencies, and community groups. However, despite the increasing public awareness of and responsiveness to the problem, racial and economic isolation persists. The following existing integration initiatives are described and examples of improvements are suggested: (1) Interdistrict Cooperative Grants Program (including both planning and implementation grants); (2) Project Concern, an intercommunity program for disadvantaged students; (3) State Summer School Grant Program; (4) curriculum reform initiatives; (5) professional development; (6) interdistrict vocational-technical schools; and (7) local cooperative vocational programs. The following new initiatives are described and examples of further development are suggested: (1) magnet schools; (2) school construction and renovation; and (3) recruitment of minority teachers. The new methods and strategies suggested for delivering quality, integrated education are summarized. Statistical data are included on one table and two maps. A list of 27 references; the recommendations of the Superintendents' Work Group regarding Project Concern; and the report of the Subcommittee on School Construction, Leasing, and Site Acquisition of the Superintendents' Committee on Racial/Ethnic Equity and Desegregation are appended. (FMW)
that are examined. The studies focus on magnet high schools' distribution, their educational effects on students, and their effects on education district-wide. Both the data from the studies and the studies themselves are evaluated. The implications of the various studies' findings on educational effects for education decision-makers are discussed, and specific recommendations for improving research for analyzing educational effects of magnet schools are made. Thirty-seven references are included. A list of the 12 district studies is appended. Table 1 provides the data on enrollment trends in magnet schools from 1982-83 and 1988-89. Table 2 provides an analysis of measures and findings on educational effects from the 12 studies. Three figures are also included. (JS) ED 313 470 UD 027 113 Rutter, Robert A. Effects of School as a Community. National Center on Effective Secondary Schools, Madison, WI. Spons Agency--Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—88 Grant-OERI-G-008690007 Note—42p.; Paper presented at the Annual Meet ing of the American Educational Research Asso ciation (New Orleans, LA, April 5-9, 1988). Pub Type-- Reports - Descriptive (141) - Reports - Research (143) EDRS Price - MF01/PC02 Plus Postage. Descriptors—Academic Achievement, Commu nity, * Educational Environment, * High Risk Students, *Nontraditional Education, Outcomes of Education, Peer Relationship, Program Effectiveness, Secondary Education, Self Esteem, *Socialization, *Student Adjustment, Student Needs, Teacher Expectations of Students, Teacher Role, *Teacher Student Relationship Identifiers-School Culture While conventional schooling may be successful for many youth, it is problematic for those who are at risk. Conventional schooling assumes the following: (1) all students can derive meaning from a complex and fragmented array of academic courses; (2) all students recognize or can construct a congruence between schooling and their lives; (3) students have similar capacities and motivations for learning; (4) learning is unaffected by the isolation that some students feel in large impersonal institutions; and (5) students can shield their academic performance from the pressures of outside influences or life circumstances. This report examines prototypes of alternative structures that respond in diverse ways to the characteristics and needs of at-risk youth. It attempts to show how these programs can diminish students' sense of isolation, incongruity, and incompetence, and can reengage them in the enterprise of schooling. Programs can affect student performance when teachers assume the extended roles of counselor, confidant, and friend. At-risk youth can be reengaged in school when more attention is paid to their individual needs in and outside of class. Teachers should be encouraged to feel accountable for their students and to participate in critical school policymaking. The report includes 3 references and 3 tables. (AF)
ED 313 472 UD 027 117 Black Health Issues in New York State: Condition, Prognosis, Prescription. Executive Summary. Preliminary Report, Health Subcommittee. The Governor's Advisory Committee for Black Af fairs. Volume 1, Health. New York Governor's Advisory Committee for Black Affairs, Albany. Pub Date-Jul 87 Note—62p.; For full report, see UD 027 118. Pub Type - Information Analyses (070) EDRS Price - MF01/PC03 Plus Postage. Descriptors—*Blacks, Demography, Economic Factors, *Health Needs, Health Personnel, *Health Services, * Poverty, Primary Health Care, State Surveys, *Urban Environment Identifiers—*Access to Health Care, Health Ha zards, *New York This document summarizes a review of the health problems of blacks in New York. The review comprises the first volume of a study of the needs of the two million blacks in New York. The health status of blacks is examined in each of the following phases of the life cycle: (1) maternal; (2) infancy; (3) childhood; (4) adolescence; (5) adulthood; and (6) the elder years. Related issues of services, access to and availability of medical care, and affirmative action to increase the number of medical and health care professionals to serve the black community are also reviewed. The following preliminary findings are outlined: (1) the health status of blacks has improved substantially in the past 5 years, but significant disparities continue to exist between blacks and other New Yorkers; (2) there is a clear connection between poverty and poor health, with a complex interaction of socioeconomic and behavioral factors adversely affecting the health and longevity of blacks; (3) blacks of all ages are grossly overrepresented among the poor; (4) New York State has a much higher proportion of its poverty population concentrated in poverty areas than does the nation as a whole; (5) the black poor are massed in urban areas which have substandard, overcrowded housing and adverse environmental conditions; (6) black communities have reduced access to preventive health services and to acute and long-term care; and (7) living conditions appear to be connected to the disproportionately high rates of low birth weight, infant mortality, chemical dependence, lung cancer, and cardiovascular disease among blacks. Recommendations for improvement are suggested. (FMW) ED 313 473 UD 027 118 Black Health Issues in New York State: Condition, Prognosis, Prescription. Preliminary Report, Health Subcommittee. The Governor's Advisory Committee for Black Affairs. Volume 1, Health. New York Governor's Advisory Committee for Black Affairs, Albany. Pub Date-Jul 87 Note—197p.; For executive summary, see UD 027 117. For related document, see UD 027 119. Pub Type- Reports - Research (143) EDRS Price - MF01/PC08 Plus Postage. Descriptors—* Blacks, Demography, Economic Factors, *Health Needs, Health Personnel, *Health Services, * Poverty, Primary Health Care, State Surveys, *Urban Environment Identifiers—* Access to Health Care, Health Hazards, *New York This document, which reviews the health problems of blacks in New York State, is the first volume of a study of the needs of the two million blacks in
ED 313 469 UD 027 112 Blank, Rolf K. Educational Effects of Magnet High Schools. National Center on Effective Secondary Schools, Madison, WI. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC.; Wis consin Center for Education Research, Madison. Pub Date-Sep 89 Grant-G-008690007-89 Note—43p.; Paper presented to the Conference on Choice and Control in American Education (Madison, WI, May 17-19, 1989). Available from-National Center on Effective Sec ondary Schools, Univ. of Wisconsin-Madison, Wisconsin Center for Education Research, 1025 West Johnson Street, Madison, WI 53706 ($7.00). Pub Type - Reports - Evaluative (142) Speeches/Meeting Papers (150) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—* Educational Assessment, Educa tional Opportunities, Educational Quality, Elementary Secondary Education, Enrollment Trends, *Equal Education, *High Schools, * Magnet Schools, Program Evaluation, Research Methodology, *Urban Education, Voluntary Desegregation This paper contributes to the knowledge about the effects that magnet schools have on improving educational quality. The history of magnet schools in American education is examined, linking it with several recent movements to reform and reorganize schooling. A synthesis of research findings from 12 district studies of magnet schools and various other studies conducted in the past 6 years provides data
ED 313 471 UD 027 114 Smith, Gregory A. Adjustment before Learning: The Curricular Di lemma in Programs for At-Risk Students. National Center on Effective Secondary Schools, Madison, WI. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—Mar 88 Grant-OERI-G-008690007 Note-11p. Pub Type - Opinion Papers (120) Reports Evaluative (142) EDRS Price - MF01/PC01 Plus Postage. Descriptors—Academic Achievement, Academic Standards, *Behavior Standards, Curriculum Development, Dropout Prevention, Educational Practices, Education Work Relationship, *High Risk Students, Outcomes of Education, Postsecondary Education, Secondary Education, *Socialization, *Student Adjustment, *Student Educational Objectives This paper argues that programs for at-risk youth tend to overemphasize student adjustment and the mastery of institutional customs at the expense of instilling learning dispositions that might lead to the postsecondary educational training now required to
New York. The health status of blacks is examined in each of the following phases of the life cycle: (1) maternal; (2) infancy; (3) childhood; (4) adolescence; (5) adulthood; and (6) the elder years. Related issues of services, access to and availability of medical care, and affirmative action to increase the number of medical and health care professionals to serve the black community are also reviewed. The following preliminary findings are discussed: (1) the health status of blacks has improved substantially in the past 5 years, but significant disparities continue to exist between blacks and other New Yorkers; (2) there is a clear connection between poverty and poor health, with a complex interaction of socioeconomic and behavioral factors adversely affecting the health and longevity of blacks; (3) blacks of all ages are grossly overrepresented among the poor; (4) New York State has a much higher proportion of its poverty population concentrated in poverty areas than does the nation as a whole; (5) the black poor are massed in urban areas which have substandard, overcrowded housing and adverse environmental conditions; (6) black communities have reduced access to preventive health services and to acute and long-term care; and (7) living conditions appear to be connected to the disproportionately high rates of low birth weight, infant mortality, chemical dependence, lung cancer, and cardiovascular disease among blacks. Statistical data are included on 16 tables and one graph. Each chapter includes a list of references. (FMW) ED 313 474 UD 027 119 Falling Behind. An Examination of Critical Social Programs and Policies in New York State. Implications for the Black Community. Report of the Human Services Subcommittee. The Governor's Advisory Committee for Black Affairs. Volume 2, Human Services. New York Governor's Advisory Committee for Black Affairs, Albany. Pub Date-Nov 87 Note-256p.; For Volume 1, on black health issues, see UD 027 118. Pub Type-Reports - Evaluative (142) EDRS Price - MF01/PC11 Plus Postage. Descriptors - Acquired Immune Deficiency Syndrome, *Blacks, *Childhood Needs, Economic Factors, High Risk Persons, *Homeless People, *Human Services, *Older Adults, Poverty, Program Evaluation, Program Improvement, State Programs Identifiers-*New York This document, examining critical social programs and policies impacting blacks in New York State, is the second volume of a study of the needs of the more than two million blacks in New York. The following human service issues that have a devastating impact on the black community and threaten its long-term viability are discussed: (1) Acquired Immune Deficiency Syndrome (AIDS); (2) at-risk children and youth; (3) homelessness; and (4) the elderly. For each area, demographic data are analyzed, existing state programs are reviewed, key issues are identified, and recommendations for improvement are suggested. The critical need to develop a social and economic infrastructure in black communities is emphasized. Statistical data are included on 26 tables and five graphs. The appendices contain the following materials: (1) a description of the ethnic characteristics of AIDS patients in New York State; (2) a list of state and local agencies providing AIDS-related services; (3) a list of 12 recent reports on child welfare services; (4) a list of state agencies providing out-of-home youth services; (5) a brief descrpiton of a plan to house the homeless in Queens (New York City); and (6) brief descriptions of New York State laws of 1986 pertaining to the elderly, housing, and health. A list of 140 references is also appended. (FMW)
ity Group Children, *Scores, White Students Identifiers—*Advanced Placement Examinations (CEEB) Each year, African American high school students in grades 11 and 12 take the College Board/Educational Testing Service Advanced Placement (AP) Examinations. Large numbers of these students are not successful. Nationally, African Americans take a total of 13,844 examinations and 5,447 a qualify for advanced placement. This means that 61 percent of all African American students are systematically screened out of the academic process at this level of achievement, while white students have a more than 64 percent success rate. Some states produce greater numbers of African American AP candidates than others, while some have a greater percentage of candidates who qualify and some have students with a higher mean score than others. Gender, subject of test, and type of school attended are also factors in test performance. The data indicate that educators serving African American high school students have a specific responsibility to address student achievement in preparation for these tests. Furthermore, it is incumbent upon the test publishers and school districts in which these students are enrolled to begin a serious re-evaluation of curriculum, materials, teaching methodology, and student learning habits in order to alleviate the problem that currently is being inflicted upon African American students. Three tables and two references are included. (JS) ED 313 476 UD 027 123 What's in a Norm? How African Americans Score on Achievement Tests. Research Notes on Edu cation. No. 3. Institute for Independent Education, Inc., Washing ton, DC. Pub Date—Jul 89 Note-8p. Pub Type- Collected Works - Serials (022) Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Academic Achievement, #Achieve- ment Tests, Black Education, *Black Students, *Educationally Disadvantaged, Elementary Education, Equal Education, Mathematics Achievement, National Norms, Reading Achievement, *Test Bias, Test Norms, *Urban Education Identifiers-Michigan (Detroit) Most African Americans in urban areas are trapped in schools that are below the national norms for reading, mathematics, or both. These young people are not only shut off from written information about their own cultural heritage, but they also are least likely to learn much about others. The majority of African Americans in the United States are concentrated in major urban areas like Detroit, but this is true for only a small percentage of the overall white population. Therefore, whites are less adversely affected by the poor school systems in urban areas. Of all African American elementary school students in the eight urban areas studied for this report, 74% are in schools that are below norm on reading, mathematics, or both. Furthermore, depending on which set of norms is used and how that data is interpreted, scores can be manipulated to appear better than they are. Thus, parents and policymakers are being misled about the education of African American students and, thus, are not taking the problem as seriously as it should be taken. For African Americans it is now a matter of life and death that immediate steps be taken to improve the way in which children learn to read and to do mathematics. Three tables and seven references are included. (JS) ED 313 477 UD 027 124 Magnet Schools in Chicago: Achievement at Risk if Policymakers Retreat. Research Notes on Education. No. 2. Institute for Independent Education, Inc., Washing ton, DC. Pub Date-Jul 89 Note-6p. Pub Type- Reports - Evaluative (142) - Opinion Papers (120) — Collected Works - Serials (022) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Asian Americans, Blacks, Educa tional Opportunities, Elementary Education, *Equal Education, *Magnet Schools, *School Choice, *School Desegregation, Urban Education, *Urban Schools, Voluntary Desegregation, Whites In many urban areas, educators rely on magnet
schools to strike a delicate balance between the need to create opportunities for equity in education and the need for parents to have greater choice among schools. But, are magnet schools successful? This document considers whether they fulfill the promises of high achievement and desegregation in inner city areas. Data from 35 full-site magnet schools in Chicago at the elementary and middle school levels show that they are successful, but not necessarily for the reasons many people believe. Aid to expand magnet schools and choice programs has been offered, but these offers may shift the focus of magnet schools from an emphasis on the interests that specific urban populations have in desegregation back to its original emphasis as a more universal concept of choice, and for this reason the offers have been rejected by many educators. Instead of'squashing choice when it has been shown to work in magnet schools, it would be useful to turn most of the existing schools into magnet schools and thereby make proven quality universally available. Chicago can show the nation that freedom of choice and private-sector initiative are forces that should be unleashed in education so that, in unison, these forces can continue to accomplish what they already have done so well. One table and seven references are included. (JS) ED 313 478 UD 027 138 McDowell, Bruce D., Ed. Casey, Joan, Ed. Assisting the Homeless: State and Local Re sponses in an Era of Limited Resources. Papers from a Policy Conference (Washington, D.C., March 10-11, 1988). Advisory Commission on Intergovernmental Rela tions, Washington, D.C. Pub Date-Nov 88 Note-151p. Available from-Advisory Committee on Intergov ernmental Relations, 1111-20th Street, NW, Washington, DC 20575. Pub Type - Collected Works - Proceedings (021) Reports - Descriptive (141) EDRS Price - MF01/PC07 Plus Postage. Descriptors—*Agency Cooperation, *Coordina tion, Federal Legislation, Government Role, Health Programs, *Homeless People, Housing Needs, Local Government, *Low Rent Housing, *Mental Health Programs, Program Descriptions, *Public Policy, Retrenchment, State Programs, Urban Problems, Urban Programs Identifiers-Massachusetts, New York (Westches ter County), Ohio, *Stewart B McKinney Homeless Assistance Act 1987, Wisconsin (Milwaukee) This document comprises a collection of conference papers that provide a broad understanding of the problem of homelessness, highlight innovative local and state responses, and uncover key intergovernmental issues that must be addressed in order to improve public and private action. The conference was attended by more than 100 federal, state, and local officials, as well as by academic experts, advocates, and service providers. The document begins with "Opening Remarks: The Interagency Council on the Homeless” (C. Moore), which describes the federal agency whose primary function is to implement the Stewart B. McKinney Homeless Assistance Act of 1987. Part I, “Defining the Dimensions of Homelessness,” comprises the following papers: (1) “Homeless Policy: Expansion during Retrenchment" (D. W. Kirchheimer); (2) “Discussion Paper: Implications of the Low-Income Housing Ratio for National Homelessness Policy" (K. Y. McChesnesy); (3) “The Deinstitutionalization of the Mentally Ill" (H. R. Lamb); (4) “The Low-Income Housing Crisis and Its Impact on Homelessness" (C. N. Dolbeare); and (5) "Rethinking Housing with the Homeless in Mind" (J. Leavitt). Part II, “Exploring Intergovernmental Responses,” comprises the following papers: (1) “Hope for the Homeless-Local and State Responses” (K. J. Beirne); (2) “Homelessness: Federal and State Legislative Solutions" (M. Foscarinis); (3) "Ohio's Coordinated Responses to the Problems of Homelessness” (D. Roth and P. S. Hyde); (4) “Discussion Paper: The Ohio Case" (N. G. Milburn); (5) “Assisting the Homeless in an Era of Federal Retrenchment: The Massachusetts Experience” (N. K. Kaufman); (6) “State Coordination of Mental Health Services to Homeless People in Massachusetts” (C. B. Johnson): (7) “Milwaukee's Outreach to the Homeless Mentally Ill” (M. Rosnow); (8) “Homelessness and the New Federalism: The Westchester Experience" (A. P. O'Rourke); and (9) “Health Care for the Homeless: The Challenge to States and Local Communities” (J. D. Wright).
ED 313 475 UD 027 122 The Final Blow! African-American High School Students and Advanced Placement Examina tions. Research Notes on Education. No. 4. Institute for Independent Education, Inc., Washing ton, DC. Pub Date—Jul 89 Note-6p. Pub Type- Collected Works - Serials (022) EDRS Price - MF01/PC01 Plus Postage. Descriptors – Advanced Placement Programs, Black Education, *Black Students, College Preparation, Curriculum Development, *Educational Discrimination, *Educational Quality, Equal Education, Higher Education, High Schools, Minor
Some papers include statistical data on tables and graphs. All papers include a list of references. A description of the Advisory Commission on Intergovernmental Relations (ACIR) and a list of its publications are included. A copy of the conference program and lists of participants and attendees are appended. (FMW)
new activities and significant changes are discussed: (1) U.S. Department of Labor; (2) U.S. Department of Health and Human Services; (3) U.S. Department of Education; (4) U.S. Department of Justice; and (5) U.S. Department of Defense. The following observations and issues are outlined: (1) there does not appear to be a comprehensive federal policy for youth emerging from the Bush Administration; (2) some promising attempts have been made to coordinate certain youth activities, such as Youth:2000, a joint initiative between the Departments of Labor and Health and Human Services; (3) the Job Training Partnership Act (JTPA) demonstrates federal concern for and commitment to youth; and (4) the Bush Administration should commit to an increase in funding for several key youth programs, such as Head Start, Chapter 1 of the Education Consolidation and Improvement Act, the Job Corps, and JTPA. The appendices comprise the following material: (1) lists of Regional Office contacts for the Departments of Labor, Health and Human Services, and Education; (2) a list of the locations and telephone numbers of Navy and Marine Corps Family Service centers; (3) statistical data on the JTPA Title II-A and II-B funding levels by state, rates of JTPA participants, and estimated expenditures for education in the United States for 1987-88 and 1988-89; and (4) a summary of the Department of Education's budget by category for 1988, 1989, and 1990. A list of Youth and America's Future publications is also appended. (FMW)
ED 313 479 UD 027 140 de Lone, Richard H. Education, Employment, and the At-Risk Youth. Research for Better Schools, Inc., Philadelphia, Pa. Spons Agency-Office of Educational Research and Improvement (ED), Washington, DC. Pub Date—85 Note-27p. Pub Type- Information Analyses (070) - Opinion Papers (120) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Economic Research, Educational Im provement, * Education Work Relationship, * Employment Patterns, Entry Workers, *High Risk Students, *Job Training, Labor Economics, Literature Reviews, Program Descriptions, School Effectiveness, *School Organization, Secondary Education, *Secondary Schools Schools working in cooperation with business can reduce the number of youth at risk of long-term unemployment if teachers and school administrators are willing to learn from research developed outside the field of public education and if schools are substantially restructured to meet student needs. A review of the literature of labor economics and employment and training reveals data that define the problem of chronic youth unemployment as well as strategies to reduce that risk. The economy's requirements for education have risen faster than the educational levels of the young. Jobs now require the social, communication, and interpersonal skills that are acquired through informal and formal schooling. However, youth have no more trouble finding work than adults when they have met the following preconditions: (1) developed sound basic academic skills; (2) received a high school degree; and (3) had substantial work experience as teenagers. Educational programs that develop these skills include the following features: (1) competencybased remedial programs; (2) computer-assisted instruction; (3) small, supportive environments; (4) summer programs that combine education and employment; (5) social services integrated into the school program; (6) increased student control over the pace, content, and style of the program; and (7) a clear and concrete connection between school performance and employment. A grade-by-grade description of how the high school years might be restructured to incorporate these features is included. A list of five references and a brief description of Research for Better Schools (RBS), a non-profit, educational research and development firm, are appended. (FMW)
tions: (1) “Introduction"; (2) “Harriet Tubman: A Model of Success"; (3) "Clear Your Mind: Four Affirmative Chants"; (4) “Focus Your Thinking: Four Key Ideas”; (5) “Relaxed Attention: Your Ticket to Success”; (6) “Values Clarification”; (7) “Imagine Success in Action,” including two preparation skills, seven positive habits, and a final word; (8) “The Exhibition-Performance"; (9) "Summary and Additional Practice Charts”; and (10) “Glossaries.” A final self-assessment and an evaluation questionnaire are appended. (AF) ED 313 481 UD 027 150 Wetzel, James R. American Youth: A Statistical Snapshot. William T. Grant Foundation, Washington, DC. Commission on Work, Family, and Citizenship. Pub Date-Aug 89 Note—49p.; Enlarged and updated edition; super sedes ED 284 935. Available from—W. T. Grant Foundation Commis sion on Youth, 1001 Connecticut Avenue, N.W., Suite 301, Washington, DC 20036-5541 ($5.00). Pub Type- Reports - Research (143) - Numeri cal/Quantitative Data (110) EDRS Price - MF01/PCO2 Plus Postage. Descriptors—Delinquency, Demography, *Disad vantaged Youth, *Educational Trends, *Employment Patterns, Employment Projections, *Family Characteristics, Futures (of Society), Higher Education, High Risk Persons, *Physical Health, Racial Differences, Statistical Data, *Youth, Youth Problems This document presents a statistics snapshot of young people, aged 15 to 24 years. It provides a broad overview of trends documenting the direction of changes in social behavior and economic circumstances. The projected decline in the total number of youth from 43 million in 1980 to 35 million in 1995 will affect marriage and childbearing patterns, higher education enrollments, armed forces recruiting, the nation's labor pool, and the demand for housing and consumer goods. However, the percentage of minority youth will increase and their comparative disadvantages will have even greater labor market significance. The following highlights are discussed: (1) most youth live at home longer, and one in six lives in a low income household; (2) college enrollment and completion rates have increased for females but are significantly lower for males and Blacks since the 1970s, and poor youth are more likely to drop out of school than are those from more affluent families: (3) the youth unemployment rate averaged about 11 percent in 1989 with Blacks and Hispanics experiencing the highest unemployment; (4) almost half of the youth marry at age 25 years old or older and the number of births to women under 25 is less than half the 1960 rate, but more than half of all births to teenagers are out-of-wedlock; (5) nearly 30 percent of the households maintained by youth have incomes below the poverty level; and (6) most youth enjoy good health and are likely to live longer than any earlier generation, but they engage in potentially health-damaging behaviors and comprise the segment of the population most likely to be involved with crime. Statistical data are included on 12 graphs and 19 tables. A list of the Grant Commission's publications on Youth and America's Future is appended. (FMW) ED 313 482 UD 027 151 Current Federal Policies and Programs for Youth. Reingold (J.R.) and Associates, Inc., Washington, DC. Spons Agency-William T. Grant Foundation, Washington, DC. Commission on Work, Family, and Citizenship. Pub Date-Aug 89 Note-59p.; Enlarged and updated edition; super sedes ED 284 927. Available from—W. T. Grant Foundation Commis sion on Youth, 1001 Connecticut Avenue, N.W., Suite 301, Washington, DC 20036-5541 ($5.00). Pub Type- Reports - Descriptive (141) EDRS Price · MF01/PC03 Plus Postage. Descriptors—* Agency Cooperation, *Compensatory Education, *Federal Programs, Financial Support, *Job Training, Program Descriptions, Public Policy, *Youth Programs Identifiers—Bush Administration, Education Con solidation Improvement Act Chapter 1, Job Training Partnership Act 1982, National Service This document comprises a department-by-department review of the major federal programs and activities serving youth in 1989-90. Youth initiatives in the following agencies are described and
ED 313 480 UD 027 149 Gaines, Lonnetta Imagine Success! Action Manual for Self-Development. Bank Street Coll. of Education, New York, N.Y. Pub Date-Jun 89 Note-136p. Pub Type- Guides - Classroom - Learner (051) EDRS Price - MF01/PC06 Plus Postage. Descriptors-Academic Achievement, Communi cation Skills, Elementary Secondary Education, *Goal Orientation, Journal Writing, *Life Style, Reading Skills, Role Models, *Self Actualization, Self Esteem, Self Expression, *Success, *Values Clarification, Workbooks, *Writing Skills Identifiers—*Thinking Skills This manual is an organized collection of journal activities and action charts designed to help individuals and groups to set goals and achieve them. It is based upon the following premises: (1) what you think has a profound impact upon your experience; (2) successful living is vitally connected to effective learning; and (3) success is related to ongoing self-development. The manual's intention is to improve students' reading, writing, and communications skills through a movement-based sequence of workshop experiences focusing on the following four major areas: (1) self-discipline; (2) self-esteem; (3) self-expression; and (4) self-development. Users of the manual are asked to imagine, think, write, define, and practice through diary notes, journal activities, research projects, chants, practice activities and charts, artistic experiences, and other exercises. The manual is divided into the following 10 sec
ED 313 483 UD 027 152 Student Government Manual: A Practical Guide for Organizing Student Governments. East Harlem Block Nursery, Inc., New York, NY. Spons Agency-Mott (C.S.) Foundation, Flint, Mich. Pub Date-88 Note—79p.; For related document, see UD 027 153. A product of the Youth Action Program. Pub Type-- Guides - Non-Classroom (055) — Re ports - Descriptive (141) EDRS Price - MF01/PC04 Plus Postage. Descriptors—*Community Action, *Community Involvement, Conferences, Junior High Schools, Meetings, Program Guides, *School Community Relationship, Secondary Education, Social Support Groups, *Student Government, *Student Leadership, *Student Role, Teacher Student Re lationship, Urban Youth Identifiers—Community Service This manual is written for adults working in the schools to organize student governments. It is based on the experience of the Youth Action Program (YAP) of East Harlem (New York City) in organizing and developing student leadership. The manual is divided into 10 sections. “Student Government: Leadership and Purposes” explores the relationship of youth and adults. “Organizing A Student Government” outlines the model developed in the YAP project. “School Improvement” suggests the role of student leadership in substantive change. “The School Conference" describes the organization of youth fairs, workshops, and other schoolwide events. "Community Involvement" discusses youth work with public officials and community action and service. “Ritual and Ceremony” suggests the value of pledges, installations, songs, and achievement banquets. “The Role of Adults in Developing Youth Leadership" discusses oppression, "adultism," and youth. “Leadership Training Components" explores the following topics: (1) “Developing a Concept of Good Leadership”; (2) "Taking Minutes and Keeping Notes"; (3) "How to Lead Good Meetings”; (4) “Developing Goals and an Action Plan"; (5) "Creating a Position Paper"; (6) "Mutual Appreciation"; (7) “Mutual Support"; (8) "Self-Estimation"; (9) “Building Alliances”; and (10) "Structures of Government.” “Factors Contributing to Success of Student Government” outlines positive conditions. "Special Features of the YAP Model” reviews advantages and difficulties of the program. (AF) ED 313 484 UD 027 153 Stoneman, Dorothy Bell, John Leadership Development: A Handbook from the Youth Action Program of the East Harlem Block Schools. East Harlem Block Nursery, Inc., New York, NY. Spons Agency-DeWitt Wallace / Reader's Digest Fund, Pleasantville, N.Y.; Ford Foundation, New York, N.Y.; Mott (C.S.) Foundation, Flint, Mich. Pub Date—88 Note-173p.; For related document, see UD 027
the following sections: (1) Introduction; (2) Research Problems; (3) Use Prevalence and Patterns; (4) Correlates of Use, including environmental factors, family background, interpersonal factors, gender, cultural values, acculturation, and group variation; (5) Prevention; and (6) Conclusion. The Abstracts provide citations and annotations for 14 journal articles and research reports. A 140-item reference list and a list of author addresses are appended. (AF)
152. A product of the Youth Action Program. Pub Type-Guides - Non-Classroom (055) - Re ports - Descriptive (141) EDRS Price - MF01/PC07 Plus Postage. Descriptors—Adolescents, Community Action, *Community Involvement, Cultural Awareness, *Leadership, *Leadership Training, Program Guides, Self Actualization, Self Esteem, Self Evaluation (Individuals), Social Support Groups, *Urban Programs, Urban Youth, Young Adults, *Youth Leaders Identifiers—*Community Service, *Nurturance, Oppression, Political Action This manual is written for adults who work with teenagers and young adults. It is based on the experience of building the Youth Action Program (YAP) of the East Harlem (New York City) Block Schools. The manual begins with background information on the accomplishments and plans of YAP on its 10th anniversary, followed by a section on YAP's basic ideas about leadership development. The remainder of the manual is organized around seven elements that YAP views as essential in developing leaders. "Element One: Counteracting the Effects of Oppression" discusses negative aspects of "adultism and ways to foster racial and cultural identity. “Element Two: Nurturance” deals with mutual appreciation, self-estimation, and mutual support. "Element Three: Building Leadership Concepts and Skills" describes steps in leadership development. "Element Four: Experiencing Success" reviews elements in individual and community transformation. “Element Five: Educating Young People About World Issues" presents a school curriculum designed to engender youth leadership. "Element Six: Overcoming Academic Deficiencies and Resolving Personal Hang-Ups" argues the importance of developing competitive academic skills and correcting and compulsive behaviors. “Element Seven: Organizing to Have Impact on the World" outlines youth-run community improvement projects and steps in organizing a political action campaign. (AF) ED 313 485 UD 027 154 Hayes, Floyd W., III Retreat from Quality: Policy Intellectuals, Educa tion Policymaking and Politics in a Changing Society. Essays and Policy Studies. Institute for Independent Education, Inc., Washing ton, DC. Report No.—ISBN-0-941001-17-2 Pub Date—89 Note-24p. Pub Type-- Historical Materials (060) — Reports Evaluative (142) – Opinion Papers (120) EDRS Price - MF01/PC01 Plus Postage. Descriptors-Black Students, Court Litigation, *Educational Quality, Equal Education, Hispanic Americans, Magnet Schools, *Minority Group Children, *Policy Formation, *Research Utilization, *School Desegregation, Track System (Edu cation), *Urban Education Identifiers—*Brown v Board of Education Do social policy intellectuals and their research help to strengthen quality education? Was the 1954 decision of the U.S. Supreme Court in Brown v. Topeka Board of Education, which relied heavily on social science research, flawed in its reasoning on school desegregation, equal educational opportunity, and quality education for African Americans? Both questions deserve answers in the affirmative. The Supreme Court's 1954 Brown ruling was correct; however, the subsequent decision to overemphasize racial integration and underemphasize quality education was a mistake of enormous proportions. Educational policy experts, as members of an evolving professional-managerial elite, used their knowledge to contribute significantly to policies such as busing for racial balance and magnet programs, but these programs are not enough. These experts who contribute to the formulation and implementation of policies do not have all the answers to complex educational problems. Policy intellectuals will continue to influence educational policy making, but the role of expertise must be clarified and refined in light of its limitations. Past mistakes in educational policy with respect to quality education have resulted in several generations of African-American and Hispanic-American youth who were trapped in these desegregated but inferior schools and who will be left behind in this managerial society. Quality education must be reinstated in all American schools if the United States is to remain foremost among advanced techological nations. (JS)
ED 313 486 UD 027 157 Baecher, Richard E. And Others Correlates of Successful Dropout Prevention Strategies for At-Risk Children in Urban Schools. Pub Date—27 Mar 89 Note-21p.; Paper presented at the Annual Meet ing of the American Educational Research Association (San Francisco, CA, March 27, 1989). Pub Type-- Reports - Research (143) - Speeches/ Meeting Papers (150) EDRS Price - MF01/PC01 Plus Postage. Descriptors--Academic Achievement, Attendance, *College School Cooperation, *Dropout Prevention, Dropout Research, Elementary Secondary Education, Higher Education, *High Risk Students, Longitudinal Studies, Mathematics Achievement, *Minority Group Children, Multiple Regression Analysis, Public Schools, Reading Achievement, School Holding Power, Self Esteem, Social Services, Tutoring, *Urban Educa tion Identifiers-Childhood Level of Living Scale (Po lansky Pollane), Fordham University NY, New York City Board of Education, *Partnerships in Education, Practice Profiles This report examines the correlates of successful social and educational strategies of a dropout prevention program for minority children in an urban school district. In 1986, Fordham University's Graduate School of Education and Social Services became partners with a heavily-populated minority public school district in New York City. This paper describes the first two years of Fordham's Stayin-School Partnership Project (SSPP) and attempts to answer the following questions: (1) how much impact did SSPP have on the attendance rate of at-risk children? (2) what effects did it exercise on their academic achievement? and (3) what types of practices and strategies were most effective in this setting? Data on attendance rates, reading and math performance, self-esteem, adequacy of child care, and an emerging “practice profile” of the project are used to answer these questions. SSPP works by addressing the school experience of children at risk through structured tutoring and play therapy, and by confronting outside experiences through family problem-solving and counseling as well as parental workshops. The project responds to the urban school crisis by focusing on preventive strategies supported by data, identifying areas of greatest and weakest impact, and communicating effective practices. (AF) ED 313 487 UD 027 164 Austin, Gregory A. Gilbert, M. Jean Substance Abuse among Latino Youth. Prevention Research Update, Number 3. Northwest Regional Educational Lab., Portland, Oreg.; Western Center for Drug-Free Schools and Communities. Spons Agency-Department of Education, Wash ington, DC Pub Date—89 Contract-S188A80003 Note-31p. Pub Type - Reference Materials - Bibliographies (131) — Information Analyses (070) EDRS Price - MF01/PC02 Plus Postage. Descriptors—* Adolescents, Alcohol Abuse, Anno tated Bibliographies, Cocaine, Cubans, *Drug Abuse, Heroin, *High Risk Persons, *Hispanic Americans, Marijuana, Mexican Americans, Prevention, Puerto Ricans, *Social Science Research, *Substance Abuse Identifiers—Inhalants, *Latinos This publication is one of a series summarizing recent research on adolescent drug abuse and its prevention. The report provides an overview of research and reviews its implications for dealing with substance abuse among Latino youth, placing new information in the context of past findings. Research has shown that drug use patterns in several Latino subgroups are significantly different from those found in the U.S. general population, and that there are high levels of use of many drugs within segments of this population. Although there has been no parallel expansion of information specifically on Latino youth, the existing evidence clearly indicates that they are a population at serious risk of developing problems with several substances, and that prevention programs have not been adequately addressing the unique needs and circumstances of this population. The report is divided into an Overview and Abstracts. The Overview is comprised of
ED 313 488 UD 027 165 Parent Mentor Manual. Voluntary Interdistrict Coordinating Council, St. Louis, MO. Pub Date- Oct 89 Note-188p.; Portions contain small/marginally legible print. Pub Type-Guides - Non-Classroom (055) EDRS Price - MF01/PC08 Plus Postage. Descriptors-Academic Achievement, Black Fam ily, *Black Students, Elementary Secondary Education, *Family School Relationship, Magnet Schools, *Mentors, Multicultural Education, Parent Materials, Parent Participation, Parent Role, *Parent Student Relationship, *School Desegregation, Student Transportation, *Transfer Stu dents Identifiers—* Missouri (Saint Louis), *Parent Men tor Program Legal action opposing school segregation in St. Louis (Missouri) in the 1970s resulted in a plan to facilitate student transfer and transportation. The Parent Mentor Program was established to help parents acquire skills to work effectively with their children's schools. Through the program, parents are put in touch with other parents who are familiar with the school district and the voluntary student transfer program. This manual provides program details and guidance for parents. It comprises the following sections: (1) "Overview"; (2) “Purpose of Parent Mentor Program"; (3) “Description of Parent Mentor Program"; (4) “Know Your Child's School System,” which discusses lines of communication, curriculum, discipline, attendance policies, rights of parents, and participation on boards; (5) "Effective Interaction with Your Child's School"; (6) “Your Child,” which discusses parental involvement; (7) “Multicultural Environment”; (8) “Academic Issues,” which discusses talented/gifted programs, remediation and tutoring, promotion/retention, testing, special education, and other opportunities; (9) "Transportation,” which discusses information parents should know, summer school transportation, and extracurricular transportation; (10) “Resources Available to Parents”;(11) “Glossary of Terms Used by Schools”; and (12) “Appendix,” which includes school district obligation by law, a settlement agreement summary, a school integration chronology, a list of family agencies, a discipline report, a publications list, and a transcript of “The Volunteer” newsletter for Spring 1989. (AF) ED 313 489 UD 027 166 Trueba, Henry T., Ed. Delgado-Gaitan, Concha, Ed. School & Society. Learning Content through Cul ture. Report No.-ISBN-0-275-92860-8 Pub Date—88 Note-232 p. Available from—Praeger Publishers, One Madison Avenue, New York, NY 10010 ($39.95). Pub Type-- Books (010) — Collected Works - Gen eral (020) — Reports - Research (143) Document Not Available from EDRS. Descriptors—Cultural Influences, Cultural Interre lationships, *Culture Conflict, *Educational Anthropology, Elementary Secondary Education, *Ethnography, Foreign countries, Intercultural Communication, Minority Groups, *Multicultural Education, *Politics of Education, Role of Education, *Socialization Identifiers-Israel, Japan, Peru, *School Culture, United States Over the last 30 years, educational anthropologists have been exploring the organizational structure of schools and their relationship to society in order to shed light on the complex processes of acquisition, organization, and transmission of cultural knowledge. This volume covers the need to provide a field-based, well-documented cultural environment for the many groups of children who face cultural conflict. It is divided into three parts. Part I, “Ethnographic Trends and the Politics of the Educational Process," comprises the following chapters: (1) “Problem Finding' in Qualitative Research" (Harry F. Wolcott); (2) "National Politics and Local Responses: The Nation's First Successful School Desegregation Court Case” (Robert R. Alvarez); and (3) “Cultural Transmission and Adaptation in the Political Arena: Hispanic Participation in Bilingual Education Policy Making” (Richard A. Navarro). Part II, “Socialization of Young Children to School: Transmission of Cultural Values across Cultures,” comprises the following chapters: (4) “Children in American and Japanese Day-Care Centers: Ethnography and Reflective Cross-Cultural Interviewing" (Mariko Fujita, Toshiyuki Sano); (5) “Iman Chay?: Quechua Children in Peru's Schools" (Nancy H. Hornberger); (6) “Effects of Southeast Asian Refugees on Schools and School Districts” (Christine Robinson Finnan); and (7) "Cooperation and Conflict between Parents and Teachers: A Comparative Study of Three Elementary Schools” (Richard L. Warren). Part III, “Socialization of Young Adults: Cultural Conflicts Across Cultures," comprises the following chapters: (8) “Cross-Cultural Adaptation and Learning: Iranians and Americans at School” (Diane M. Hoffman); (9) “The Winter of Their Discontent: Cultural Compression and Decompression in the Life Cycle of the Kibbutz Adolescent" (Steven Borish); and (10) “Peer Socialization among Minority Students: A High School Dropout Prevention Program" (Henry T. Trueba). The book includes six tables, two figures, a selected bibliography, and an index. (AF)
dren, Amendments, *Proposed Legislation, Social Security Act Title IV This document reports on proposed Federal reform of the welfare system. Amendments are suggested to proposed legislation that would accomplish the following goals: (1) replace the existing Aid to Families with Dependent Children (AFDC) program with a new Family Support Program that emphasizes work, child support, and a need-based family support supplement; (2) amend Title IV of the Social Security Act to encourage and assist needy children and parents u.ider the new program to obtain the education, training, and employment needed to avoid long-term welfare dependence; and (3) make other necessary improvements to assure that the new program will be more effective in achieving its objectives. Amendments cover the following areas: (1) the National Education, Training, and Work-related (NETWork) Program; (2) day care, transportation, and work-related expenses; (3) real work incentives; (4) transitional services for families; (5) child support enforcement; (6) pro-family welfare policies; and (7) benefit improvements. The budget effects of the amendments are discussed. Twelve dissenting views are included. (FMW)
ED 313 490 UD 027 167 Kochman, Thomas Black and White Styles in Conflict. Report No.-ISBN-0-226-44954-8 Pub Date—81 Note-181p. Available from The University of Chicago Press, 11030 S. Langley Ave., Chicago, IL 60628 (ISBN-0-226-44955-6, $6.95 paperback). Pub Type— Books (010) — Reports - General (140) - Information Analyses (070) Document Not Available from EDRS. Descriptors—*Black Culture, Black Dialects, *Cul tural Differences, *Culture Conflict, Educational Anthropology, Educational Sociology, Ethnic Relations, Ethnography, *Intercultural Communication, *Language Styles, Participant Observation, Racial Bias, Racial Differences, *Racial Relations, Sociolinguistics This book uses an ethnographic approach to collect and analyze patterns of language and culture that affect interracial communication and culture. The study selects patterns of behavior, or elements within patterns, and maps black and white cognitive territory in order to reveal the cultural reasons for communications difficulties. The book explores and reconstructs the cultural factors that shape the patterns and attitudes that blacks and whites bring to the communications situation. Ramifications of black and white conflict arising from differences in style are suggested, especially in the context of the schoolroom and workplace, where the consequences of different cultural patterns, perspectives, and values determine not only the quality of black and white social interaction but black social and economic success. The book is comprised of the following 10 chapters: (1) “Black Culture”; (2) "Classroom Modalities"; (3) "Fighting Words"; (4) “Boasting and Bragging"; (5) “Male and Female Interaction”; (6) “Truth and Consequences”; (7) “Information as Property”; (8) “The Force Field”; (9) “Style"; and (10) “Epilogue." An appendix, "Testing for Cultural Homogeneity,” is also included. The book includes a list of 105 references and a subject index. (AF)
migration and Naturalization Service, *Immigration Law This report examines the background of and the newest developments in U.S. asylum policy in relation to Haitian, Central American, and Vietnamese refugees. The following background areas are explored: (1) the change in policy to stop the influx of asylum seekers; and (2) internal policy debate at the Immigration and Naturalization Service (INS) and the Justice Department. The following aspects of the new restrictive INS policy operations are explored: (1) the immediate impact, in December 1988, on south Texas; (2) the effects of the January 1989 Temporary Restraining Order in Miami (Florida); (3) the effects of lifting the Temporary Restraining Order and instituting a new procedure for detention and deportation of undocumented aliens in south Texas, in February 1989; and (4) the asylum adjudication process. The following aspects of the detention process are explored: (1) prisons versus shelters; (2) the isolation of the Webb County Detention Center outside Laredo (Texas); (3) the Correctional Corporation of America's contract facility in Laredo; and (4) Orantes-Hernandez v. Meese, a legal ruling preventing INS abuses of the asylum policy. The following topics concerning the interdiction and detention of Haitians are explored: (1) the circumvention of due process; and (2) the Krome Detention Center in Florida. The following problems with U.S. asylum policy are criticized: (1) the fallacy of treating asylum as an immigration problem; (2) the persecution of specific immigration populations, and (3) the civil strife that biased policies may cause. Three graphs are included. (JS) ED 313 492 UD 027 179 Kratzert, William F. Kratzert, Mona Y. Characteristics of Continuation High School Stu dents. Pub Date-[89] Note-14p. Pub Type - Reports - Research (143) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Continuation Students, *Dropout Programs, High Schools, Nontraditional Education, Psychological Studies, *Self Concept, Self Concept Measures, *Stress Variables, *Student Characteristics Identifiers—*Piers Harris Childrens Self Concept Scale This document reports on a study of the self-concept of students enrolled in a continuation high school. A random sample of 40 students was selected from a school of 190 students. All were administered the Piers-Harris Children's Self Concept Scale to determine their feelings about themselves, and an author-prepared questionnaire to determine their feelings on a wide range of areas. The following findings are discussed: (1) analysis of responses to the Piers-Harris Scale indicates that the self-concepts of the students fall within average parameters; (2) analysis of responses to the authors' questionnaire indicates that the majority are content with their placement at the continuation high school; (3) the lack of anxiety reported by 65 percent of the students may contribute to enhanced self-esteem and decreased drug abuse; and (4) the negative effect of parents who were either separated or divorced may be offset by the lower stress at the continuation school. The desire of the majority of the students to graduate from high school despite the lack of credits and age on enrollment indicates a need for an earlier intervention program for potential dropouts that will offer greater opportunity to succeed. A list of ten references is appended. (FMW)
ED 313 494 UD 027 187 Smyer, Roxane Baenen, Nancy Taking Steps towards Drug-Free Schools in AISD, 1988-89. Austin Independent School District, Tex. Office of Research and Evaluation. Report No.-AISD-88.34 Pub Date—89 Note-43p. Pub Type- Reports - Evaluative (142) EDRS Price - MF01/PC02 Plus Postage. Descriptors-Alcohol Abuse, * Alcohol Education, Counselor Training, Drug Abuse, *Drug Education, #Educational Finance, Elementary Secondary Education, *Federal Aid, Instructional Effectiveness, *Instructional Material Evaluation, *Prevention, Program Evaluation, Resource Allo cation, School Surveys Identifiers—* Austin Independent School District TX This report itemizes the Austin (Texas) Independent School District's (AISD) expenditures of federal funds for 1988-89 that were designed to supplement the school district's efforts directed at drug and alcohol abuse education and prevention. Some funding was used to determine the extent of the drug problem in the district, what curriculum and material changes were needed for each program, and if the funded programs were effective. The following programs received major funding: (1) Student Assistance Program (SAP); (2) Drug Abuse Resistance Education (DARE); (3) Peer Assistance and Leadership (PAL); and (4) Prevention and Remediation in Drug Education (PRIDE). Each program and the allocation of funds within it are discussed. The effectiveness of each program and the overall projects, counselor training, and summer activities are discussed, using data reported from student and teacher questionnaire responses. Two references and 22 figures are included. (JS) ED 313 495 UD 027 192 Fetterman, David M. Haertel, Edward H. A School-Based Evaluation Model for Accelerating the Education of Students At-Risk. Pub Date—[89] Note-36p. Pub Type - Reports - Descriptive (141) EDRS Price - MF01/PC02 Plus Postage. Descriptors—* Educational Assessment, Elemen tary Secondary Education, *Evaluation Criteria, * Evaluation Methods, Evaluation Utilization, Formative Evaluation, *High Risk Students, Nontraditional Education, *Organizational Effectiveness, Program Development, Qualitative Research, Self Evaluation (Groups), Summative Evaluation This paper presents ideas for the development and utilization of a comprehensive evaluation plan for an accelerated school. It contains information about the purposes of a comprehensive evaluation, the evaluation design, and the kinds of data that might be gathered and used. The first section, “An Approach to Evaluation: Multiple Purposes and Multiple Perspectives," includes the following topics: (1) "Formative and Summative Evaluation Purposes"; (2) "An Ethnographic Perspective"; (3) "Intracultural Diversity"; (4) “Contextualization”; (5) “Non
ED 313 491 UD 027 169 Frelick, Bill Refugees at Our Border. The U.S. Response to Asylum Seekers. Issue Brief. American Council for Nationalities Service, Wash ington, DC. U.S. Committee for Refugees. Pub Date—Sep 89 Note-25p. Pub Type- Reports - Evaluative (142) — Legal/ Legislative/Regulatory Materials (090) – Nu merical/Quantitative Data (110) EDRS Price - MF01/PC01 Plus Postage. Descriptors—*Discriminatory Legislation, Process, *Foreign Policy, Haitians, Latin Americans, *Moral Issues, Political Attitudes, *Refugees, Social Bias, Undocumented Immigrants, Vietnamese Identifiers—* Asylum, Deportation, Detention, Im
ED 313 493 UD 027 180 Family Welfare Reform Act of 1987. Report To gether with Additional and Dissenting Views to Accompany H.R. 1720. House of Representatives, 100th Congress, 1st Session. Congress of the U.S., Washington, D.C. House Committee on Ways and Means. Report No.-House-R-100-159-Pt-1 Pub Date—17 Jun 87 Note—183p.; For parts II and III, see ED 301 617 and ED 301 618. Pub Type— Legal/Legislative/Regulatory Materi als (090) EDRS Price - MF01/PC08 Plus Postage. Descriptors—*Child Welfare, Day Care, * Employ ment Programs, Family Financial Resources, Family Programs, *Federal Programs, Incentives, *Job Training, *Welfare Services Identifiers—*Aid to Families with Dependent Chil |
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